1. PES/ENG/IX/015
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A PUNJAB EDUSAT SOCIETY PRODUCTION
SUBJECT: ENGLISH
CLASS: IX
CHAPTER: MODALS
PART II
INTRODUCTION
CUT TO ANCHOR 1
Voice over:
Friends, a very good morning to all of you! Today we shall continue
with our discussion on Modals. In the last episode I had talked about
the meaning of the word Modals and why we need to use them in
our day to day communications. In other words we dealt with their
learning objectives. I had also discussed about a few modals ( as can,
could, will, would, shall and should. The way they are used in different
modes, was also discussed with examples.
Today, I shall continue my discussion about the remaining modals. But
before proceeding further listen to the following dialogue between a
Postmaster and a postman.
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(Show the images/animation as per the text as per voice over one by one
highlighting the underlined words.)
Postmaster: Mahesh, you ought to go to deliver this post just now?
Postman: I will if I could get somebody’s vehicle.
Postmaster: You may take my motor cycle.
Postman: Thank you, sir.
Postmaster: You must return soon. You need to finish your work in
the office.
Postman: Sir, I have to deliver more than 15 letters. It may take
more than one hour.
Postmaster: But you must finish this work as fast as you can.
CUT TO ANCHOR 2
(Voice over along with the text on screen highlighting the words
written in bold ink)
Friends, in the above dialogue that you saw the underlined words
express a kind of necessity or obligation for doing an action. They are;
may, must, need, ought to, dare, have to, used to.
NOTE:
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(Screen text as per voice over highlighting the words written in bold
ink)
Let us recall the important points once again before describing the rest
of the modals;
1. Modal auxiliaries cannot be used independently as a principal verb.
2. Modal auxiliaries do not change according to the person or
number of the subject.
3. They cannot take the infinitive form ‘to’ i.e. we cannot make such
uses as to will, to can, to may, to must etc.
4. We cannot add –ing to a modal auxiliary.
5. Modal auxiliaries take only the root form of the verb.
CUT TO ANCHOR 3
(Show images as per screen text and Voice Over one by one highlighting
the words written in bold ink.)
Let us take up the following Modals one by one;
may, must, need, ought to, dare, have to, used to.
1. MAY
May as a Principal verb is used to indicate permission
(Seeking/granting), to express a wish/prayer, to denote uncertainty,
purpose, possibility.
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(Show images as per screen text and Voice Over highlighting the words
written in bold ink.)
EXAMPLES:
• May God help you! (‘Prayer’)
• May your father recover soon from his illness? (Expressing
‘wish’)
• You may go out to watch a movie with your friends.(‘granting
permission’)
• May I use your cell phone? (‘seeking permission’)
• Shruti, my friend may come to my house tomorrow. (showing
‘possibility’)
• Kamla may win the first prize. (‘possibility’)
• We eat so that we may live. (‘purpose’)
2. MIGHT
‘Might’ is the past form of the auxiliary ‘may’. As a modal ‘might’
expresses--- purpose, possibility, permission, and future
condition.
EXAMPLES:
Show images as per screen text and Voice Over highlighting the
words written in bold ink.)
• They died that we might live. (‘purpose’)
• He worked hard so that he might win a scholarship.
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(‘purpose’)
• Mr. Gupta might have gone on a tour. (‘possibility’)
• I hoped that he might admit his mistake. (But he did not)
• If I get leave from office, I might attend my cousin’s marriage.
(‘Future condition’)
3. MUST
Voice over:
The auxiliary is used to express necessity, obligation, likelihood,
inevitability.
EXAMPLES:
(Show images as per screen text and Voice Over highlighting the
words written in bold ink.)
• We must not tell lies. (‘strong moral obligation’)
• Soldiers must obey orders without question. (-do-)
• A judge must be upright in his decisions. (‘duty’)
• Ruchi must have reached home by now. (‘certainty’)
• We must all die. (‘inevitability’)
CUT TO ANCHOR4
4. OUGHT TO
Voice over:
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This modal auxiliary is used to express desirability, moral obligation
and duty. Ought is a defective verb. It can take present/future time. It
takes an infinitive as object.
EXAMPLES:
(Show images as per screen text and Voice Over one by one
highlighting the words written in bold ink.)
• We ought to maintain silence in the library.
• If he wants to succeed, he ought to work hard.
• We ought to obey our parents.
• You ought to score better marks in Board’s exams.
• Ought we to go to attend Rajat’s wedding?
Yes, we ought to.
NOTE 1: Voice over
‘Ought to have’ with a past participle is used to show a past
obligation that was not fulfilled or carried out.
Examples:
• You ought to have helped her in the hour of her need.
(But you did not)
• She ought to have obeyed her husband.
(It was her duty to obey her husband.)
NOTE 2: Voice over
Sometimes ‘ought to have’ takes negative form to indicate
disapproval of something that was done in the past.
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For example;
• Geeta ought not to have laughed at her sister’s mistakes.
• He ought not to have disrespected his country’s national flag.
5. NEED
Voice over:
Need is used to indicate ‘necessity’ and ‘obligation’.
EXAMPLES:
(Show images as per screen text and Voice Over one by one
highlighting the words written in bold ink.)
• You need not answer all the questions.
• He need not go to the park with his friends.
• Need she apologize to him?
• You need not consult anyone in this matter.
Voice over:
NOTE: You must have observed that ‘need’ as a model takes
‘negative’ and ‘interrogative’ forms of sentences and not the
assertive form.
6. USED TO
Voice over:
The modal ‘used to’ indicates habitual/repeated action in the past,
not accustomed to and to show permanent state in the past.
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EXAMPLES:
(Show images as per screen text and Voice Over highlighting the
words written in bold ink.)
• My grandfather used to exercise daily when he was young.
(Was in the habit of)
• I used to participate in all the cultural activities of my school.
(Repeated action in the past)
• As they were not used to live in a humid climate, they fell ill.
(Not accustomed to)
• There used to be a cinema house at this spot before the World
War II. (Indicating ‘permanent state’)
• I am not used to walking long distances. (not accustomed to)
• Reshu used to visit the temple every Sunday.
CUT TO ANCHOR5
7. HAVE TO/ HAD TO
Voice over:
The model expresses necessity/ obligation in the present tense as
well as in the past tense. In the present tense ‘have to’ is used where
as in the past tense we use ‘had to’.
EXAMPLES:
(Show images as per screen text and Voice Over one by one
highlighting the words written in bold ink.)
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• She has to cook meals for the family everyday. (‘necessity’)
• They have to play accurate to score a win.
• I have to reach office at 9.00 a.m. tomorrow instead of ten.
• We had to support him to win the elections.
(Past form of ‘have to’)
8. DARE
Voice over:
‘Dare’ as a modal is used in the present tense as well as in the
past tense to show courage, to throw a challenge and in interrogative
sentences.
EXAMPLES:
(Show images as per screen text and Voice Over one by one
highlighting the words written in bold ink.)
• He dare not oppose us.
• The teacher dare not punish the child. (‘challenge’)
• How dare you ride a bicycle without brakes?
(‘interrogative’)
• They dared not say such a thing again. (‘past tense’)
Before we come to the end of this episode,I am sure you would
like to try out this game on the use of ‘Modals’. It is based on
the use of ‘ could be,’’may be,’ can’t be’,’ought to’,has to’,
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Voice over: You don’t have to worry about me telling you what you
should do or how you could/may/might deal with modals. This activity is
one of my favorites for teaching or revising modal verb ,and you must try it.
Choose ten small objects at home and put each one in a paper bag with a
number. Students will have to guess what the objects are by only reaching in
and touching them. Some of these objects should be easily identifiable – a
pencil or a paperclip – but others should be harder or even misleading – a
packet of Maggi Noodles; a DVD for a CD;A credit card for a library card
etc.
Students reach in the bags one by one, and in pairs write down what they
think the object is. They pass the bags around for about five minutes. Don’t
give them too long and don’t let them cheat by looking! When they finish,
write their possible answers on the board, allowing for some natural
discussion. Still without revealing what each object is (because this is to
practice modals in the present), you can discuss this: the CD – it
could/may/might be a CD, or it could/may/might be a DVD: it’s hard to
tell just by touching it.
But for the library card…it could/may/might be a library card, a video rental
card, or an ID card…do they think it is a credit card? No, the students should
say, that’s impossible, they can’t feel the bumps that would be the numbers
or name which are usually indented. Aha, you say, so it can’t be a credit
card. So it “can’t be” a credit card and it “must be” an Identity card.
If the language is new, this is a good context so students can start with the
meaning (I’m not sure what this is, or I feel certain about this even
though I can’t see it to verify it) and then go to the form (It
may/might/could be a … or It must be a…).
Obviously you have to choose the right objects for this to be challenging
and interesting, so plan in advance. You can adapt it to higher levels by
making them draw conclusions about the past (Number 7 could have
been a comb…), or you can use it as revision for either past or present
by asking students to discuss in pairs what the objects are, using modal
verbs. Also obviously, there are ways to do this activity without using
modal verbs at all, so you do have to point out to your students that this
is one of the goals and they should use them.
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You must try playing this guessing game, using the
modals, taught in the class. I am sure you will like it
and enjoy playing it!
Friends, now we have come to the end of today’s episode. Here
I would like to make one point clear to you. Most of the
modals that we have discussed today express the ‘necessity’,
‘obligation’ or ‘moral duty’ on the part of the subject. Thus,
we can use one or the other modal depending on the purpose of
the action.
I am sure; you must have got a clear picture about the various
ways in which we can make use of these modals. Now when you
are in the class, you will face them confidently.
THANK YOU AND HAVE A GOOD DAY!!
This script has been reviewed by - -------------------------------
Signature - ----------------------------------------------------
Date - ----------------------------------------------------
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