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Modal auxiliary verbs are used to express ideas of: obligation; possibility or probability; permission or prohibition; degrees of ability; and advice. The nine main modals do not change form according to person, and are followed by a verb in its base form. A comprehensive table, listing all the uses of the modals and the different tenses is provided in this unit. Various role-playing activities should be used when teaching modals, e.g. Establish a list of rules and regulations for you holiday camp e.g. \"You can't bring annoying younger siblings with you.\" When using Passive Voice, only transitive verbs (followed by an object) are used, and the tense of the sentence remains the same in both active and passive voice. e.g. I ate a hamburger (past simple) A hamburger was eaten. (past simple). Passive voice is mostly used when the performer of an action is not known or not important. Activities designed to practise the use of the verb \"to be\" should be incorporated to prevent typical errors in passive voice. It is important to be able to distinguish and apply the difference between a defining relative clause e.g. I am the person who makes your coffee, and a non-defining relative clause, e.g. The man, who smiles often, makes your coffee. The words in parenthesis can be removed without affecting the primary meaning of the sentence. The differences in the three different types of phrasal verbs can be highlighted by choosing suitable activating activities e.g. the subject could be playing golf. Typical phrasal verbs would include: tee up the ball; pull off the shot; slow down the swing; speed up the drive, etc.
