Identify and distinguish the affirmative, negative, and interrogative structures of modal verbs, always followed by the bare infinitive (infinitive without "to").

A solid grasp of modal verb form prevents the most common errors in the Use of English section of the Regional Exam (e.g., writing "he musts go" or "she can to swim").

Use may, might, could, and can to express different degrees of possibility in present and future contexts, from strong possibility to weak speculation.

Students must correctly choose between these modals to reflect the speaker's level of certainty in writing tasks and comprehension exercises.

Formulate polite requests and grant or refuse permission using can, could, and may, with attention to formality levels (informal → formal).

Register awareness is tested in dialogue-completion and writing tasks in the Regional Exam.

Express strong obligation using must (internal/personal) and have to (external/imposed), and mild obligation or advice using should.

Distinguishing internal necessity from external necessity is a recurring exam question type.

Use mustn't and can't to express prohibition (something is not allowed or is forbidden).

Prohibition is a productive skill tested in rule-writing and sign-interpretation tasks.

Master the crucial contrast between mustn't (= prohibition: it is forbidden) and don't have to (= absence of obligation: it is not necessary but it is allowed).

This contrast is one of the most frequently tested points in Moroccan Baccalaureate exams and is a common source of serious meaning errors.

Write accurate sentences using a variety of modal verbs in context: rules, advice, dialogues, and short paragraphs.

The Writing section of the Regional Exam expects students to deploy modal verbs accurately and appropriately across different communicative contexts.

Apply all modal verb knowledge effectively in the Use of English (gap-fill, transformation, error correction) and Writing sections of the Regional Exam.

Strategic exam preparation — knowing what types of tasks appear and how to approach them — directly improves performance and confidence.

By the end of this unit, you should be able to choose the right modal verb for the right meaning — not just remember a list of rules. Meaning, form, and context must all work together for correct and effective use.

She cans play the guitar.

She can play the guitar.

Modal verbs NEVER take -s, -ed, or -ing endings. They are invariable for all subjects: I/you/he/she/we/they.

Do you can swim? → Never combine 'do' and a modal.

Can you swim?

She doesn't must go. → Never use 'does not' with a modal.

She must not go. / She doesn't have to go.

I know the bare infinitive of common verbs (go, eat, work, study, play, be, have...).

I understand why 'She goes' becomes 'She can go' — no -s with modals.

I can form yes/no questions with do/does and I know modals replace them entirely.

I can form negations with do not / does not and I know modals use 'not' directly after them.

I understand basic sentence structure: Subject + Verb + Object/Complement.

I am familiar with everyday vocabulary: school, health, daily routines, public places.