A selection of English ESL modals verbs printables

This lesson is amied at Brazilian Learners of English. Its main focus is on Brazilian students from public schools.

Look at the table below. In it, you will find different personalities and public figures of African descendent socially recognized in their areas of expertise. Each of these people performs their skills in an exemplary manner in the society in which they live.

• Then, read a short biographical (life) summary of each of these people on a link available on the internet.

• Finally, place the sentence below the figure corresponding to the ability of each of these people represented in the images below. The first image is done. Follow the model.

Modal verb can to express abilities

This mind map shows students what modals are used to express.  A colour code helps to identify the different uses of each modal verb without too much reading.  If you find this ws. useful a hit on 'like' or a 'thank you' would be highly appreciated 

WE USE MODAL VERBS TO EXPRESS - MIND MAP

  The Colour code and the placement of the different modal and semi-modal verbs helps the student to understand the connections between different modals without doing too much reading.   This is page 2. a hit on 'like' or a 'thank you' would be highly appreciated.

PAGE 2 - MODAL/ SEMI-MODAL VERBS - Mind Map 

Hello!! How are you??This worksheet is about: MODAL VERBS- PART 1:CAN-COULD-MAY-MIGHT. It is a pre-intermediate grammar guide. Part I. I hope it will be useful.

MODAL VERBS- PART 1:CAN-COULD-MAY-MIGHT

Hello!! How are you??This worksheet is about: MODAL VERBS- PART 3:SHOULD-MUST-HAVE TO.It is a pre-intermediate grammar guide. ParT 3. I hope it will be useful.Bye Bye

MODAL VERBS- PART 3:SHOULD-MUST-HAVE TO

Here you have two topics that may be test during the class. The students take a test and at the same are working on their reading comprehension. I think it could be very useful for you

Quiz Modal Verbs and Would vs Used to 

This worksheet is to work on grammar learnt for Modal verbs - can, could, must, must not, should, have to

Designed for two students but can be done as a group excercise.

Student A to create questions, Student B to find answers

Hostel Rules - excercise to work on Modal verbs

5 page Activity about modal verbs. This is a review of the many different forms of modals and is useful as a review for intermediate students. This would be useful as a vocabulary review.

Modal Verbs Review and Rules of Usage - 5 Pages

Really brief worksheet on modal verbs and how we use them grammatically correctly. Answers for (5): 13. Do you know where they will live? 14. Do you know how many times I should bow? 15. Do you know if I can come? Answers for (6): 16. OQ: What (song) should Mr Wonder sing at their wedding? (object = As) SQ: Who should sing ("As") at their wedding? (subject = Mr Wonder)

Modal Verbs - affirmatives, negatives, interrogatives, indirect questions, subject questions

Grammar chart with examples and activity (complete the sentences) about modal verbs can, can't, could and couldn't. Basic, pre-intermediate level. Answer key provided. 

 Modal verbs - Can, Can't, Could and Couldn't

Cards for the main forms of modals. There are hints for usage and an NBA theme. Students are to make up their own sentences using the different meanings of each modal verb. Sentences can be made using the player pictures as a basis for sentences. Print on very heavy paper and cut out. 

NBA Modal Verbs Classroom Poster & Role Play

An activity to help students learn and practise modal verbs and listening skills.



Learners complete the worksheet by listening to the songs and filling in the gaps and then self-checking their answers.



13 songs are featured in the worksheet with at least one modal verb in each song. The list of songs can be found in the video description. A number of songs in the video also feature the present perfect tense which can be pointed out to learners.



The activity can be made more difficult or easier for learners by adding / removing gaps in the song lyrics.



The music’s audio along with the answers can be found here: https://youtu.be/CsMSw92cQHs



Learners learn about the various uses of the different modal verbs and self-correct their worksheets by watching the video.

Modal verbs in songs worksheet and video

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

366 Modals verbs English ESL worksheets pdf & doc