CONTENTS

9- 1 Introduction 9-7 Advisability: should, o u g h t to,

9-2 Polite requests with I as the subject h a d better
9-3 Polite requests with y o u as the subject 9-8 The past form of should
9-4 Polite requests with w o u l d y o u m i n d 9-9 Expectations: b e s u p p o s e d t o
9-5 Expressing necessity: must, h a v e to, 9-10 Making suggestions: let's, w h y
h a v e g o t to don't, shall Ilwe
9-6 Lack of necessity and prohibition: 9-1 1 Making suggestions: could vs.
h a v e t o and must in the negative should

The modal auxiliaries in English are can, could, had better, may, might, must, ought (to), shall,
should, will, would.
Modal auxiliaries generally express speakers' attitudes. For example, modals can express that a speaker
feels something is necessary, advisable, permissible, possible, or probable; and, in addition, they can convey
the strength of those attitudes.
Each modal has more than one meaning or use. See Chart 10-10, p. 199, for a summary overview of modals.

(a) BASIC MODALS Modals do not take a final -s, even when the subject is she, he, or it.
can do it. CORRECT: She can do it.
could do it. INCORRECT: She cans do it.

I+(
I
had better do it.
may do it. Modals are followed immediately by the simple form of a verb.
might do it. CORRECT: She can do it.
INCORRECT: She can w do it. /She can does it. /She can did i t
must do it.
ought to do it. The only exception is ought, which is followed by an infinitive (to + the
We simple form of a verb).
You shall do it.
should do it. CORRECT: He ought to go to the meeting.
will got to go
They will do it.
be going to
would do it. about to
(b) PHRASAL MODALS Phrasal modals are common expressions whose meanings are similar to those
be able to do it of some of the modal auxiliaries. For example: be able to is similar to can;
be going to do it be going to is similar to will.
be supposed to do it
have to do it An infinitive (to + the simple fmof a verb) is used in these similar
have got to do it expressions. be used to sleeping on the floor.
used to do it get used to sleeping on the couch.
17 EXERCISE 1. Forms of modals. (Chart 9-1)
Directions: All of these contain errors in the forms of modals. Correct the errors.
1. She can to see it. 5. Can you please to pass the rice?
2. She cans see it. 6. Do you can see it?*
3. She can sees it. 7. They don't can go there.**
4. She can saw it.

MAY I (a) iMay I (please) borrow your May I and could I are used to request permission. They are
COULD I pen? equally po1ite.t
(b) Could I borrow your pen Note in (b): In a polite request, could has a present or future
(please)? meaning, not a past meaning.

CAN I (c) Can I borrow your pen? Can I is used informally to request permission, especially if the
speaker is talking to someone slhe knows fairly well. Can I is
usually considered a little less polite than may I or could I.

TYPICAL RESPONSES Often the response to a polite request is an action, such as a

Certainly. Yes, certainly. nod or shake of the head, or a simple "uh-huh."
Of course. Yes, of course.
Sure. (informal)
+Might is also possible: Might I borrow yourpen? Might I is quite formal and polite; it is used much less frequently than
m y I or could I.

WOULD YOU (a) Would you pass the salt (please)? The meaning of wouldyou and wiU you in a polite
WILLYOU (b) Will you (please) pass the salt? request is the same. Wouldyou is more common and is
often considered more polite. The degree of politeness,
however, is often determined by the speaker's tone of voice.

COULD YOU (c) Could you pass the salt (please)? Basically, could you and would you have the same
meaning. The difference is slight:
Would you = Do you want w do this please?
Could you = Do you want w do this please, and is it
possible for you to do this?
Could you and would you are equally polite.
1
CANYOU (d) Can you (please) pass the salt? Can you is often used informally. It usually sounds less
polite than could you or would you.

TYPICAL RESPONSES A person usually responds in the affirmative to a polite

Yes, I P(1~would) be happy to/be glad to. request. If a negative response is necessary, a person
Certainly. might begin by saying "I'd like to, but . . . " (e.g., "I'd
Sure. (informal) like to pass the salt, but I can't reach it").

I I (e) INCORRECT: May you pass the salt? I May is used only with I or zue in polite requests. 1
*See Appendix Chart B-1, p. ~ 8for
, question forms with modals.
**See Appendix Chart D-1, p. ~ 1 8for
, negative forms with modals.

152 CHAPTER 9
EXERCISE 2. Polite requests. (Charts 9-2 and 9-3)
Directions: Ask and answer polite requests.
Speaker A: Your book is open. Present the situation to Speaker B.
Speaker B: Your book is closed. Make a polite request for the situation.
Speaker A: Give a typical response.
Example:
SPEAKER A (book open): You and I are co-workers. We don't know each other well. We're
at a lunch table in a cafeteria. You want the pepper.
SPEAKER B (book closed): WouldlCould you please pass me the pepper? (Note: Will is also
possible because the speaker uses please, but can is probably not
appropriate in this situation.)
SPEAKER A: Certainly. I'd be glad to. Here you are.
1. You and I are good friends. We're in my apartment. You want to use the phone.
2. I'm your instructor. You want to leave class early.
3. You call your friend. Her name is ( . . . ). I answer the phone. You and I don't know
each other.
4. I'm your supervisor at work. You knock on my half-open office door. I'm sitting at
my desk. You want to come in.
5. I'm Dr. North's secretary. You want to make an appointment to see Dr. North.
6. We're roommates. You want me to tape (a particular program) on the VCR tonight
while you're away at a meeting.
7. I'm a stranger next to you at an airport check-in line. You want me to save your place
in line and keep an eye on your luggage while you get a drink of water.

ASKING PERMISSION Notice in (a): Would you mind if1 is followed by the simple
(a) Would you mind if I closed the window? past.* The meaning in (a): M a y I close the win&? Is it all
(b) Would you mind $1 used the phone? right if I close the w i h ? Will it cause you any trouble or
discomfort if1 close the window?

TYPICAL RESPONSES Another typical response might be "unh-unh," meaning "no."

No, not at alUof course not.
No, that would be fine.
ASKING SOMEONE TO DO SOMETHING Notice in (c): Would you mind is followed by -ing (a
(c) Would you mind closing the window? gerund). The meaning in (c): I don't want to cause you any
(d) E~~~~~me. would you mind ,.epeating that? trouble, but would you please close the window? Would that cause
you any inconvenience?

TYPICAL RESPONSES The informal responses of "Sure" and "Okay" are common,
No. I'd be happy to. but are not logical: the speaker means "No, I wouldn't mind"
Not at all. I'd be glad to. but seems to be saying "Yes, I would mind." Native speakers
Sure.lOkay. (informal) understand that the response "Sure" or "Okay" in this
situation means that the speaker agrees to the request.
*Sometimes, in informal spoken English, the simple present is used: W l d y o u mind if I close the urindow?
(NOTE: The simple past does not refer to past time after wouMyou mind; it refers to present or future time. See Chart 20-3,
p. 41 5, for more information.)

Modals, Part 1 153

EXERCISE 3. Polite requests with WOULD YOU MIND. (Chart 9-4)
Directions: Using the verb in parentheses, fill in the blank either with if I + the past tense or
with the -ing form of the verb. In some of the sentences, either response is possible but the
meaning is different.
1. I'm getting tired. I'd like to go home and go.to bed. Would you mind (leave)
if I lef+ early?

2. I'm sorry. I didn't understand what you said. Would you mind (repeat)
ve~efitihs that?
3. A: Are you going to the post office?
B: Yes.
A: Would you mind (mail) mailing this letter for me?
B: Not at all.
4. A: Are you coming with us?
B: I know I promised to go with you, but I'm not feeling very good. Would you mind
staying
(stay) home? I would prefer watch movie than buy you coffee
A: Of course not.
5. A: It's getting hot in here. Would you mind (open) the
I would vs I had
I'd
window? I'd rather burn my whole life down than listen to one more second of bitching and moaning.
I would love to B: No. I would rather
I had passed the test
This is probably none of my business, but would you mind (ask) if I ask

you a personal question?

would have could have should have
It depends.
Would you mind (smoke)
if I smoke
?
I'd really rather you didn't.
Excuse me. Would you mind
(speak) speaking/ if you speaka
little more slowly? I didn't
catch what you said.
Oh, of course. I'm sorry.
9. A: I don't like this TV program. Would you mind
(change) changing the channel?
B: Unh-unh.
10. A: You have an atlas, don't you? Would you mind (borrow) if I borrow
it for a minute? I need to settle an argument. My friend says Timbuktu is in Asia,
and I say it's in Australia.
B: You're both wrong. It's in M i c a . Here's the atlas. Look it up for yourself.

154 CHAPTER 9
EXERCISE 4. Polite requests with WOULD YOU MIND. (Chart 9-4)
Directions: Pair up and make dialogues. J
Speaker A: Make a polite request using would you mind.
Speaker B: Give a typical response.
Example: You have a library book. You want the other person to take it back to the library
for you.
SPEAKER A: Are you going to the library?
SPEAKER B: Yes.
SPEAKER A: This book is due. Would you mind taking it back to the library for me?
SPEAKER B: Not at all. I'd be glad to.

1. You've finished dinner. You're about to wash the dinner dishes. You want the other
person to dry them.
2. You're watchingTV together. One of you has the remote control and wants to turn up
the volume.
3. One of you says that you're going to a particular store. The other one wants
something from that store, too, but doesn't have time to go there.
4. One of you wants to ask the other a personal question.
5. You're in a compyter lab at a language school. One of you knows how to run the
computers, and the other doesn't. The one who doesn't wants to see a CD-ROM
program.

EXERCISE 5. Polite requests. (Charts 9-2 + 9-4)

Directwns: Complete the polite requests with your own words. Try to imagine what the
speaker might say in the given situation.

1. JACK: What's the trouble, Officer?

OFFICER: YOUmade an illegal U-turn.
JACK: I did?
OFFICER: Yes. May a?
JACK: Certainly. It's in my wallet.
OFFICER: Would YO^ please ve~ovei t &OW YOW wa1)et ?
2. WAITER: Good evening. Are you ready to order?
CUSTOMER: NO, we're not. Could you please give us some time ?
WAITER: Certainly. And if you have any questions, I'd be happy to tell you about
anything on the menu.
3. SALLY: Are you driving to the meeting tonight?
MIKE: uh-huh, 1 am.
SALLY: Could you pick me up tonight ?
MIKE: Sure. 1'11 pick you up at 7:OO.

4. MR. PENN: Something's come up, and I can't meet with you Tuesday. Would you
mind changing the date/ rescheduling it for another day ?
MS. GRAY: Let me check my calendar.

Modals, Part 1 155

5. MECHANIC:
What seems to be the trouble with your c a 3
CUSTOMER:
Something's wrong with the brakes, I think. Could ?

MECHANIC: Sure. Just pull the car into the garage.

6. CLERK:May ?
CUSTOMER:
Yes, please. Could ?
CLERK:Surely. Do you have a particular color in mind?
7. SHELLEY: Are you enjoying the movie?
MIKE: Yeah, you? '

SHELLEY: Yes, but I can't see over the man in front of me. Would you mind
?
MIKE: Not at all. I see two empty seats across the aisle.
8. CARLO:I have to leave now, but I'd like to continue this conversation later. May
?
ANNE: Of course. My phone number is 555-1716. I'll look forward to hearing
from you.'

EXERCISE 6. Polite requests. (Charts 9-2 + 9-4)

Directions: For each situation, make up a short dialogue between two speakers. The
dialogue should contain a polite request and a response to that request.
Example: Names of the speakers: Janet and Sara
Janet doesn't have enough money to go to a movie tonight. She wants to
borrow some from Sara, who is her roommate and good friend.
Possible dialogue:
JANET: There's a movie I really want to see tonight, but I'm running a little low on money
right now. Could I borrow a few dollars? I'll pay you back Friday.
SARA: Sure. No problem. How much do you need?

1. Names of the speakers: Mike and Elena

Mike is walking down the hall of his office building. He needs to know what time it
is. He asks Elena, a co-worker he's seen before but has never met.

2. Names of the speakers: Larry and Matt

Larry is trying to study. His roommate, Matt, is playing a C D very loudly, and this is
bothering Larry, who is trying to be polite even though he feels frustrated and a little
angry.

3. Names of the speakers: Kate and Jason

Kate is phoning her friendTom. Jason answers and tells her that Tom is out. Kate
wants to leave a message.

4. Names of the speakers: Ms. Jackson and a friendly stranger

Ms. Jackson is in the middle of the city. She's lost. She's trying to find the bus
station. She stops someone on the street to ask for directions.

156 CHAPTER 9
5. Names of the speakers: Paul and Jack
Paul just arrived at work and remembered that he left his stove on back in his
apartment. His neighbor Jack has a key to the front door, and Paul knows that Jack
hasn't left for work yet. Anxiously, he telephones Jack for help.

6. Names of the speakers: your name and your partner's name

One of you has a minor problem that requires the other's help.
6

EXERCISE 7. Polite requests. (Charts 9-2 - 9-4)

Directions: What are some polite requests you have heard or have said in the following
places? Create typical dialogues.
1. in this classroom
2. at a service station '
3. at a restaurant
4. at a clothing store
5. at an airport
6. on the telephone

(a) All applicants must take an entrance exam. Must and have to both express necessity.
(b) All applicants have to take an entrance exam. In (a) and (b): It is necessary for every applicant to
take an entrance exam. There is no other choice. The
exam is required.

(c) I'm looking for Sue. I have to talk to her about In everyday statements of necessity, have to is used
our lunch date tomorrow. I can't meet her for more commonly than must. Must is usually stronger
lunch because I have to go to a business meeting than have to and can indicate urgency or stress
at 1:OO. importance. In (c): The speaker is simply saying, "I
(d) Where's Sue? I must talk to her right away. I have need to do this, and I need to do that." In (d): The
an urgent message for her.

(e) I have to ("hafta") be home by eight. Note: have to is usually pronounced "hafta"; has to is
( f ) He has to ("basta") go to a meeting tonight. usually pronounced "hasta."

( g ) I have got to go now. I have a class in ten Have got to also expresses the idea of necessity: (g)
minutes. and (h) have the same meaning. Have got to is
(h) I have to go now. I have a class in ten minutes. informal and is used primarily in spoken English.
Have to is used in both formal and informal English.

( i ) I have got to go ("I've gotta go11 gotta go") now. Usual pronunciation of got to is "gotta." Sometimes
have is dropped in speech: "I gotta do it."
(j ) PRESENT or FUTURE The idea of past necessity is expressed by had to.
I have to lhave got to /must study tonight. There is no other past form for must (when it means
(k) PAST
necessity) or have got to.
I had to study last night.

Modals, Part 1 157

EXERCISE 8. MUST, HAVE TO, HAVE GOT TO. (Chart 9-5)
Directions: Answer the questions. Practice pronouncing the usual spoken forms of have to
and have got to.
1. What are some of the things you have to do today or tomorrow?
2. What does ( . . . ) have to do today?
3. What have you got to do after class?
4. What has ( . . . ) got to do after class?
5. Can you think of something very important that you must do today or tomorrow?
6. What is something that you had to do yesterday?
7. Ask a classmate a question using.have to and what timelwherelhow oftenlwhy.*

LACK OF NECESSITY When used in the negative, must and have to have
(a) Tomorrow is a holiday. We don't have to go to different meanings.
class.
(b) I can hear you. You don't have to shoutt do not have to = lack of necessity
In (a): It is not necessary for us to go to class tomorrow
because it is a holiday.

PROHIBITION must not = prohibition (DO NOT DO THIS!)

(c) You must not look in the closet. Your birthday In (c): Do not look in the closet. I forbid it. Looking in
present is hidden there. the closet is prohibited.
(d) You must not tell anyone my secret. Do you Negative contraction: mustn't. (The first "t" is silent:
promise? "muss-ant.")
tLack of necessity may also be expressed by need not + the simpleform o f a verb: You needn't shout. The use of needn't
as an auxiliary is chiefly British except in certain common expressions such as "You needn't worry."

EXERCISE 9. HAVE TO and MUST in the negative. (Chart 9-6)

Directions: Use must not or do not have to in the following.
1. I've already finished all my work, so I doh1+have to study tonight. I think
I'll read for a while.

2. I wkst hot forget to take my key with me.

3. You introduce me to Dr. Gray. We've already met.

4. In order to be a good salesclerk, you be rude to a customer.

5. A person become rich and famous in order to live a

successful life.

*A form of do is used with have to in questions: e.g., W h e n does he have to leave?

158 CHAPTER 9
7. I go to the doctor. I'm feeling much better.

8. We go to the concert if you don't want to, but it might be

good.

9. Robin! What are you doing? No, no, no. You put your
vitamin pill in your nose!

10. Bats see in order to avoid obstacles. They can navigate in

complete darkness.

11. If you encounter a growling dog, you show any signs of

fear. If a dog senses fear, it is more likely to attack a person.

12. A person get married in order to lead a happy and fulfilling

life.

EXERCISE 10. HAVE TO and MUST in the negative. (Chart 9-6)

Directions: Complete the sentences with your own words.
Example: Students don't have to . . . .
Possible response: Students in elementary school don't have to pay tuition.
Example: Students must not . . . .
Possible response: Students must not cheat during tests.

1. Children must not . . . . 7. .

(. .) doesn't have to . .. .
2. Children don't have to . . . . 8. .
(. .) must not . . . .
3. Drivers must not . . . . 9. Waiters must not . . . .
4. Drivers don't have to . . . . 10. Waiters don't have to . . . .
5. We don't have to . . . . 11. I don't have t o . . . .
6. We must not . . . . 12. Imustnot.. . .

Modals, Part 1 159

(a) You should study harder. Should and ought to have the same meaning: they
You ought to study harder. express advisability. The meaning ranges in strength
(b) Drivers should obey the speed limit. from a suggestion ("This is a good idea") to a
Drivers ought to obey the speed limit. statement about responsibility or duty ("This is a very
important thing to do"). In (a): "This is a good idea.
This is my advice." In (b): "This is an important
responsibility."

1 (c) YOUshouldn't leaue your keys in the car. I Negative contraction: shouldn't.* I
(d) I ought to ("otta") study tonight, but I think I'll
watch TV instead.

(e) The gas tank is almost empty. We had bftter stop

I'Ought to is often pronounced "otta" in informal
speaking.

In meaning, had better is close to shouldlought to,

at the next service station. I but had better is usually stronger. Often had better
(f) You had better take care of that cut on your hand implies a warning or a threat of possible bad
soon, or it will get infected. consequences. In (e): If we don't stop at a service
station, there will be a bad result. We will run out of
gas.
Notes on the use of had better:
It has a present or future meaning.
It is followed by the simple form of a verb.
It is more common in speaking than writing.

(g) You'd better take care of it. Contraction: 'd better, as in (g).
(h) You better take care of it. Sometimes in speaking, had is dropped, as in (h).

1 ( i ) You'd better not be late. 1 Negative form: had better + not. I

*Ought to is not commonly used in the negative. If it is used in the negative, the to is sometimes dropped: You oughtn't
(to) leave your keys in ch car.

EXERCISE 1 1. SHOULD, OUGHT TO, HAD BETTER. (Chart 9-7)

Directions: Work in pairs, in groups, or as a class.
Speaker A: Your book is open. Present the problem as given in the text.
Speaker B: Your book is closed. Give advice by using should, ought to, or had better.
Example:
SPEAKER A (book open): I have a test tomorrow.
SPEAKER B (book closed): You should (ought to, had better) study tonight.

1. I'm writing a composition, and there is a word I don't know how to spell.
2. I don't feel well. I think I'm catching a cold.
3. I can't see the chalkboard when I sit in the back row.
4. I'm cold.
5. My foot is asleep.
6. My roommate snores, and I can't get to sleep.
7. My friend is arriving at the airport this evening. I'm supposed to pick him up, but I've
forgotten what time his plane gets in.
8. My apartment is a mess, and my mother is coming to visit tomorrow!

160 CHAPTER 9
9. There's no food in the house, and some guests
are coming to dinner tonight.
10. I can't stop yawning.
11. I have a toothache.
12. I need to improve my English.
13. I have the hiccups.
14. When William gets out of college, his parents
expect him to manage the family business, a
shoe store, but he wants to be an architect.
15. Pam's younger brother, who is 18, is using
illegal drugs. How can she help him?
16. The Taylors' daughter is very excited about going to Denmark to study for four
months. You've been an international student, haven't you? Could you give her some
advice?

EXERCISE 12. SHOLILD, OUGHT'TO,HAD BETTER. (Chart 9-7)

Directions: Complete the dialogues with your dwn words.
1. A: Ooos! I spilled c o w e e o h MY shivt.
B: You'd better v k h it khAev h o t hod-ev b e F o v e +he s t a i h s e h .
2. A: The shoes I bought last week
B: Oh? You ought to

3. A: Jimmy, you'd better

or I'm going to 1
B: Okay, Mom. I'll do it right now.

4. A: I'd better
B: I agree. It'll be winter soon.

5. A: I've been studying for three days straight.

B: I know. You should
A: I know, but

6. A: Kids, your dad and I work hard all day long. Don't you think you should

7. A: My doctor said I should ,but I

B: Well, I think you'd better

8. A: You should if you
B: Thanks for reminding me. I'd better

Modals, Part 1 161

9. A: Have you
B: No, not yet.
A: You really ought to

10. A: Mary's always wanted to learn how to

B: Isn't your brother
You should

1 1 . A: Do you think I ought to or

B: I think you'd better . If you don't,

12. A: Lately I can't seem to concentrate on anything, and I feel

B: Maybe you should

Or have you thought about

EXERCISE 13. Necessity, advisability, and prohibition. (Charts 9-5 - 9-7)

Directions: Which sentence in the following pairs is stronger? Discuss situations in which a
speaker might say these sentences.

1. a. You should go to a doctor. 4. a. I have to go to the post office.

b. You'd better go to a doctor. b. I should go to the post ofice.
2. a. Mary should go to work today. 5. a. We shouldn't go into that room.
b. Mary must go to-work today. b. We must not go into that room.
3. a. We've got to go to chss. 6. a. You'd better not go there alone.
b. We ought to go to class. b. You shouldn't go there alone.

EXERCISE 14. SHOULD vs. MIUSTIHAVE TO. (Charts 9-5 + 9-7)

Directwns: Use either should or must lhave to in the following. In some sentences either
is possible, but the meaning is different. Discuss the meanings of the completions.
1 . A person w k ~ t / h 4 \t~o eat in order to live.

2. A person shodA eat a balanced diet.

3. If you want to become a doctor, you go to medical school for

many years.

4. I don't have enough money to take the bus, so I walk home.

5. Walking is good exercise. You say you want to get more exercise. You
walk to and from work instead of taking the bus.

6. We go to Colorado for our-vacation.

7. According to my advisor, I take another English course.

162 CHAPTER 9
8. Rice have water in order to grow.

9. This pie is very good. You try a piece.

10. This pie is excellent! You try a piece.*

(a) I had a test this morning. I didn't do well on the Past form: should have + past participle.*
test because I didn't study for it last night. I
should have studied last night. In (a): I should have studied means that studying was a
(b) You were supposed to be here at 10 P.M., but you good idea, but I didn't do it. I made a mistake.
didn't come until midnight. We were worried
about you. You should have called us. (You did Usual pronunciation of should have: "should-av" or
not call.) "should-a."

(c) My back hurts. I should not have carried that - In (c): I should not have carried means that I carried
heavy box up two flights of stairs. (I ca'rried the something, but it turned out to be a bad idea. I made
box, and now I'm sorry.) a mistake.
(d) We went to a movie, but it was a waste of time and Usual pronunciation of should not have: "should~t-avV
money. Weshould not have gone to the movie. or "shouldn't-a,"
*The past form of ought to is ought to have + past participle. (I ought w have sttrdied.) It has the same meaning as the
past form of should. In the past, should is used more commonly than ought to. Had better is used only rarely in a
past form (e.g., He had better have taken care of it) and usually only in speaking, not writing.

EXERCISE 15. The past form of SHOULD. (Chart 9-8)

Directions: Work in pairs, in groups, or as a class.
Speaker A: Your book is open. Present the situation given in the book.
Speaker B: Your book is closed. Comment on the situation using should have + past
participle.
Example: I didn't invite ( . . . ) to my party. That made hirnlher feel bad. I'm sorry I
didn't invite hirnlher.
SPEAKER A (book open): I didn't invite Sonya to my party. That made her feel bad. I'm
sorry I didn't invite her.
SPEAKER B (book closed): You should have invited Sonya to your party.

1. ( . . . ) made a mistake yesterday. HeIShe left the door to hisher house open, and a
bird flew in. HeIShe had a terrible time catching the bird.
2. There was an important meeting yesterday afternoon, but you decided not to go. That
was a mistake. Now your boss is angry.
3. ( . . . ) didn't feel good a couple of days ago. I told hirnlher to see a doctor, but helshe
didn't. That was a mistake. Now helshe is very sick.
4. ( . . . ) sold herhis car. That was a mistake because now shelhe can't take trips to see
herhis friends and relatives.
5. ( . . . ) signed a contract to buy some furniture without reading it thoroughly. Now
shelhe has discovered that shelhe is paying a higher interest rate than shelhe expected.
Shehe made a mistake.

*Sometimes in speaking, must has the meaning of a very enthusiastic should.

Modals. Part 1 163

EXERCISE 16. 'The past form of SHOULD. (Chart 9-8)
Directions: Work in pairs.
Speaker A: Your book is open. Present the situation.
Speaker B: Your book is closed. Use should have + past participle in your response.
Example:
SPEAKER A (book open): You failed the test because you didn't-study.
SPEAKER B (book closed): I should have studied.
1. You are cold because you didn't wear a coat.
2. You misspelled a word because you didn't look it up in the dictionary.
3. Your friend is upset because you didn't write him a letter.
4. You are broke now because you spent all your money foolishly.
5. The room is full of flies because you opened the window.
6. You don't have any food for dinner because you didn't go to the grocery store.
7. You overslept this morning because you didn't set your alarm clock.
8. Your friends went to (New Orleans) over vacation. They had a good time. You didn't
go with them, and now you ar,e sorry. '

Switch roles.
9. You djdn't have a cup of coffee. Now you are sleepy.
10. John loved Mary, but he didn't marry her. Now he is unhappy.
11. John loved Mary, and he married her. But now he is unhappy.
12. You were sick yesterday, but you went to class anyway. Today you feel worse.
13. The weather was beautiful yesterday, but you stayed inside all day.
14. You bought your girlfriendboyfriend a box of candy for herhis birthday, but s h e h e
doesn't like candy.
15. T h e little girl told a lie. She got into a lot of trouble.
..
16. You lent your car to ( . ), but slhe had an accident because s h e was driving on the
wrong side of the road.

EXERCISE 17. The past form of SHOULD. (Chart 9-8)

Directions: Discuss or write what you think the people in the following situations should
have done and should not have done.
Example:
Tom didn't study for the test. During the exam he panicked and started looking at other
students' test papers. He didn't think the teacher saw him, but she did. She warned him once
to stop cheating, but he continued. As a result, the teacher tookTomYstest paper, told him to
leave the room, and failed him on the exam.
+ Tom should have studied for the test.
-* He shouldn't have panicked during the test.
-, He shouldn't have started cheating.
-, He should have known the teacher would see him cheating.
-) He should have stopped cheating after the first warning.
-t The teacher should have ripped up Tom 3 paper and sent him out of the room the first time

she saw him cheating.

164 CHAPTER 9
1. John and his wife, Julie, had good jobs as professionals in NewYork City. John was
offered a high-paying job in Chicago, which he immediately accepted. Julie was
shocked when he came home that evening and told her the news. She liked her job
and the people she worked with, and did not want to move away and look for another
job.

2. Ann agreed to meet her friend Carl at the library to help him with his chemistry
homework. On the way, she stopped at a cafe where her boyfriend worked. Her
boyfriend told her he could get off work early that night, so the two of them decided to
go to a movie. Ann didn't cancel her plans with Carl. Carl waited for three hours at
the library.

3. For three years, Donna had been saving her money for a trip to Europe. Her brother,
Larry, had a good job, but spent all of his money on expensive cars, clothes, and
entertainment. Suddenly, Larry was fired from his job and had no money to support
himself while he looked for another one. Donna lent him nearly all of her savings, and
within three weeks he spent it all on his car, more clothes, and expensive restaurants.

4. Sarah often exaggerated and once told a co-worker that she was fluent in French even
though she had studied only a little and could not really communicate in the language.
A few days later, her boss asked her to come to his office to interpret a meeting with a
French businessman who had just arrived from Paris to negotiate a major contract
with the company. After an embarrassed silence, Sarah told her boss that she was
feeling ill and had to go home immediately.

Modals, Part 1 165

(a) The game is supposed to begin at 10:OO. Be supposed to expresses the idea that someone (I,
(b) The committee is supposed to vote by secret we, they, the teacher, lots of people, my father, etc.)
ballot. expects something to happen. Be supposed to often
expresses expectations about scheduled events, as in
(a), or correct proceduies, as in (b).

(c) I a m supposed to go to the meeting. My boss Be supposed to also expresses expectations about
told me that he wants me to attend. behavior.
(d) The children are supposed to put away their toys In (c) and (d): be supposed to gives the idea that
before they go to bed. someone else expects (requests or requires) certain
behavior.

(e) Jack was supposed to call me last night. I wonder Be supposed to in the past (waslwere supposed m)
why he didn't. expresses unfulfilled expectations. In (e): The speaker
expected Jack to call, but he didn't.

EXERCISE 18. Error analysis: BE SUPPOSED TO. ( C h a r t 9-9)

Directions: Correct the errors.

1. The building custodian supposed to unlock the classrooms every morning.

2. We're not suppose to open that door.

3. Where are we suppose to meet?

4. I have a meeting at seven tonight. I suppose to be there a little early to discuss the

agenda.

5. When we go to the store, Annie, you not suppose to handle the glassware. It might

break, and then you'd have to pay for it out of your allowance.

6 . I'm suppose to be at the meeting. I suppose* I'd better go.

7. Where have you been? You suppose be here an hour ago!

8. A: I can't remember what the boss said. Should I supposed to work in the mail order

room tomorrow morning and then the shipping department tomorrow afternoon?

Or the other way around?

B: How am I supposing to remember what you suppose to do? I have enough trouble
remembering what I supposed doing.

I suppose = I guess, I think, I b e h e .

*COMPARE:
I'm supposed to = I am expected to.

166 CHAPTER 9
EXERCISE 19. BE SUPPOSED TO. (Chart 9-9)
Directions: Answer the questions in complete sentences, using be supposed to. Switch
roles after Item 6 if you work in pairs.
Example:
SPEAKER A (book open): If you're driving and a traffic light turns red, what are you
supposed to do?
SPEAKER B (book closed): You're supposed to come to a complete stop."

1. What are you supposed to do if you're involved in a traffic accident?

2. What are you supposed to do prior to take-off in an airplane?
3. What are some things athletes in training are supposed to do, and some things they're
not supposed to do?
4. What are you supposed to do later today or this week?
5. If you're driving and an ambulance with flashing lights and blaring sirens comes up
behind you, what are you supposed to do?
6. Can you think of something you were supposed to do yesterday (or sometime in the
past) but didn't do?
7. What are we supposed to be doing right now?
8. Tell me about any job you've had. What were you supposed to do on a typical day?
9. Where are you supposed to be at o'clock tomorrow?
10. What were you supposed to do sometime last week that you didn't do?
11. If someone tells you a secret, what are you not supposed to do?
12. In the place you live or work, who is supposed to do what? In other words, what are
the duties or responsibilities of the people who live or work with you?

EXERCISE 20. Necessity, advisability, and expectations. (Charts 9-5 + 9-9j

Directions: Which sentence in each pair is stronger?
1. a. You have got to wear your seatbelt.
b. You should wear your seatbelt.
2. a. You had better wear your seatbelt.
b. You ought to wear your seatbelt.
3. a. You must wear your seatbelt.
b. You had better wear your seatbelt.
4. a. You have to wear your seatbelt.
b. You are supposed to wear your seatbelt.
5. a. We are supposed to bring our own pencils.
b. We have to bring our own pencils.
6. a. We ought to bring our own pencils.
b. We have got to bring our own pencils.
7. a. We had better bring our own pencils.
b. We should bring our own pencils.

*Note the use of impersonal you. See Chart 8-5, p. 140.

Modals, Part 1 167

EXERCISE 21. Necessity, advisability,and expectations. (Charts 9-5+ 9-9)
Directions: Complete the following and discuss the meaning you wish to express by giving
reasons for your statement.
Example: I'd better . . . .
+ I'd better write my mother a letter. (Reasun: If I don't, there will be a bad
result: she'll be angry or start worrying about me-or feel hurt.)

1 . I should.. . . 7. Imust.. ..
2. I'm supposed to .... 8. I shouldn't . . . .
3. I ought to . . . . 9. I'm not supposed to ..
4. I'd better . . . . 10. I'd better not . . . .
5. Ihave t o . . . . . 11. I don't have t o . . . .
6. I've got t o . . . . 12. Imustnot.. ..

EXERCISE 22. Necessity, advisability,and expectations. (Charts 9-5 9-9)

Directions: Choose one (or more) of the following topics for writing, group discussion, or
role-playing. Include these words and expressions.
a. should ' g. must
b. have to h. ought to
c. be supposed to i. must not
d. shouldn't j. do not have to
e. be not supposed to k. have got to
f. had better
Topics:
1. Pretend that you are the supervisor of a roomful of young children. The children
are in your care for the next six hours. What would you say to them to make sure
they understand your expectations and your rules so that they will be safe and
cooperative?
a. You should pick up your toys when you are finished playing with them.
b. You have to stay in this room. Do not go outside without my permission.
c. You're supposed to take a short nap at one o'clock.
d. Etc.
2. Pretend that you are teaching your younger sisterlbrother how to drive a car. This
is herlhis first time behind the wheel, and shelhe knows little about driving
regulations and the operation of an automobile.
3. Pretend that you are a 'travel agent and you are helping two students who are
traveling abroad for a vacation. You want them to understand the travel
arrangements you have made, and you want to explain some of the local customs of
the countries they will be visiting.
4. Pretend that you are-the supervisor of salesclerks in a large department store and
that you are talking to two new employees. You want to acquaint them with their
job and your expectations.

168 CHAPTER 9
5. Pretend that you are instructing the babysitter who will watch your three young
children while you are out for the evening. They haven't had dinner, and they don't
like to go to bed when they're told to.

You are in pare, aren't you? You write something on the paper, don't you?
You aren't mad, are you? you don't write something on the paper, do you?

(a) Let'sgo to a movie. Let's = let us. Let's is followed by the simple form of a verb.
(b) Let's not go to a movie. Negative form: let's + not + simple verb
Let's stay home instead. The meaning of let's: "I have a suggestion for us."

(c) Why don't we go to a movie? Why don't is used primarily in spoken English to make a friendly
(d) Why don't you come around seven? suggestion.
(e) Why don't I give Mary a call? In (c): Why don't we go = let's go.
In (d): I suggest that you come around seven.
In (e): Should I give Mary a call? Do you agree with my suggestion?

(f) Shall I open the window? Is that When shall is used with I or w e in a question, the speaker is usually
okay with you? making a suggestion and asking another person if slhe agrees with
(g) Shall we leave at two? Is that okay? this suggestion. This use of shall is relatively formal and infrequent.
(h) Let's go, shall we? Sometimes "shall we?" is used as a tag question after let's, as in (h).
(i) Let's go, okay? More informally, "okay?" is used as a tag question, as in (i).

Modals. Part 1 169

EXERCISE 23. LET'S, WHY DON'T,SHALL I/WE. ( C h a r t 9-10)
Directions: Complete the dialogues with your own words.
1. A: A new Japanese restaurant just opened downtown.
Let's en+ theve toqight.
B: Great idea! I'd like some good sushi.
A: Why don't Y O cnll
~ ahA make fi vesewatioh?
Make it for about 7:30.
B: No, let's ~ f l k eit $ 8:00.
0 ~ I'll be working until 7:30 tonight.

2. A: I don't feel like staying home today.

B: Neither do I. Why don't
A: Hey, that's a great idea! What time shall
B: How about in an hour?
A: Good.

3. A: Shall or first?
B: Let's first, then we can take our time over
dinner.
A: Why don't
B: Yes. Then we'll be sure

4. A: Let's over the weekend.

The fresh air would do us both good.
B: I agree. Why don't
A: No. Sleeping in a tent is too uncomfortable. Let's
It won't be that expensive, and we'll have hot water and a T V in the room. All
the comforts of home.

5. A: How are we ever going to prepare for tomorrow's exam? There's so much to know!
B: Why don't
A: All right. And then let's
B: Okay, but after that we should

170 CHAPTER 9
-What should we do tomorrow? Could can be used to make suggestions. (a) and (b)
(a) Why don't we go on a picnic? are similar in meaning: the speaker is suggesting a
(b) We could go on a picnic. picnic.

-I'm having trouble in math class. Should gives definite advice. In (c), the speaker is
(c) You should talk to your teacher. saying: "I believe it is important for you to d o this.
(d) Maybe you should talk to your teacher. This is what I recommend." In (d), the use of maybe
softens the strength of the advice.
--I'm having trouble in math c h s . Could offers suggestions or possibilities. In (e), the
(e) You could talk to your teacher. Or you could ask speaker is saying: "I have some possible suggestions for
Ann to help you with your math lessons. Or I you. It is possible to do this. Or it is possible to do
could try to help you. that."*
-I failed my math class. Should have gives "hindsight advice."** In (f), the
(f) You should have talked to your teacher and speaker is saying: "It was important for you to talk to
gotten some help from her during the term. the teacher, but you didn't do it. You made a mistake."
-I failed my math class. Could have offers "hindsight possibilities."** In (g),
(g) You could have talked to your teacher. Or you the speaker is saying: "You had the chance to do this
could have askedAnn to help you with your or that. It was possible for this or that to happen. You
math. Or I could have tried to help you. missed some good opportunities."
*Might (but not may) can also be used to make suggestions (Ymmight talk w your teacher), but the use of could is more
common.
**"Hindsight" refers to looking at something after it happens.

EXERCISE 24. Making suggestions. (Chart 9-1 1)

Directions: Discuss Speaker B's use of should and could in the dialogues. In your own
words, what is Speaker B saying?
1 . A: Ted doesn't feel good. He has a bad stomachache.
B: He should see a doctor.
2. A: Ted doesn't feel good. He has a bad stomachache. What do you think he should
do?
B: Well, I don't know. He could call a doctor. He could call Dr. Smith. Or he could
call Dr. Jones. Or he could simply stay in bed for a day and hope he feels better
tomorrow.

3. A: I need to get to the airport.

B: You should take the airport bus. It's cheaper than a taxi.

4. A: I need to get to the airport.

B: Well, you could take the airport bus. Or you could take a taxi. Maybe Matt could
take you. He has a car.

5. A: I took a taxi to the airport, and it cost me a fortune.

B: You should have taken the airport bus.
6. A: I took a taxi to the airport, and it cost me a fortune.
B: You could have taken the airport bus. Or maybe Matt could have taken you.

Modals. Part 1 171

EXERCISE 25. Activity: making suggestions. (Charts 9-7 + 9-1 1)
Directions: Form a group of four.
Speaker A: Your book is open. Present the given situation.
Speakers B, C, and D: Your books are closed. Make suggestions or give advice. Use
could to suggest possibilities. Use should only if you want to
give strong, definite advice.
Speaker A: When the other students are finished, pass the open book to the next student.
Example:
SPEAKER A (book open): I need to get to the airport. Any suggestions?
SPEAKER B (book closed): You could take a taxi or the airport bus.
SPEAKER c (book closed): I could take you if I can borrow my brother's car.
SPEAKER D (book closed): In my opinion, you should take the airport bus.
1. I don't have any plans for this weekend. I need some suggestions.
2. ( . . . ) and I want to go to a nice restaurant for dinner tonight. Any suggestions?
3. I need to get from here to (name of a place in this cityltown). Any suggestions?
4. I need to buy an umbrella, but I don't know where to go. I need some suggestions.
5. I'm hungry. I'd like to eat an egg, but I've never cooked an egg before. What should I
do?
6. I need to get a car, but it can't be very expensive because I don't have a lot of money
to spend on it. Any suggestions?
7. I bought a (name of a car), but I'm unhappy with it. In hindsight, can you suggest
other possibilities for a kind of car I could have bought?
8. I went to (name of a place) for my vacation last summer, but I didn't enjoy it. In
hindsight, can you suggest some other possibilities that I didn't think of? (I had only
five days and a limited amount of money.)
9. ( . . . ) went to (name of a restaurant) for dinner last night, but the food was terrible.
Do you have any hindsight suggestions?

0 EXERCISE 26. Activity: making suggestions. (Charts 9-7 -,9-1 1)

Directions: With another student, make up a short dialogue.
Speaker A: Begin the dialogue with "What's the matter?" or "Is something the matter?"
Speaker B: Present a problem. Suggestions of words to include in the dialogue are given
in the numbered list.
Speaker A: Offer suggestions by using why don't you, (maybe) y o u should, andlor you
could.
Speaker B: Reject the first two or three suggestions and give your reasons. Then finally
accept a suggestion.
Present your dialogue to the class.
Example: I don't feel very good.
SPEAKER A: IS something the matter, Carlos? You don't look good.
SPEAKER B: That's because I don't feel very good.
SPEAKER A: Oh? What's wrong?
SPEAKER B: My stomach feels a little upset.
SPEAKER A: Maybe it's something you ate. W h y don't you go home and rest for a while?
SPEAKER B: I can't. I have an important meeting in fifteen minutes.
SPEAKER A: Maybe you should drink a carbonated beverage. That sometimes helps me
when my stomach feels funny.

172 CHAPTER 9
SPEAKER B: A carbonated beverage? I don't think so. I don't like carbonated drinks.
SPEAKER A: Well, you could take an antacid. I have some antacids in my office. Want me to
get them for you?
SPEAKER B: Please. I think I'll try that. Maybe it'll help. Thanks.

Suggestions of words for Speaker B to include in the dialogue:

1. . . . but I really don't want to go. 6. M y . . . i s broken.
2. . . . but I can't afford it. 7. I lost . . . .
3. . . . is angry with me. 8. I don't like my . . . .
4. I don't have enough . . . . 9 . (Use your own words.)
5. I don't know what. . . .

EXERCISE 27. Activity: writing. (Chapter 9)

Directions: Write a letter to an advice columnist in a newspaper. Make up a personal
problem for the columnist to solve. Then give your letter to a classmate, who will write an
answer.
Example letter:
Dear Abby,
My husband and my sister had an argument over a year ago, and they haven't
spoken to each other since. My husband accused my sister of insulting him about his
baldness. Then he told my sister that her hair looked like straw, He said he'd rather be
bald than have that kind of hair. My sister insists on an apology. My husband refuses
until she apologizes to him first.
'The problem is that I'm planning a graduation party for my daughter. My husband
insists that I not invite my sister. I tell him I have to invite her. He says he'll leave the
party if my sister walks in the door. My daughter is very close to my sister and very
much wants her to come to the celebration.
What should I do? I feel I must include my sister in the graduation party, but I don't
want to anger my husband.
Yours truly,
Confused and Torn

Example response:
Dear Confused and Torn,
Tell your husband that this party is your daughter's time to have her whole family
around her and that you're going to invite your sister to the family celebration. This is
certainly and clearly a time he has to put his daughter's needs first.
And you should tell both your husband and your sister that it's time to get past their
silly argument and act like grownups instead of ten-year-olds. You could offer to serve
as an intermediary to get them together to apologize to each other. If you present a
reasonable, adult way of handling the problem, they may start behaving like adults.
Good luck.

Modals,Part 1 173