TEACHING THE ENGLISH MODAL VERBS IN SCHOOL

Ina SURUJIU,
Lecturer, MA,
(Alecu Russo State University of Bălţi, Republic of Moldova); 1
Ana ŞCĂRĂBNAIA,

Glotodidactica, Anul III, vol. 2, 2012

Student,
(Alecu Russo State University of Bălţi, Republic of Moldova)
Abstract
In order to identify the problems, which both pupils and teachers face in learning and
teaching the English Modal Verbs in Moldovan schools , and if the English Modal Verbs are
taught with the help of Cooperative Learning Strategies, we have made a quiz and
distributed it to the teachers of English from different schools. The results of our
investigation are presented in the article. We also suggest interactive, cooperative activities
for teaching and practising the English Modal Verbs.
Keywords: modal verbs, cooperative strategies, techniques, quiz.
Rezumat
În articol, autoarele identifică problemele сu care profesorii şi elevii se confruntă în
procesul predării şi învăţării verbelor modale engleze în şcolile din Republica Moldova şi
faptul, dacă verbele în cauză sunt predate cu ajutorul strategiilor de cooperare. Cercetarea
este făcută în baza analizei răspunsurilor la întrebările unui chestionar, distribuit, în
prealabil, profesorilor de limba engleză din diferite şcoli din ţară. Generalizând observaţiile
făcute, autoarele propun activităţi cooperativ-interactive care ar dinamiza predarea şi
învăţarea acestor verbe.
Cuvinte-cheie: verbe modale, strategii de cooperare, activităţi, chestionar.
Introduction
The aim of the present article is not to present theoretical investigation of
the topic under consideration, but to show the present situation of the
studied problem in Moldovan schools in Bălţi. Teachers from different
schools were involved in this investigation. Their answers showed whether
Cooperative Learning Approach is used when teaching grammar or not.
Modal Verbs are taught in the gymnasium and lyceum cycles. The first
acquaintance with the English Modal Verbs children have in the 3rd form.
The number of Modal Verbs increases with each form. We have analyzed the
school manuals from the 2nd to the 9th forms. The result of our investigation
is shown in the following table:
Form Modal Verbs The number
of Modal
Verbs
3rd can 1
4th Can*, must, may, should/ shouldn’t 4
5th Can*, may*, may not, must*, must not 4

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 6th have to, need to, must*, should* 4
7th Should*/ should not* 1
8th Should*, would, could*. 3
9th Can*, can not*, may*, must8, could*, 10
2 might, to be able to, have to*, ought to,
should*, need*.
Glotodidactica Biannual Journal of Applied Linguistics, 2(III)2012

Table 1: Modal Verbs Used in the Gymnasium Cycle in Moldova

*Note: The modal verbs having the sign * are repeated in several forms. The
modal verbs underlined _____ are new.
The given table shows that each year appears a new Modal Verb, so by
the end of 9th form pupils know almost all the Modal Verbs.
We have analyzed the way the Modal Verbs are presented in different
manuals. The Modal verbs are mentioned for the first time in the textbook
“Magic English. Pupil’s Book. Third Form” by Iulia Ignatiuc and others.
Lesson ”I Can Ride a bike”, Module Three, Lesson Six is mostly devoted to
the Modal Verb “Can”. The textbooks for the 3rd – 5th forms give some rules
for using the English Modal Verbs correctly as for the gymnasium level;
modal verbs are presented in exercises. In the 9th form where there is an
exercise with 20 sentences where almost all the modal verbs are present:
“Fill in with one of the modal verbs”. This exercise is placed at the end of the
book where extended grammar exercises are given.
Problems in the Modal Verbs’ Acquisition
In order to identify the problems, which both the pupils and the teachers
face in learning and teaching the English Modal Verbs, we have made a quiz
and distributed it to the teachers of English from different schools, such as
Lyceums: Guţu A., Tomacel S. and Svatuţa O. from B.P. Hasdeu Luceaum;
Ştefanco A., Procofieva O. and Vizitiu N. from L.Blaga Lyceum; Gordilova
O., Sitaila I., Savitskaia S. and Ceahur I. from N. Gogol Lyceum; Cuzmina
N., Gurskaia L. and Chiobanu O. from M. Lomonosov Lyceum.
The quiz consists of 10 questions regarding cooperative learning and
Modal Verbs:
1. Do you use cooperative strategies in your English classes?
Yes __________ No_________________
Explain your answer.
____________________________________________________________________
2. How often do you use cooperative strategies in your English classes?
a) Very often b) Often c) Rare d) Never
Explain your answer.
___________________________________________________________________
3. What cooperative strategies do you usually use in your English classes?

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 a) Jigsaw b) Three-step-interview c) Roundtable d) T-chart e) Dialogues f)
Problem solving g) Debate h) PIM i) (your answer)________________________
4. Do you use cooperative strategies while teaching grammar? Yes
___________________ No_______________
Explain your answer: 3
_______________________________________________________________________

Glotodidactica, Anul III, vol. 2, 2012

5. Do you consider teaching Modal Verbs as one of the most difficult
grammatical topics in the gymnasium cycle?
Yes _________________ No____________
Explain your answer:
_______________________________________________________________________
6. What techniques do you use in teaching Modal Verbs? a) Fill in the gaps… b)
Write sentences… c) Make up dialogue using… d) Complete the sentences
with… e) Paraphrase the sentences… f) Make up a story… g) (your answer)
__________________________________________________________________
Give arguments:
_______________________________________________________________________
7. What problems do you meet teaching Modal Verbs? a) Lack of enough hours
for reinforcement of the topic; b) Lack of exercises; c) Lack of material; d) (your
answer) ___________________________________________________________
8. What problems do the pupils face learning Modal Verbs? a) Difficult to
memorize the meanings of the verbs; b) Few practice; c) Lack of motivation and
interest; d) Lack of similar grammatical form in the native language; e) (your
answer) __________________________________________________________
9. Arrange the Modal Verbs according to the level of difficulty the pupils face
while learning them: a) Can (could) _______ b) May (might) ________ c)
Must______ d) Have to______ e) Need to _____ f) Ought to ______ g) Dare
______ h) Should (shall) _______ i) Would (will) _______ .
10. Suggest one cooperative activity for teaching one of the Modal Verbs:
_________________________________________________________________
The results of the quiz are the following:
(1) 100% of the teachers use cooperative strategies at their lessons,
explaining that these strategies help students to develop their
speaking skills, understanding the rules of usage;
(2) 98% of the teachers often use cooperative strategies. Students are
more active during the lessons, make decisions, solve problems and
certainly enrich their vocabulary;
(3) All of interviewed teachers (100%) usually use Problem Solving and
Dialogues at their lessons. Few of them (20%) use Three steps interview
and PIM. One of the teachers, Savitskaya S., suggested RAFT system
strategy (The RAFTs Technique1 is a system to help students
understand their role as a writer, the audience they will address, the
varied formats for writing, and the expected content. Students are

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 encouraged to use creative thinking and response as they connect
their imagination to newly learned information. It is an acronym that
stands for: role of the writer - Who are you as the writer? Are you Sir
John A. Macdonald? A warrior? A homeless person? An auto
4 mechanic? The endangered snail darter?; audience - To whom are you
writing? Is your audience the Canadian people? A friend? Your
Glotodidactica Biannual Journal of Applied Linguistics, 2(III)2012

teacher? Readers of a newspaper? A local bank?; format - What form

will the writing take? Is it a letter? A speech? A poem?; topic + strong
verb - What's the subject or the point of this piece? Is it to persuade a
goddess to spare your life? To plead for a re-test? To call for stricter
regulations on logging?1);
(4) 85% of the teachers use cooperative strategies while teaching
grammar. They help teacher and pupils to find solution and
understand the rules. 15% - uses other strategies, motivating that
cooperative strategies are more efficient and fruitful in such aspects
as: reading, speaking and listening;
(5) 70% of the teachers consider “Modal Verbs” as one of the most
difficult grammatical topic. There is no equivalent in the native
languages. 30% of them say that it isn’t the most difficult topic,
although pupils meet difficulties;
(6) 100% of the teachers use the following techniques: Write sentences.
Complete the sentences with. 92% of the teachers use Fill in the gaps. 76%
of the teachers use Make up dialogue. 61% of the teachers use Make up a
story. 53% of the teachers use Paraphrase the sentences. Teachers also
suggested such techniques as Unscramble the sentences, Choose the right
variant, Analyze the meaning, Translate the sentences;
(7) 61% of the teachers are of the mind that the most serious problem
they face is the lack of exercises. 53% of the teachers consider that one
of the problems is the lack of exercises. L. Gurskaia pointed out the
lack of exercises in the 5th–6th Forms. Also teachers have added the
following problems: Lack of explanation in the book, The wrong structure
of the textbooks;
(8) 77% of teachers said that the lack of similar grammatical form in the
native language creates difficulties while learning Modal Verbs. 61%
of the teachers said that one of the problems which pupils face is the
lack of exercises. 23% of the teachers said that it is difficult for the
pupils to memorize the meanings of the modal verbs. S. Savitskaya
pointed out the great account of specific notes alongside with the
main rules.
(9) Teachers have suggested the following activities: Dialogues, Poems,
Songs, Situations, Role Play, True/False Game.

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 The Analyses of Grammar Exercises for Teaching the English Modal
Verbs in Moldovan School Manuals
The result of our investigation shows the following types of exercise for
teaching and learning Modal Verbs in the gymnasium cycle. These activities
can be classified into 5 groups: 5
(1) Recognition exercises – children have to recognize the studied

Glotodidactica, Anul III, vol. 2, 2012

grammatical item. This type of exercise is the easiest one. It is mostly
used in the 3rd form. For example: Module Three, Lesson Six “I Can
Ride a Bike”, Exercise 3: “Read the pictures and write the sentences”2;
(2) Creative exercises – pupils have to make up sentences using the modal
verb according to the pictures. This type of exercise is used beginning
with the 3rd form. For example: Exercise 1: ”Look at the pictures and
say what the children can do”, at the same lesson2;
(3) Drill exercises namely completion – are introduced in the 4th form and
are widely used in the senior forms. Pupils have to choose and put the
appropriate modal verbs. For example: the 4th Form, Module Three,
Round Up, Exercise 6: “Choose the correct verb”: I____ do my homework
now. (Must, May). The 6th Form, Unit Four, Lesson Four “Computer
land”, Exercise 8: ”Complete the sentences with must or mustn’t, should
or shouldn’t” – You ____ leave your disk without protection2;
(4) Paraphrasing exercises – are introduced in the 7th form. Pupils have to
paraphrase the sentence using modal verb. For example: the 7th Form,
Unit Five, Lesson Four “Sports”, Grammar Part, Exercise 1:
”Paraphrase the sentences below using should + infinitive” – The
team’s captain ordered the players to leave the play-ground2;
(5) Fill-in exercises – pupils have to put the missing modal verb in the
sentence. This type of exercise is practiced in the 5th, 6th, 8th and mostly
in the 9th form. For example: the 5 Form, Unit Four, Lesson Two, The
Second Lesson “The Magic World of Literature”, Exercise 9: ”Fill in
with may, may not, can. Read the dialogue:
Tim: ____ I take your book?
Sandu: _____ you read?
Tim: Yes, I ___.
Sandu: Then, you ___ take the book.
Tim: ___ I draw in it?
Sandu: No, you ____ ___, Tim. If you want to decorate,
take some paper or a slate”2.
The presented types of exercises help pupils to memorize the Modal
Verbs. Practice shows that the pupils are not able to keep in mind all the
meanings of the modal verbs. Learning by heart becomes too boring for
them. The only solution is to introduce new types of activities which will
raise pupils’ interest and will provoke them to study with more interest.

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 Interactive, cooperative and collaborative learning in which each person's
opinion is emphasize, creates an atmosphere of democracy where all
opinions are heard, all perspectives are valued, and finally where it builds
an atmosphere of community, a classroom community. We consider that
6 several effective exercises may be worth applied in the process of teaching
Modal Verbs at the lessons of English: Problem, Solving exercise, Word
Glotodidactica Biannual Journal of Applied Linguistics, 2(III)2012

Research, Broken Sentences, Songs and Poems, Games, Proverbs and Quotations.
All these activities are going to be presented and described in this article.
Teaching Modal Verbs in the 9th Form
The analysis of the quizzes shows that the teachers are not satisfied with
the number and the types of the exercises introduced in the books. They
suggest using songs, dialogues and problem solving activities in the process
of teaching and reinforcement of the Modal Verbs. Taking also in
consideration that there is an exercise for the reinforcement of the topic:
”Modal Verbs” in the manual of the 9th form, which consists of 20 sentences
where almost all the modal verbs, which were studied before, are present
and also there are 3 Modal Verbs introduced for the 1st time (ought to, to be
able to, might). We suggest several activities based on Cooperative Learning
Strategies:
(1) The story ”The Origin of Modal Verbs”: A simple play on the words
could help pupils remember how modal verbs are different from the
other verbs3:
The Origin of Modal Verbs
A long time ago it was difficult to be a verb; you had to fill in lots of forms
before you could be accepted. A group of words wanted to be verbs, they were:
ought to, shall, should, will, to be able to and would.
They filled in all the forms at the verb office, one for past tense, one for future
and one for present, one for infinitive and one for gerund. When they went
back the next week to inquire about their application, they were told there was
a problem.
‘There’s been a muddle; all the forms have been lost. Sorry, I’m afraid you
cannot be verbs’ said the chief verb-maker. The words were very unhappy, but
at last one form for each verb was found. So it was decided that because they
only had one form each they could be not full verbs, but a kind of assistant verb
that could be used with other verbs. Because of this muddle, they were known
as ‘muddle verbs’, pronounced ‘modal verbs’ today, with only one form.
(2) Audio–Lingual Approach – is a contemporary way of teaching a foreign
language. It is aimed at teaching the language skills in the order of
listening, reading and writing and is based on using drills for the
formation of good language habits4:
a) Songs – the usage of songs during the lessons of English has an
important influence upon the pupils. Firstly they help to develop
such pupils’ abilities as listening, speaking and reading. Secondly

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 songs change the atmosphere in the classroom. We propose verses
with modal verbs taken from different well-known songs5:
May it be the shadow's call? We might be strangers. I just can't get you out
of my head. I know I can be what I wanna be. You mustn't cry. The show
must go on. My make-up may be fading. 7

Glotodidactica, Anul III, vol. 2, 2012

Exercises:
1. Play the songs and ask pupils to listen and match the halves.
1) May it be a) be fading.
2) We might b) cry.
3) I just can't c) get you out of my head.
4) I know I can d) go on.
5) You mustn't e) be strangers.
6) The show must f) be what I wanna be.
7) My make-up may g) the shadow's call...
2. Find the meanings of the Modal Verbs may, might, can, must:

Table 2: Meaning of the Modal Verbs.

3. Identify the meaning of the modal verbs:
May it be the shadow's call? __________ I know I can be what I wanna be.
_________ We might be strangers. _________ You mustn't cry.
_________ The show must go on._________ I just can't get you out of my
head. _________ My make-up may be fading. ___________
b) Poems – the usage of poems during the lessons of English has
approximately the same value as songs. They have not only cultural
but a linguistic value as well. We propose the following poem:
Blowing in the Wind
How many roads must a man walk down / before you can call him a
man? / Yes, ‘n’ how many seas must a white dove sail / before she
sleeps in the sand? / Yes, ‘n’ how many times must the cannon balls fly
/ before they’re forever banned? / The answer, my friend, is blowing in

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 the wind. / The answer is blowing in the wind. / How many times must
a man look up / before he can see the sky? / Yes, ‘n’ how many ears
must one man have/ before he can hear people cry? / Yes, ‘n’ how many
deaths will it take till he knows / that too many people have died? / The
8 answer, my friend, is blowing in the wind, / The answer is blowing in
the wind. / How many years can a mountain exist/ before it’s washed to
Glotodidactica Biannual Journal of Applied Linguistics, 2(III)2012

the sea? / Yes, ‘n’ how many years can some people exist / before they’re
allowed to be free? / Yes, ‘n’ how many times can a man turn his head, /
Pretending he just doesn’t see? / The answer, my friend, is blowing in
the wind, / The answer is blowing in the wind //
Exercise: In groups make up an acrostic poem for word
combination Modal Verb.
c) Dialogue – the usage of dialogues at the lessons of English will
present pupils an example of every day conversation and will help
them in improving their speech skills. We propose the following
dialogue, which is presented with the help of audio-lingual technique:
- Hi, Staff! / - Oh! Hello, Sabine! / -You sound a bit down. / - Yes, well.
We have to do this homework, 3 pages of exercises on obligation modals
by next week. / -Obli... what? / - Obligation modals, you know verbs
like: must and have to. And now we have to do this homework. / - Shall
you don’t have to do all those boring exercises. Why don’t you come to
the party with me? / - A party? But I can’t go to parties. I have to do
my homework. If teacher real says “you must do your homework” she
means business. / - Well, you don’t have to come to this party. If you
won’t to. / - Sabine, I’d love to come to the party. But… / - But you
really must come to the party next week. / - Another party? Oh! Let’s
see during the break. I’ll talk to you late, Sabine.
Exercise: In pairs make up a similar dialogue using Modal Verbs.
(3) Brainstorming – is considered to be a problem–solving technique. It
was first developed by A.F. Osborne in 1941. The main purpose of
brainstorming is to stimulate all the members of a group to express
their ideas connected with the proposed problem.
a) Proverbs and quotations which contain Modal Verbs may be used
for the reinforcement of the topic. Pupils will have to comment on
one of them in such a way that they will not only memorize the
verbs but increase their knowledge about life as well. We propose a
number of proverbs for each modal verb:
Can: Anger can be an expensive luxury. Don’t put off for tomorrow
what you can do today. A close friend can become a close enemy. A
man may well bring a horse to the water, but he cannot make him

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 drink. You can’t teach an old dog new tricks. God help the rich, the
poor can look after themselves.
Must: Friends are like fiddle strings, they must not be screwed too
tight. He that plants thorns must never expect to gather roses. He
who leaps high must take a long run. He who would eat in Spain 9
must bring his kitchen along. If two men ride a horse, one must ride

Glotodidactica, Anul III, vol. 2, 2012

behind. It is not enough to run, one must start in time.
May: As the best wine makes the sharpest vinegar, the truest lover
may turn into the worst enemy. Have a horse of your own and then
you may borrow another's. Every garden may have some weeds.
Have to: You have to take the good with the bad.
Should: A man should live if only to satisfy his curiosity. Advice
should be viewed from behind. Beggars shouldn't be choosers.
Children should be seen and not heard.
Might: One might as well be hanged for a sleep as a lamb.
b) Crosswords – we suggest to each modal verb a crossword. Pupils
will have the task to read the sentence and identify the meaning:
Complete the crosswords using the meaning of the Modal Verb,
which it stands in the sentence for6:
Can / could: 1. Mary can speak English. 2. Anybody can make a mistake.
3. The teacher said we could go home. 4. You can’t cross the street here.
5. He can’t be working at this time. 6. Can I have some water? 7. You
could at least have met me at the station, couldn’t you?

Answers: 1. Ability; 2. Possibility; 3. Permission; 4. Prohibition; 5. Doubt;

6. Request; 7. Reproach.

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 May / Might: 1. This news is so strange that you may not believe it. 2.
The doctor has fears that she may not live much longer. 3. You might at
least offer to help me. 4. Might I use your telephone, please? 5. You
may find all the books you want in the National Library.
10
Glotodidactica Biannual Journal of Applied Linguistics, 2(III)2012

Answers: 1. Supposition; 2. Fear; 3. Reproach; 4. Permission; 5.

Possibility.
Must: 1. He must move the furniture himself. 2. The girl mustn’t
go home alone. It’s very late. 3. It must be late as the streets are
deserted. 4. You must stop worrying about your son.

Answers: 1. Obligation; 2. Prohibition; 3. Supposition; 4. Advice.

To be to…: 1. When is the wedding to be? 2. Where is he to be
found? 3. A, B. You are to stay here until I return.

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 11

Glotodidactica, Anul III, vol. 2, 2012

Answers: 1. Arrangement; 2. Possibility; 3. A. Order. B. Instruction.
Shall/should: 1. I want that prize and I shall win it. 2. She shall
pay for it, she shall… 3. Shall I get you a chair? 4 If you see
anything strange you should call the police. 5. The film should
be very good as it is starring first class actors.

Answers: 1. Intention; 2. Threat; 3. Suggestion; 4. Obligation; 5.

Supposition.

(c) Situations - may be used for the reinforcement of the topic. Pupils
will not only memorize the verbs but increase their knowledge
about life as well.
Exercises:
1. Read parents’ instructions for their child’s life. Write a child’s
instruction for parents7:
You must say “thank you” and “please” a lot. You must treat
everyone you meet as you want to be treated. You should never take
actions when you are angry. You need to be able to admit your
mistakes.

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 2. Read the note from your friend Mary. Write a note to Mary.
Answer her question8:
_______ ,
I really need my English book! Why haven’t you given it back to
12 me? When can you return it? Which pages should I read for
homework? Mary
Glotodidactica Biannual Journal of Applied Linguistics, 2(III)2012

3. Make up dialogues according to the pictures using Modal

Verbs.
Fill-in exercises
I. Fill in the blanks with can, could, be able to, must, have to, needn’t,
shall and translate them9:
1. I ___ not go to the theatre with them last night, I ___ revise the
grammar rules and the words for the test. 2. My friend lives a long
way from his office and ___ get up early. 3. All of us ___ must be in
time for classes. 4. When my friend has his English, he ___ stay at
the office after work. He (not) ___ stay at the office on Tuesday,
Thursday and Saturday and ___ get home early. 5. ___ you ___
work hard to do well in English? 6. ”___ we discuss this question
now?” 7. I’m glad you ___ come. 8. “___ come and have dinner
with us tomorrow?” “I’d love to.” 9. “Please send them this
article.” “Oh___ I do it now?”
2. Open the brackets and fill in the blanks with the appropriate
forms of the verbs must, have to and be to10.
1. John (not tell) him about it. It’s a secret. 2. It looks like rain. You
(take) your raincoats. 3. You (not talk) so loudly here. 4. In his
youth he (work) from morning till night to earn his living. 5. He
(wait) at the station till it stopped raining. 6. The secretary informed
us when the manager (come). 7. They (leave) on Saturday, but
because of the delay with their visas they (book) tickets for Monday.
8. …. I (do) it by myself?
Translation exercises – they help pupils understand the meaning
of the modal verbs.
1. Read these sentences and translate them into Romanian
(Russian)11.
1. One Englishman can beat three Frenchmen. 2. You can’t please all of
the people all of the time. 3. Life cannot be one endless round of
pleasures. 4. Good advice can be given, good name cannot be given. 5.
You can’t put new wine in old bottles. 6. A man can do no more than
he can. 7. You never know what you can do until you try. 8. God could
not be everywhere, therefore he made mothers. 9. Where nothing is,
nothing can be had there.

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 2. Translate the following sentences into English:
1. Ea niciodată nu poate veni la timp. 2. Ei au fost fericiţi că au putut
să-şi ajute prietenii. 3. O poţi ajuta? – Da, pot. 4. El ne-a spus că
putem veni în orice zi convenabilă pentru noi. 5. N-ar fi trebuit să-i
urmezi exemplul toţi anii aceştia! Ceea ce-i bine pentru ea, nu poate fi 13
bine pentru tine. 6. Nu pot privi televizorul seara, am prea multe de

Glotodidactica, Anul III, vol. 2, 2012

făcut. 7. Ea trebuie să fie acasă acum. 8. Sora mea poate vorbi cu el. 9.
Copilul a întrebat, dacă i se permite să privească încă 2 filme în desene
animate. 10. Ce pot să-ţi spun? Regulile trebuiesc respectate12.

We have analyzed the exercises included in the school manuals used for
teaching Modal Verbs. We have made a quiz and have distributed it to the
teachers of English from different schools and found out the difficulties
which they meet in teaching Modal. We have created a list of exercises that
might serve as a support for school teachers in Modal Verbs reinforcement.
The examples are presented with the help of tables, schemes which confirm
the theoretical and practical part of our investigation.
Notes
1http://olc.spsd.sk.ca/de/pd/instr/strats/raft/
2Ignatiuc et alii, 1999.
3http://semumf.tripod.com/id7.html.
4http://es.scribd.com/doc/87818946/27119523-the-Development-of-Language-

Teaching-Current-Trends
5http://www.youtube.com/watch?v=3KcSEnVnQ98
6Кобрина, 1999.
7Onofreiciuc, 2008, p. 11.
8Onofreiciuc, 2008, p. 37.
9Onofreiciuc, 2011, p. 75.
10Iastremschi, 2002, p. 381.
11Iastremschi, 2002.
12Iastremschi, 2002.

References:
Books and Textbooks
GLAVAN, L., MANIC, A., MUSTEAŢĂ, T. English for You and Me: Pupil’s Book 7.
Bucureşti: ARC, 2000 [=Glavan et alii, 2000].
IASTREMSCHI, V. English Grammar: Theory and Exercises. Chişinău: Pontos, 2002
[=Iastremschi, 2002].
IGNATIUC, I., ALADIN, L., FOCA, L., PUIU, D., MUNTEAN, A. Magic English:
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