Tag: structure

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Structure: ‘Modals 5’

Time references for modal verbs

Adding to what we saw previously, we look at the time reference for our modal verbs in each of their uses. Looking at our diagram below, we can see that to talk about ability in the past we use ‘could’ and in the present we use ‘can’.

Ability in the future?

Then how do we talk about ability in the future? Well, in the future we use ‘be able to’.

eg. By next year I’ll be able to fly three single engine aircraft.

‘Be able to’ isn’t a modal verb so it isn’t in our list, but we can use it with a similar meaning to a modal verb with time references unavailable to our modal verbs (i.e. not just future, but also with present perfect, after ‘would’ etc…).

Time reference for modal verbs.
Time reference for modal verbs.

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Structure: ‘Usually fly, used to fly, used to flying’

Fly High English - Structure

This time in our structure help we talk about the different between three structures with similar forms but very different meanings, ‘usually fly, used to fly, used to flying’. Have a look at the diagram below for information about what each one means and how to use them. Then try to write some examples of you own.

Diagram explaining the differences between 'usually fly', 'used to fly' and 'used to flying'.
The differences between ‘usually fly’, ‘used to fly’ and ‘used to flying’.

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Structure: ‘What was it like?’

Fly High English - Structure

This time in our structure help we talk about the preposition ‘like’ and in particular the question; what was it like? Students sometimes confuse the verb ‘like’ with the preposition ‘like’ and can be confused about the meaning of this type of question. Check out the diagram below to discover what it means and and then try to write some questions of your own.

Diagram explaining the question 'What was it like?'
What was it like?

Look at the following conversation.
A: I flew first class from New York to Dubai last month.
B: What was it like?
A: It was amazing! Wonderful food, champagne and a proper bed to sleep in!

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Structure: ‘Modals 4’

Modals related to ability, permission, prohibition and obligation

We talked previously about how our modal verbs related to probability. Next we look at specific meanings to each of our modal verbs. Follow the examples and write some of your own to practice.

Ability

Ability
– Can you fly a multiengine plane?
– I could fly a glider when I was 17.

Permission

Permission
– Can we use runway 11 to land?
– The controller said that they could begin their startup.
– You may use the lavatory when the seatbelt sign is switched off.
– Might I switch seats? This one doesn’t recline.

Prohibition

Prohibition
– You can’t sit in the emergency exit seat with a baby.
– They told us that we couldn’t board the plane first.
– You may not bring liquids of more than 100ml on the flight.
– You shouldn’t drink a lot of alcohol on a flight.
– You mustn’t smoke on a flight.

Obligation

Obligation
– He should review the weather charts before the flight.
– Passengers must sit in their assigned seats.

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Structure: ‘Modals 3’

Modals and probability

We previously said that all modals express a level of probability. This week we look at what that level of probability is related to each of our modal verbs. Check out the diagram below for information and try to make your own examples with each.

Diagram which shows how to express probability using modals.
Expressing probability using modals.

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Structure: ‘Modals 2’

Uses of modal verbs

Modal verbs express at least two meanings. All modals relate to probability, and then each modal has it’s own separate meaning. These meanings can relate to ability, obligation (different levels of obligation), permission (asking for it, giving it) or prohibition (not allowing something).

A table for the uses of modal verbs.
Modals 2.

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