MODAL VERBS

 

Modal verbs are different from normal verbs:

1: They don't use an 's' for the third person singular.

2: They make questions by inversion ('she can go' becomes 'can she go?').

3: They are followed directly by the infinitive of another verb (without 'to').

Modal verbs are used to express:

 

Ø  Probability or possibility: to say how sure we are that something happened / is happening / will happen.

1: Talking about the present:

•          She must be on the bus. (I'm fairly sure this is a good guess)

•          She could be lost. (maybe)

•          She may be in the wrong room. (maybe)

•          She might come soon. (less probable than may) / past of may

•          She can't be at home. (I'm fairly sure this isn't true)

 

Ø  Ability

1: Talking about the present: can / can't (for both general and specific ability)

•       He can't drive.

•       We can come now.

2: Talking about the past:

could / couldn't (for general ability)

•       I could read when I was four.

was or were able to / couldn't (for specific ability)

•       She was able to pass the exam, even though she hadn't studied much.

•       I couldn't open the window.

3: Talking about the future:

will / won't be able to (general ability)

•       At the end of the course, you will be able to make your own website.

Ø  Permission / Requests we can use verbs such as 'can', 'could' and 'may' to ask for and give permission. We also use modal verbs to say something is not allowed.

•       Might/May I come in?                                   / May I call you later? (very polite)

•       Could I leave early today, please?             / Could I have a coke, please? (polite)

•       Can we swim in the lake?                             / Can you lend me your pencil, please? (informal)

Obligation, Prohibition and Advice

modal verb	Positive	Negative
have to / don't have to (had to: for the past)/ don't need to	obligation (possibly from outside) •       Children have to go to school. •       She has to pay a fine.	no obligation = don´t need to/ have to •       She doesn't have to work on Sundays. •       You don't need to eat anything you don't like.
must / mustn't	strong obligation (possibly based on the speaker's opinion) •       I must study today.	prohibition •       You mustn't smoke here.
should / shouldn't	advice •       You should save some money.	advice •       You shouldn't smoke so much.

Using modals of possibility, obligation or prohibition

Exercise 1: Modals of ability

Exercise 2: Modals of possibility

Exercise 3: Modals of obligation

Exercise 4: modal verbs

The senses

How many senses do we have? Name them in English and translate them. 

Which sense do you find less useful? 

Do you think the sense of smell is connected with taste? 

Match the words to the right definition: 

1. stinky                  a) insipid
2. pleasure               b) small bodies chiefly in the skin of the tongue
3. mood                   c) blocked or stopped up
4. taste buds             d) nasty
5. stuffy                   e) a person's emotional state
6. flavourless           f) a feeling of delight   

Match each word with its correct definition.

1. Smell
2. Flavor
3. Odor
4. Receptors
5. Brain
6. Taste
7. Volatiles
8. Neurons
9. Nose
10. Food

Definitions:
A. The organ that processes sensory information, including smell and taste.
B. A substance that provides nourishment when consumed.
C. Sensory cells that detect stimuli such as smell or taste.
D. The sense that helps detect different scents in the environment.
E. Tiny molecules released by substances that contribute to scent.
F. The overall sensory experience of food, influenced by both taste and smell.
G. The organ responsible for detecting smells and aiding in breathing.
H. The basic perception of sweet, salty, bitter, sour, and umami.
I. The fundamental units of the nervous system that transmit information.
J. A particular scent or fragrance, pleasant or unpleasant.

Watch the video and check your answer: 

https://www.ted.com/talks/jen_gunter_how_your_sense_of_smell_helps_you_savor_flavor?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare

What did you learn after watching the video?

Say wheter the sentences are true or false:

1. A majority of respondents in a survey said they would give up their sense of smell.
2. Our sense of smell is not important for experiencing flavor.
3. Volatiles are tiny smell molecules given off by substances around us.
4. Smell molecules are detected by taste buds on the tongue.
5. Odor receptors on olfactory sensory neurons help detect smells.
6. The brain associates emotions and feelings with certain smells.

Complete the following sentences using the five senses:

- The sound of __________________ makes me remember _______________

- The  _______ of ________________________________________________

- The ________ of _______________________________________________

- The ________ of _______________________________________________

- The _________of _______________________________________________

 

Create a senses poem with your class. 

For example:

Title ___________ (a feeling e.g. happiness) is ___________ (a colour)

It sounds like a ___________

It smells like a ___________

It tastes like a ___________

It looks like a ___________

It feels like a ___________

Is there a relation between senses and ads? https://www.marlerhaley.co.uk/tips-guides/marketing-tips/marketing-to-five-senses/

Create an video advert about your town. Focus on the sense to attract visitors:

Video 1

Watch the best food ads: https://filestage.io/blog/best-food-ads/

Valentine's Day

 1) Listen to the song and complete the exercises: 

Worksheet

2) Learn how to write a poem: 

Poem 1

Poem 2