pronouns description

Presuming that the new student knows what a sentence is, I would divide the sentence up into its constituent parts of speech and clearly describe the function and purpose of each one.

I would start with the first and simplest sentence.

Terry(proper noun - person's name) is(verb 'to be' - present tense; 3rd person singular) in(preposition of place) the(definite article) library(noun - type of room or building).

After that, I would examine the different verb forms in the later sentences using a similar approach.

What do pronouns have to do with your question?

I may be wrong, C, but I don't think that this is the "happening" Speedy was looking for.

yes, I thought about this, but it seemed that the only alternative is a kind of circular exercise where you say "In the first sentence, Terry (that's a guy) "is" (now) "in" (that means located or situated within) "the" (that's a definite article before a noun implying that there is only one of them) "library" (that's a room or building full of books) - There ya go - Terry is in the library!"

What do you think is the "happening" Speedy is looking for?

The meaning generated by each modal shift.

Go for it, big guy!

I certainly was never suggesting you would do it, Contrex.

Terry is in the library.

At this point in time, Terry is in the library.

Terry may be in the library.

(a) Terry has permission to be in the library.
(b) It is possible that Terry is in the library at this point in time.

Terry might be in the library.

It is possible that Terry is in the library at this point in time.

Terry might have been in the library.

It is possible that Terry has been in the library at some point in the past.

Terry could be in the library.

It is possible that Terry is in the library at this point in time.

Terry can be in the library.

(a) Terry has permission to be in the library.
(b) It is possible that Terry is in the library at this point in time.

Terry should be in the library.

Terry ought to be in the library.

Terry will be in the library.

At some time in the future, Terry will be in the library.

Terry is in the library.

At this point in time, Terry is in the library.

Terry may be in the library.

(a) Terry has permission to be in the library.
(b) It is possible that Terry is in the library at this point in time.

Terry might be in the library.

It is possible that Terry is in the library at this point in time.

Terry might have been in the library.

It is possible that Terry has been in the library at some point in the past.

You forgot the one time use.

Terry could be in the library.

It is possible that Terry is in the library at this point in time.

Terry can be in the library.

(a) Terry has permission to be in the library.

(b) It is possible that Terry is in the library at this point in time.

You've lumped 'can/could/may/might' all together. If they all had identical meanings, English would have no need of three of the four.

Is 'can' used for these one time specific senses, C? It doesn't sound quite right, except as, possibly, a strong assertion to counter a denial.


Terry should be in the library.

Terry ought to be in the library.

You forgot deontic 'should/ought to'


Terry will be in the library.

At some time in the future, Terry will be in the library.

You forgot the now of 'will'.

Well done, JTT, and thanks for helping me out. It would be interesting if the OP were to come back and let us know if the answers so far meet his or her needs.

Are you Speedy, C?

I am not sure what you mean. If you are asking if I am under the influence, or a habitual user of, amphetamines, the answer is "No!"...

Speedy is the OP, C.

Oh I see. I meant "thanks for helping me attempt to answer the OP's question".

This is why I think that all English teachers are deranged.

If I was teaching new ENglish students, Id be sure to be fluent in their language so that these modalities were understood in the kids homey speak

Agreed. If I were to be asked to teach ESL, I'd do it only for people whose first language I knew. I don't understand how it can even be done (adequately) otherwise.

Big big mistake, FM. It's hard enough for ELLs/ESLs to get shed of mother tongue influences without using methods that pretty much assure that they are cast in stone.

You're welcome, Contrex.