Contextualization

Theoretical Introduction

In the study of the English language, modal verbs play a crucial role in constructing meanings and expressing nuances as important as stating facts. These auxiliary verbs are not followed by the particle 'to' and do not vary in form, meaning they maintain their original form regardless of the subject. They are essential for expressing ability, possibility, permission, or obligation. Among these verbs, can, could, may, must, and should stand out, each with its own particularities and specific uses.

For example, while can and could often indicate ability or possibility, may suggests permission or a more subtle and polite possibility. On the other hand, must expresses obligation or necessity, and should has the connotation of recommendation or advice. Understanding and correctly applying these verbs is essential not only in everyday communication but also in more formal contexts, such as academic and professional settings.

The complexity of modal verbs also lies in their negative and interrogative forms, and in the correct choice of the modal verb to be used according to the context and the meaning one wants to convey. In addition to their basic meanings, these verbs also have advanced uses, such as could for polite requests or should for expectations, which require a deeper understanding and detailed study.

Contextualization and Importance

In the real world, the ability to use modal verbs appropriately can determine the effectiveness of communication in various situations. Whether in an academic environment, where precision and formality are valued, or in an international business scenario, where clear and appropriate communication can close deals or create misunderstandings.

Furthermore, the correct use of modal verbs is often one of the criteria evaluated in English proficiency tests, such as the TOEFL and IELTS. This demonstrates not only mastery of grammar but also the ability to express different degrees of certainty, permission, and obligation, which are essential for effective communication and for adapting to different cultural contexts.

Delving into modal verbs, therefore, is not just a matter of passing a test or completing a grammar exercise; it is gaining a powerful tool for global communication that opens doors and expands horizons. And that is why the study of modal verbs is so emphasized in educational programs and highly valued in the professional and academic world.

Suggested Resources

To support the study of modal verbs and provide a solid foundation for the proposed debates and activities, we recommend consulting the following resources:

• Book: 'English Grammar in Use' by Raymond Murphy. This book is a reference for intermediate to advanced level students and covers modal verbs in different contexts, with clear explanations and practical examples.
• Video: YouTube Channel 'EngVid'. Native teachers offer lessons on various aspects of the English language, including modal verbs. The videos are didactic and accessible to all levels of learning.
• Website: 'BBC Learning English' (https://www.bbc.co.uk/learningenglish). It offers a multitude of resources, from grammar explanations to practical exercises and quizzes on the use of modal verbs.

These materials are a good starting point for theoretical deepening and contextualized practice of modal verbs.

Practical Activity

Activity Title: Modal Verbs in Action

Project Objective:

Explore the use of modal verbs in English through the creation of a short film or theatrical piece that demonstrates their practical application in various contexts.

Detailed Project Description:

The project aims to develop the understanding and correct application of modal verbs in real situations, as well as to foster skills such as teamwork, critical thinking, and creativity. Students should create a script for a short film or a theatrical piece where the dialogues extensively use modal verbs in diverse situations, demonstrating knowledge of their uses, negative and interrogative forms, and nuances.

Required Materials:

• Video camera (can be a smartphone) or space for theatrical presentation.
• Internet access for research.
• Computer with video editing software (if opting for a short film).
• Script of the short film or play developed by the group.
• Costumes and props that may be necessary for recording or presentation.

Group Size:

3 to 5 students.

Project Duration:

Approximately 5 to 10 hours per student, to be distributed over a month.

Detailed Step-by-Step:

1. Group Formation: Organize students into groups of 3 to 5 people.
2. Research and Script: Encourage students to research scenarios and contexts in which modal verbs are used. Based on this, each group should write a script for a short film or theatrical piece that presents varied situations requiring the use of modal verbs.
3. Theoretical Review: Each group should review the theoretical content, ensuring that the use of each modal verb is appropriate to the context.
4. Preparation: After completing the script, students should organize to collect or create props and costumes, as well as plan scenarios and the sequence of recordings or presentations.
5. Recording or Rehearsals: Each group should record the short film or rehearse the theatrical piece, depending on the chosen format.
6. Editing or Enhancement: If the group opts for the short film, it should be edited. For theatrical pieces, students should enhance their performances and the flow of the presentation.
7. Final Presentation: The final delivery will be the screening of the short film or the presentation of the play to the class.
8. Refinement and Feedback: Based on feedback from the teacher and peers, students can make final adjustments if necessary.

Project Deliverables:

1. Written Script: Document containing the complete script, with dialogue rich in modal verbs and indication of scenes.
2. Final Video or Recording of Theatrical Presentation: Final product in video format or photographic recording of the theatrical presentation with a detailed description of the scenes.
3. Project Report: A written document divided into sections of Introduction, Development, Conclusions, and Bibliography.

Project Report

Introduction (1-2 pages):

• Provide context on the topic of modal verbs, their relevance, and practical applications.
• Explain the project's objective and how it relates to the learning and use of modal verbs.

Development (3-5 pages):

• Describe the theory of modal verbs studied and how it was applied in the script.
• Explain in detail the methodology used in creating the script, recording/rehearsing, and editing the play or short film.
• Present and discuss the creative process and decisions made by the group.

Conclusions (1-2 pages):

• Recap the main aspects of the work.
• Describe the technical and socioemotional learnings obtained by the group.
• Discuss the group's perceptions of the practical application of modal verbs.

Bibliography:

• List the sources used, including educational materials, websites, videos, etc., following a consistent citation format.

The report writing should reflect collaborative work and the analysis of experiences during the project.