CO EXERCISE 20. Degrees of certainty. (Charts 10-1 -> 10-5) Directions: In pairs or small groups, discuss the dialogue. Make guesses about the two people and what’s happening. What possibilities can you think of? Situation: A man and woman are sitting at a table. MAN: — I don’t think you should do this alone. WOMAN: But you don’t understand. I have to. MAN: — Let me go with you. (fumbling with his wallet) Just give me a minute to pay the bill. WOMAN: No, I'll be fine. Man: — You must let me help. woMaN: There’s nothing you can do. (standing) This is something I need to do for myself. MAN: Okay. If that’s the way you want it. woman: (leaving) I'll call you. Possible discussion questions: ‘Where are the man and woman? ‘Who are they? What is the relationship between them? ‘Where's the woman going? ‘Why does she want to go alone? Why does the man want to go with her? Etc. 1 2) 3. 4. 5. 6. 10-6 ABILITY: C (a) Tom is strong, He ean lift that heavy box. Can is used to express physical ability, as in (a). (b) Tean see Central Park from my apartment. Can is frequently used with verbs of the five senses: see, hear, fel, smell, taste, as in (b). (©) Maria can play the piano. She's been taking lessons | Can is used to express an acquired skill. In (¢), can for many years. lay = knows how to pla: (@) You can buy a hammer at the hardware store Gan is used to express possibilty. In (2), 0 cam buy = iis posible for one 10 bry: COMPARE Gam is used to give permission in informal (©) P'm not quite ready to go, but you can leave if situations, as in (e). In formal situations, may rather Soutre tate harry Tl eet you laner than can is usually used to give permission, as in (f) (£) When you finish the test, you may leave. (g) Dogs can bark, but they cannot /can’t talk. Negative form: cannot or can’t. (h) Tom could lift the box, but Icouldn’t. ‘The past form of can meaning “ability” is could, as in @). Negative = could not or couldn't Modals, Pat 2. 193CO EXERCISE 21. CAN and COULD. (Chart 10-6) Directions: Can is typically pronounced /kon/ in normal spoken English, but may also be pronounced /keen/. Can’t is usually pronounced /kzent/. Try to determine whether the teacher is saying can or can’t in the sentences.* ‘The secretary can/can’t help you. My mother can/can’t speak English. My friend can/can’t meet you at the airport. ‘Mr. Smith can/can’t answer your question. ‘We canican’t come to the meeting. CaniCan’t you come?** You canican’t take that course. I canican’t cook. Per are ene Our son can/can’t count to ten. 10. I can/can’t drive a stick-shift car. Cl EXERCISE 22. CAN and COULD. (Chart 10-6) Directions: Make sentences, answer questions, and/or discuss meanings as suggested in the following. Work in pairs, in groups, or as a class. 1, Name a physical ability that you have and a physical ability you don’t have. 2. Name an acquired skill that you have and an acquired skill you don’t have. 3. There’s no class tomorrow. a. What can you do tomorrow? b, What may (might) you do tomorrow? c. What are you going to do tomorrow? 4. a. What are the possible ways you can get to school? b. What are the possible ways you may get to school tomorrow? 5. What is the difference in the use of can and may in the following? a. Sure! You can borrow five dollars from me. You can pay me back later. . You may pay the bill either in person or by mail. 6. Compare the following, using can and can’t: a. people and animals (Example: Birds can fly, but people can’t.) b, adults and children c, women and men 7. Plan your next vacation and describe what you . .. a. may do on your vacation. b, can do on your vacation. c. will do on your vacation. 8. What is something you could do as a child that you can’t do now? "Sometimes even native speakers have difficulty distinguishing becween can and can't. Also, British and ‘American pronunciations of ean’t are different. British: can’t = fkanv (cawhnt). American: can’t = Jkaen (cymes with rand) **NoTE: "+ "you" = “chu! (can't you = fksenu). 194 CHAPTER 10(Co EXERCISE 23. Degrees of certainty; ability. (Charts 10-1 > 10-6) Directions: Discuss the following in groups or as a class. A researcher into human behavior conducted an experiment. First she talked to a group of fouryear-olds “How many of you can dance?” All of the children raised their hands. “How many of you can sing?” All of the hands shot up. “And finally, how many of you can draw?" Every child’s hand was raised, Next the researcher went to a college class of twenty-five students in their late ‘teens and early twenties “How many of you can dance?” she asked, About a third of the students raised, their hands. “How many of you can sing?” Some hands were raised, but fewer than were raised for the first question. “How many of you can draw?” Only two hands went up. Discussion question: ‘What do you think accounts for the different responses in the two groups, and what conclusions might you make if you were the researcher? Modals, Part 2.195