Автор работы: Пользователь скрыл имя, 12 Апреля 2012 в 00:04, курсовая работа
Most teachers are probably familiar with a list of modals similar to the one offered in Headway Intermediate: can, could, may, might, will, would, shall, should, and ought. Teachers would also probably agree with the explanation given by Headway, namely that these verbs are auxiliaries because “they ‘help’ another verb” (Soars and Soars, 1996: 146). For good measure, Headway tells students that “each modal has at least two meanings” (ibid.: 147).
Introduction. What are Modal Verbs? What is Modality?…………………...2
Chapter I: Must, may and might compared
1.1. Formation of the modal conjugations……………………………...…….5
1.2.The Functions of Modal Verbs may, might and must………………...……..6
1.3. Uses of May and Might. Use of Must.……………….…...……...............9
1.4. May, Might and Must compared using….....……………………………11
1.5. How to Write Sentences Using Modal Verbs.…………………………..13
Chapter II: Practical comparison of modal verbs must, may and might
Exercises……………………………………………………………….…….16
Conclusion…………………………………………………………….……..30
References……………………………………………………………..……..31
‘Should’
and ‘ought to’ are basically the same, although ‘should’ is
much more widely used than ‘ought to’. The negative and interrogative
forms of ‘ought to’ are becoming increasingly rare. Both ‘should’
and ‘ought to’ are used to talk about obligation and duty and to
give advice. One way of getting the meaning of ‘should’ across to
learners is to contrast its meaning with that of ‘must’ and ‘have
to’ as the degree of obligation is considerably less, e.g. ‘I have
to go to the doctor’ as compared to ‘I should go to the doctor’.
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Conclusion
So, in this work I tried to explain some thoughts concerning modal verbs may, might and must. These modals have a lot in common, but a lot of differences. We have to mind all rules, all patterns and examples for our good English.
It is probably a good idea to practice the above verbs using a generative context, E.g a simple context that can generate lots of examples. For this a good task is to use different types of exercises and creative work.
It’s hard to mind all rules, but every learner can find the most suitable way for him to study. At higher levels, it is more appropriate to contrast different modal verbs and to concentrate on nuances of meaning. At lower levels it is probably best to concentrate on the main meaning of each modal verb rather than to confuse learners by introducing too many meanings at once. In the case of ‘must’, for example, its use for expressing deduction or concluding that something is certain, as in ‘The keys must be on the kitchen table’, is a useful one but is arguably confusing for learners at lower levels, particularly as the negative form is ‘can’t’ and ‘not ‘mustn’t’.
What
we say is, in the end, governed by rules – grammar rules, pragmatic
rules, semantic rules, pronunciation rules. There are rules for every
facet of the language. If we can deepen our understanding of those rules,
then we can articulate to our future pupils why it is that we say what
we say. And that is something that rarely leaves people dissatisfied.
References
Exercises: