Best Method for Teaching Modal Verbs to ESL Students

Teaching modal verbs in the ESL classroom often leaves teachers wondering how to make these tricky words more accessible to students. There are several ways to teach modal verbs, some of which work well while others don’t.

However, after experimenting with a few strategies, I’ve found that students tend to retain the use of modal verbs better when you first show them when to use them and why.

For example, instead of simply presenting modal verbs through an inductive approach or defining them deductively (which, let’s be honest, can be a bit dry), it’s much more effective to introduce their purpose and context. By doing this, you add meaning and value to the lesson.

Take “can,” for instance. It’s not just for making requests—it can also express ability, permission, and more. So why not teach students the specific contexts in which to use modals, rather than focusing solely on the form?

Having seen better results with this method, I’ve categorized modals based on different situations. In this post, I’ll walk you through these contexts with plenty of examples, so you can apply this approach in your classroom and watch your students thrive.

What Are Modal Verbs?

Modal verbs are special verbs that are used alongside the main verb to express ideas such as ability, possibility, necessity, permission, or obligation. They help to convey more specific meanings in a sentence, which makes communication clearer.

Modal verbs do not change form based on the subject, and they are always followed by the base form of the main verb.

Some common modal verbs include:

• Can – expresses ability or permission (e.g., “I can speak English.” / “Can I go to the bathroom?”)
• Could – past ability or polite requests (e.g., “I could swim when I was younger.” / “Could you help me?”)
• May – permission or possibility (e.g., “May I leave early?” / “It may rain tomorrow.”)
• Might – less certain possibility (e.g., “It might snow later.”)
• Must – necessity or strong obligation (e.g., “You must wear a seatbelt.” / “I must finish my work.”)
• Should – advice or expectation (e.g., “You should study for the test.” / “She should be here by now.”)
• Would – polite requests or hypothetical situations (e.g., “Would you like some coffee?” / “I would travel if I had more time.”)

Unlike regular verbs, modal verbs do not have different forms for different tenses (like walk becoming walked), nor do they take the “s” in the third person singular (e.g., “He can swim,” not “He cans swim”). They are always followed by the base form of the main verb (e.g., “She can dance,” not “She can dances”).

Modal verbs are essential for expressing nuanced meanings in conversation and writing, which is why teaching them in context is key to helping students understand their full range of uses.

Now that we’ve covered what modal verbs are, let’s look at how they’re used in different situations and how you can teach them contextually. First up, we’ll explore how can expresses ability.

Ability (What Someone Can Do)

Modal verbs like can and could are useful for expressing abilities. Can is used to show what someone is able to do in the present or future, while could is used for abilities in the past. Let’s dive into some examples to see how we use these modals in everyday situations.

For example:

• I can swim.
• She can speak three languages.
• We can solve this problem together.
• He can play the piano.
• They can cook delicious meals.

In these examples, can is used because these are abilities someone has right now. I can swim means I have the ability to swim today. Similarly, She can speak three languages means that speaking three languages is something she can do in the present. These sentences show what people are capable of doing currently.

When teaching students, you can explain that can is used for abilities that are real or true right now. You can encourage students to share their own abilities, using questions like:

• What can you do well?
• Can you speak more than one language?

This helps students practice using can to talk about their own abilities.

Now, let’s look at could, which refers to past abilities.

For example:

• When I was a child, I could run faster.
• She could read at the age of four.
• He could play the violin when he was young.
• I could understand English well after a few months.
• They could speak French before moving to the USA.

Here, could shows what people were able to do in the past. When I was a child, I could run faster refers to an ability that was true when the speaker was younger. Similarly, She could read at the age of four talks about something she was able to do in her past.

You can explain to your students that could is often used when we talk about abilities we no longer have or abilities that were true at an earlier time. Encourage students to think about things they used to be able to do but can’t anymore, like:

• What could you do when you were younger that you can’t do now?
• Could you ride a bike when you were a child?

For better understanding, use activities like role-play to practice both can and could. For example, you could ask students to interview each other using the question:

• Can you play any instruments?

Then, follow up with:

• What could you do when you were 10 years old?

This gives students a chance to practice both present and past abilities, reinforcing the difference between can and could.

Through these examples and interactive exercises, students will get a clear idea of when to use can for present abilities and could for past abilities. The key is encouraging practice in context so students can feel confident using both modals naturally.

Permission (Asking for or Giving Permission)

Modal verbs like can and may are often used when asking for or giving permission. These modals help us politely request to do something or give others the right to do something. Understanding how and when to use these modals is essential for communication in English.

For example:

• Can I borrow your book?
• May I leave early today?
• Can we go to the park?
• May I ask you a question?
• Can I sit here?

In these examples, can is used to ask for permission. When you say Can I borrow your book?, you’re asking if it’s okay for you to take the book. Similarly, May I leave early today? is a more formal way of asking for permission to leave early. Both can and may can be used to ask if something is allowed, but may sounds more polite and formal.

When teaching students, you can explain that can is more commonly used in casual situations, while may is often used in more formal settings or when we want to sound more polite. You could give examples in the classroom, like:

• Can I use your pencil? (Informal)
• May I go to the restroom? (Formal)

In addition to asking for permission, you also need to know how to give permission using can and may. When you want to allow someone to do something, you can say:

• You can borrow my book.
• You may leave early today.
• You can go to the park.
• You may sit here.
• You can ask me any question.

Here, can and may are used to grant permission. You can borrow my book means that it’s okay for the person to take the book, while You may leave early today is a polite way of saying that the person is allowed to leave early.

It’s important to teach students that both can and may can be used to give permission, but may often sounds more formal and respectful, especially in more serious situations, like in the workplace or when speaking to someone of higher status.

To help students practice permission, you can create role-playing activities where they ask for and give permission. For example, ask students to role-play in pairs:

• One student asks, Can I borrow your pen?
• The other student responds, Sure, you can.

This kind of exercise will help students practice both the question and response forms in real situations.

You can also do a group activity where students decide if certain scenarios call for can or may. For instance, write down situations like:

• Asking a teacher if you can leave class early.
• Asking a friend if you can borrow their phone.

Then, have students discuss whether can or may is more appropriate in each situation. This will help students understand the difference between the two and when to use them appropriately.

By practicing asking for and giving permission in different contexts, students will feel more confident using can and may in their everyday conversations.

Obligation (What You Have to Do)

Modal verbs like must, have to, and should are used to express obligation, or things we are required to do. These modals help us explain actions that are necessary or expected. Let’s look at how to use them in different situations.

For example:

• You must finish your homework.
• I have to go to work tomorrow.
• He must call his mom.
• She has to wear a uniform at school.
• They must follow the rules.

In these examples, must and have to are used to show that something is necessary. You must finish your homework means that it’s very important or required to finish the homework. I have to go to work tomorrow means that going to work is something you are obligated to do.

When teaching students, you can explain that must is used for strong obligations, things that are very important or required by someone in authority, like a teacher or the law. Have to is also used for obligation, but it’s more commonly used in everyday speech.

In addition to must and have to, should is used to talk about obligations or recommendations that are less strong. It’s often used to suggest that something is a good idea, but not necessarily required.

For example:

• You should eat more vegetables.
• He should help his friend.
• She should go to bed earlier.
• They should study for the test.
• I should drink more water.

Here, should is used to suggest something that is a good idea, but not something that absolutely must be done. You should eat more vegetables means it’s a good suggestion for your health, but it’s not something you’re forced to do.

When teaching obligations, it’s helpful to show the difference between strong obligations (must and have to) and weaker ones (should). You can do this through role-play activities where students practice giving advice or explaining obligations. For example:

• You must be on time for work.
• You should bring your ID to the meeting.

This helps students learn the level of urgency for different obligations.

Another way to practice is by using classroom rules. You can say:

• Students must arrive on time.
• You must raise your hand to speak.
• You have to do your homework to pass the class.
• You should always ask questions if you don’t understand.

This way, students can practice using must, have to, and should in situations they experience every day.

By using these examples and activities, students will better understand the different levels of obligation and feel confident using modals to express what they have to do.

Advice (What Someone Should Do)

Modal verbs like should, ought to, and had better are commonly used to give advice. These modals help us suggest what someone should or shouldn’t do in certain situations. Giving advice is an essential part of communication, and using the right modal verb can make your advice sound polite and helpful.

For example:

• You should exercise every day.
• He should talk to his teacher about the problem.
• She ought to take a break.
• You should study for your test.
• They should visit the doctor if they’re feeling sick.

In these examples, should and ought to are used to suggest what is a good idea. You should exercise every day means that exercising every day is beneficial and is being recommended.

Similarly, He should talk to his teacher about the problem is advice about a situation that could be improved by talking to the teacher.

When teaching students, you can explain that should and ought to are used to suggest something is the right thing to do, but it’s not an obligation. It’s a helpful suggestion, not something that must be done.

You can also mention that ought to is slightly more formal than should, but they are used in very similar ways.

In addition to should and ought to, had better is used for stronger advice, where there could be negative consequences if the advice is not followed.

For example:

• You had better bring an umbrella.
• She had better study hard for the test.
• They had better leave now or they’ll be late.
• You had better apologize to her.
• He had better not forget to submit the report.

In these examples, had better gives strong advice, and it suggests that something should be done immediately or something bad could happen. You had better bring an umbrella implies that it’s important because rain might happen soon, and not bringing one could lead to getting wet.

When teaching advice, make sure students understand the difference in strength between should, ought to, and had better. You can help them practice by giving them different situations and asking them to choose which modal verb is most appropriate. For example:

• What should I do if I’m tired?
• You should take a rest.
• What should I do if I have an exam tomorrow?
• You had better study hard.

This allows students to get comfortable choosing the right advice depending on the situation.

Another effective teaching technique is to ask students for advice about common scenarios. For example:

• What should I do if I have a headache?
• What should I do if I’m feeling nervous about a presentation?

By practicing giving and receiving advice, students will become more confident using these modals in real-life situations. Encouraging them to offer advice to each other helps them think about how these modals are used in everyday conversations.

Through exercises like these, students will learn to use should, ought to, and had better effectively when giving advice, and they’ll be able to choose the right level of advice depending on the situation.

Possibility (What Could Happen)

Modal verbs like can, could, may, and might are used to talk about possibility — things that could happen, but are not guaranteed. These modals help us express uncertainty or likelihood about future events, situations, or actions.

For example:

• It can rain tomorrow.
• She could be at the library right now.
• I may go to the party later.
• He might call you tonight.
• They could win the game if they practice hard.

In these examples, can, could, may, and might are used to express possibilities. It can rain tomorrow suggests that rain is a possible event, though it isn’t certain. She could be at the library right now implies that it’s possible she’s there, but we don’t know for sure.

When teaching students, it’s important to highlight that these modals express different degrees of possibility.

Can often suggests a general possibility, something that can happen, while could and may are more commonly used to describe a specific possibility in the present or future.

Might also suggests a possibility, but it’s often used when the likelihood of something happening is lower.

To help students understand the difference in strength between these modals, you can compare them in the context of likelihood. For example:

• It can be very hot in summer. (general possibility)
• She could go to the party if she finishes her work. (possible, but not certain)
• I may visit my family next month. (something I’m thinking about, but not sure)
• He might go to the concert if he gets tickets. (less certain than may)
• They could win the race if they train every day. (a possibility with a chance)

By comparing these examples, students can see how each modal expresses a different level of possibility. Can is often used to talk about general possibilities, while could, may, and might suggest varying degrees of likelihood.

When teaching possibility, students may confuse may and might because they are both used to show uncertain outcomes. The difference is subtle, but may is generally used for things that are more likely to happen, while might suggests a more distant or uncertain possibility.

For example:

• It may rain later. (likely)
• It might rain later. (less likely)

Encourage students to practice using these modals by discussing different scenarios. For example:

• What might happen if we don’t study for the exam?
• What could happen if you miss your flight?

This kind of practice helps students feel more comfortable talking about possibilities in different situations.

You can also have students practice making predictions using these modals. For example:

• What do you think could happen if we all go to the beach today?
• What may happen if the team wins the championship?

These types of questions get students to think about future possibilities, and the use of can, could, may, and might will become more natural over time.

By providing clear examples and practicing various scenarios, students will gain a deeper understanding of how to express possibilities and start using modals like can, could, may, and might more confidently in their speech.

Prohibition (What You Are Not Allowed to Do)

Modal verbs like can’t, cannot, and must not are used to talk about prohibition — things that are not allowed or are forbidden. These modals help us express actions or behaviors that are not permitted in a particular situation.

For example:

• You can’t park here.
• He must not smoke in this area.
• They can’t use their phones during class.
• She cannot eat in the library.
• We must not cheat on the exam.

In these examples, can’t and must not are used to explain actions that are forbidden. You can’t park here means that parking in this area is not allowed. Similarly, He must not smoke in this area means that smoking is strictly prohibited in this place.

When teaching students, it’s important to explain that can’t and must not both show prohibition, but they can feel slightly different.

Can’t is often used in everyday speech for things that are not allowed, while must not is a stronger, more formal way to express prohibition, often implying a rule or law.

In addition to can’t and must not, cannot is simply a more formal version of can’t.

For example:

• You cannot drink alcohol in this building.
• They cannot leave until the meeting is over.
• I cannot go to the event because I am busy.
• She cannot attend the party if she doesn’t get an invitation.
• We cannot bring pets into the store.

These examples show cannot used to explain something that is not allowed. In general, cannot is used in more formal settings, while can’t is more commonly used in casual conversations.

When teaching prohibition, it’s helpful to provide clear rules or examples that students can relate to. For instance, you can use classroom rules to practice prohibition:

• You can’t talk during the test.
• You must not use your phone in class.
• We cannot bring food into the library.
• You can’t leave the building without permission.

By connecting prohibition to real-life situations and school or classroom rules, students can better understand when to use these modals.

Another way to practice is to give students hypothetical situations and ask them to give examples of things that are not allowed in those situations. For example:

• What can’t you do at the airport?
• What mustn’t you do at the hospital?

This encourages students to think about what is and isn’t allowed in different contexts, helping them internalize the rules of prohibition.

By practicing prohibition through rules, daily situations, and hypothetical examples, students will gain a better understanding of how to use can’t, cannot, and must not to talk about things they are not allowed to do.

Expressing Necessity (What You Must Do)

Modal verbs like must, have to, and need to are used to express necessity — things that are required or essential to do. These modals help us communicate actions that are mandatory or important to complete.

For example:

• You must finish your homework by tomorrow.
• I have to wake up early for work.
• She needs to buy groceries today.
• We must wear a helmet when riding a bike.
• They have to leave the house by 8 AM.

In these examples, must, have to, and need to express necessity. You must finish your homework by tomorrow means it’s required to finish the homework. Similarly, She needs to buy groceries today implies that buying groceries is something that is necessary for her.

When teaching students, it’s useful to explain that must is often used for rules, obligations, or personal strong requirements.

Have to is commonly used in everyday situations to talk about external obligations or things that are required by outside circumstances.

Need to is often used to show something that is necessary for personal reasons or essential for a particular situation.

Must is generally used to talk about personal necessity or rules. It can also express urgency, as shown in this example:

• You must see this movie; it’s amazing!

This implies that seeing the movie is very important, or that it’s a strong recommendation, almost like a necessity.

Have to is used for situations that are imposed by outside forces or circumstances:

• I have to work late tonight.
• They have to go to the meeting at 10 AM.

This suggests that working late or attending the meeting is required, but it may be outside the person’s choice.

Need to is slightly softer than must or have to. It is used for things that are necessary for some purpose:

• I need to study for the test.
• She needs to talk to her boss.

These examples imply that the actions are necessary for a specific goal or result.

When teaching necessity, you can help students understand the nuances between these modals by providing different situations. For example, you could ask students to talk about their obligations:

• What do you have to do every day?
• What must you do before going on vacation?
• What do you need to do to stay healthy?

Encouraging students to share their own experiences with necessity helps them relate the modals to their daily lives and understand when and how to use them.

A good practice is to compare must and have to in different contexts:

• I must go to the doctor. (Personal necessity)
• I have to go to the doctor because I’m sick. (External requirement)

Through examples like this, students will be able to see the difference between these modals and choose the appropriate one depending on whether the necessity is personal or external.

By using these modals in context and helping students practice speaking about their daily obligations and necessities, they will become more comfortable with expressing what must be done and when it’s required to do something.

Expressing Lack of Necessity (What You Don’t Have to Do)

Modal verbs like don’t have to, don’t need to, and needn’t are used to express lack of necessity — things that are not required or don’t need to be done. These modals help us communicate actions that are optional or not obligatory.

For example:

• You don’t have to come to the meeting if you’re busy.
• I don’t need to bring lunch today because we’re eating out.
• She needn’t study for the exam; she’s already prepared.
• They don’t have to finish the project today.
• We don’t need to buy anything; we have everything at home.

In these examples, don’t have to, don’t need to, and needn’t express that something is not necessary. You don’t have to come to the meeting if you’re busy means attending the meeting is optional.

Similarly, She needn’t study for the exam means studying is not required because she is already ready.

When teaching lack of necessity, it’s important to explain that don’t have to and don’t need to can be used interchangeably in most situations. Both phrases mean that something is not required.

For example:

• You don’t have to call me if you’re late.
• You don’t need to call me if you’re late.

Both sentences express the same idea that calling is not necessary.

Needn’t is less common but still used to express the same idea of lack of necessity. It is more formal than don’t have to or don’t need to. For example:

• He needn’t worry about the presentation.

This suggests that worrying is not necessary, and it’s an optional thing.

To help students better understand these modals, you can practice with questions and answers:

• Do I have to work tomorrow?
  • No, you don’t have to work tomorrow.
• Do we need to buy more coffee?
  • No, we don’t need to buy more coffee; we have enough.

These exchanges help students see how don’t have to and don’t need to are used in everyday conversation.

Another good practice is to give students hypothetical situations where they can choose whether or not they want to do something:

• If you have enough time, do you have to study for the exam?
  • No, I don’t have to study; I’m ready.
• If it rains, do we need to go outside?
  • No, we don’t need to go outside if it rains.

These types of scenarios help students understand that the actions in question are not required and can be skipped or avoided.

Using these modals in the classroom through dialogues, role-plays, and real-life situations allows students to understand how to express lack of necessity naturally. They will be able to confidently say what they don’t have to do in different situations and practice using these modals in various contexts.

Expressing Willingness and Unwillingness (What You Are Willing or Not Willing to Do)

Modal verbs like will, won’t, would, and wouldn’t are used to express willingness and unwillingness — whether someone is ready or not ready to do something. These modals help us talk about actions that we are willing to do or refuse to do.

For example:

• I will help you with your homework.
• She won’t come to the party tonight.
• They would love to visit the museum tomorrow.
• He wouldn’t agree to work on the weekend.
• We will join you for lunch.

In these examples, will and won’t are used to show willingness and unwillingness. I will help you with your homework means that the speaker is ready to help. Similarly, She won’t come to the party means that the speaker is refusing or not willing to attend the party.

Will is commonly used to express readiness to do something. It indicates a positive response, such as when you are happy to help or agree to an action:

• I will send you the report.
• He will call you when he arrives.
  These sentences show that the action will be done willingly, without hesitation.

Won’t is simply the negative form of will and is used to express unwillingness or refusal:

• I won’t be able to make it to the meeting.
• She won’t help me clean the house.

These examples show that the person is not willing or is refusing to do something.

Would and wouldn’t are often used to express a polite or conditional form of willingness or unwillingness. For example:

• I would help if I had more time.
• They would enjoy a day at the beach.
• He wouldn’t want to miss the opportunity.
• I would love to see that movie sometime.
• She wouldn’t say no to an offer like that.

In these sentences, would expresses a hypothetical or polite willingness, often in a condition where something may happen. Wouldn’t shows a refusal or a decision not to act in a particular situation.

When teaching willingness and unwillingness, you can ask students to practice using these modals in real-life situations:

• Would you like to go to the movies?
  • Yes, I would love to!
  • No, I wouldn’t want to go today.
• Will you come to the meeting tomorrow?
  • Yes, I will be there.
  • No, I won’t be able to attend.

By using everyday situations, students can practice expressing willingness and unwillingness in ways that feel natural.

Another useful exercise is to create hypothetical situations for students to express their willingness or unwillingness. For example:

• If your friend asks you for help with a project, will you help?
  • Yes, I will help him.
• If you were invited to a party, would you go?
  • No, I wouldn’t go.

This helps students understand how willingness and unwillingness work not only in real situations but also in imagined or future contexts.

By practicing these modals in different ways, students will get comfortable using them to express their readiness to do something or their refusal to do it, allowing them to communicate their preferences and decisions clearly.

Expressing Preferences (What You Would Like or Prefer to Do)

Modal verbs like would, would rather, and prefer to are commonly used to express preferences — what someone likes or prefers to do. These modals help us talk about what we want or what we feel is a better option.

For example:

• I would like to go for a walk later.
• She would rather stay home tonight than go out.
• They prefer to travel by train rather than by bus.
• I would love to have a cup of coffee right now.
• He would rather read a book than watch TV.

In these examples, would like, would rather, and prefer all express desires or preferences. I would like to go for a walk later means the speaker wants to go for a walk, while She would rather stay home means she prefers staying home over going out.

Would like is often used in polite requests or to express a desire to do something:

• I would like a glass of water, please.
• They would like to visit Paris next summer.
  This phrase is a polite way of stating a desire or request, and it’s commonly used in everyday conversations.

Would rather is used to express a stronger preference between two options. It’s often used when someone is choosing one thing over another:

• I would rather have tea than coffee.
• He would rather go to the gym than stay at home.
  In these sentences, the speaker is clearly showing that one option is preferred more than the other.

Prefer is also used to express preference, and it’s slightly more formal than would rather. It can be used with or without the infinitive form of a verb:

• I prefer reading books to watching movies.
• She prefers to walk to work rather than take the bus.
  

In these examples, prefer is used to talk about general likes and dislikes, with an emphasis on a preference over something else.

When teaching preferences, it’s helpful to have students practice comparing different options. You can set up simple questions where students choose between two activities or items:

• Would you rather eat pizza or pasta?
  • I would rather eat pizza.
• Do you prefer watching movies or reading books?
  • I prefer reading books.

This practice can be made more fun with pair work or small group discussions, where students ask each other about their preferences in various situations, such as food, hobbies, or travel.

You can also encourage students to explain their preferences by adding reasons:

• I would rather go hiking because I love nature.
• I prefer to travel by train because it’s more comfortable.
  This helps students practice not just expressing their preferences, but also explaining why they feel that way.

By using these modal expressions in realistic contexts, students can improve their ability to express their likes, dislikes, and preferences clearly, which will help them in both casual conversations and more formal interactions.

Conclusion

To wrap up, teaching modal verbs effectively requires more than just explaining their forms. By focusing on the specific contexts and purposes behind each modal, you can help your students understand when and why to use them, making the lesson more meaningful and memorable.

The approach I’ve shared has shown great results in my own classroom, and I’m confident it can do the same for you.

With clear examples and contextual teaching, your students will not only grasp modal verbs but also gain confidence in using them naturally in everyday conversation.

Try out these strategies, and watch your students thrive in their English language journey!

FAQs on Teaching Modal Verbs to ESL Students

1. What are modal verbs?
Modal verbs are auxiliary verbs that express necessity, possibility, ability, permission, or obligation. Examples include can, could, may, must, should, and might.

2. Why are modal verbs important in ESL?
Modal verbs help students communicate more effectively by expressing different shades of meaning, such as asking for permission, giving advice, or talking about abilities and possibilities.

3. How do I teach students when to use modals?
It’s most effective to teach modal verbs within specific contexts, such as ability, permission, obligation, and possibility. Showing students when and why to use them helps them retain the concept better than simply focusing on form.

4. What’s the difference between can and could?
Can is used for present abilities or permissions (e.g., “I can swim”), while could refers to past abilities or more polite requests (e.g., “I could swim when I was young,” or “Could I borrow your pen?”).

5. How can I help students understand modal verbs in context?
Start by teaching the purpose of each modal verb in different situations. For example, explain how must shows obligation (e.g., “You must do your homework”) and how may indicates permission (e.g., “You may leave early today”).

6. What’s the difference between must and have to?
Must typically expresses personal obligation or necessity, while have to is often used for external obligations or rules. For example, “I must finish my project” (personal necessity) vs. “I have to go to work” (external obligation).

7. When should I use should vs. ought to?
Both should and ought to give advice or recommend actions. While they are often interchangeable, ought to may sound slightly more formal or old-fashioned. For example, “You should study more” vs. “You ought to study more.”

8. Can modal verbs be used in the past tense?
Yes, modal verbs like could, would, might, and should can be used to refer to past situations. For example, “I could swim when I was a child” or “She should have studied harder.”

9. How do I teach may and might to my students?
Use may to express permission or possibility (e.g., “You may go now” or “It may rain later”) and might for more uncertain or less likely possibilities (e.g., “I might go to the store later”).

10. What activities can I use to practice modal verbs in class?
You can use role plays, real-life scenarios, and gap-fill exercises to practice modals. For example, students can role-play asking for permission, giving advice, or talking about past abilities.