Integrating Modal Verbs: Navigating the Nuances of 'Can,' 'Could,' and 'May'
English has a mischievous streak, and nowhere is it more evident than in the world of modal verbs. Those small, slippery auxiliaries—“can,” “could,” “may,” and their siblings—are a teacher’s delight and a learner’s nightmare. They are tiny words with big responsibilities: expressing ability, possibility, permission, and politeness. For the non-native speaker, mastering them is a little like trying to balance a tray of champagne glasses while being jostled by a crowd. A single misstep, and one risks sounding either too abrupt, too uncertain, or unintentionally comic. Take “can,” for example, the straightforward-seeming modal of ability. A child of five declares with confidence, “I can tie my shoes.” A tourist, clutching a map in Piccadilly Circus, asks, “Can you tell me the way to the British Museum?” So far, so clear. “Can” suggests ability, or, in polite society, permission. But even here, cracks appear. Teachers will forever correct students who ask in class, “Can I go to t...
