Working with TA Grammar (Year 2). VII

Details
Written by Renata Jonina
Parent Category: English
Category: English 16-19
Created: 01 January 2013

Working with Modal Verbs: ‘Degrees’ of command
Further Lessons: Brief Summary

Dec 30, 2012

When working with modal verbs of command in a negative form (mustn’t, don’t have to, etc.) I decided to make a ‘traditional’ explanation, so I just explained the rule to my students (I did it via ENV though). There are several reasons for doing so. First of all, I think this part is more difficult so it requires more time. Since the test time was approaching I was sure we will not manage to build the rules. In addition, I saw many problematic areas in the new group of modal verbs, so it required much more preparation on behalf of me to make clear procedures for working with these modal verbs. I didn’t manage to come up with clear procedures, thus, avoiding the situation of too much confusion, I decided to explain the rule.

In any case, I managed to give the post-test for the modal verbs so students could have measured their progress. In addition, during our work, I was all the time asking students to count how many correct answers they have, thus trying to make them monitor their progress.

 

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Comments  

# Alexander Sokol 2013-01-03 12:45
As you may guess, I can't agree with the reason 'the test time was approaching' for going for an explanation as a test is just a means, not the aim. Therefore it cannot be the reason for changing the approach, in my opinion.
Another question I've got is why the model for negative modals should be different from the model for the same modals when used in the affirmative meaning. It's not very logical, is it?
Anyway, can I ask you how you explained the rule to the students? How did the ENV look like?
# Renata Jonina 2013-01-03 18:28
I don't agree with this reason myself. However, when you are in a school reality and wish some result you are forced to go even against your own believes. Alexander, when you are a specialist as you are, you will not see 'the approaching test' as any obstacle. However, when you are not sure you are doing the right TA in your classroom then my choice would be to make students feel they have learnt something with the help of my explanation than to leave them wondering if they achieved any result.
I made the ENV rule and presented it as a ready-made rule. You can see the model published by one of my students - http://at-eportfolio.wikidot.com/m-v-obligation-necessity

Re different negative models, I meant that the meaning of 'I must go' isn't the opposite of 'I mustn't go', is it?
# Alexander Sokol 2013-01-04 23:43
It's clear that 'I must go' isn't the opposite of 'I mustn't go', however the meaning of both is based on the meaning of must which is the same, isn't it? So, the parameters used for the model are still the same, aren't they?
# Renata Jonina 2013-01-12 16:40
I understood about the meaning. Yes, you are right, I didn't think about that and started making another model for the same 'must'.
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