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Modal auxiliary verbs are: can, could, may, might, shall, should, will, would, must, have to, have got to, need to, needn?t, and ought to. They?re used before other vets to add meaning to the main verb and can be used to express obligation, possibility/probability, permission/prohibition, ability, and advice. They can also be used to express degrees of formality. They don?t change form according to person. Some teaching ideas include role plays, establishing rules, or guessing meaning of signs. The two voices used in English are active and passive. While both have the same meaning, the focus is different. In the passive voice the object of an active verb becomes the subject of the passive verb. The agent or ?doer? of the action is less important or doesn?t appear. Only transitive verbs (verbs followed by an object) are used in the passive voice. This is used when the ?doer? isn?t known, isn?t important, or should remain unknown. Passive voices are formed as followed: auxiliary verb ?be? + past participle. Some teaching ideas include cutting up varied active/passive sentences and having students match them or having students write a general knowledge quiz using passive examples. There are three kinds of clauses (a group of words containing a subject and a verb): independent, dependent, and relative. An independent clause is a complete sentence. A dependent clause is not a complete sentence, and must be connected to an independent clause. A relative clause is a dependent clause that describes, identifies, or gives further information about a noun. It can also be called an adjective clause. Relative clauses are introduced by a relative pronoun: who, which, that, whose, whom, etc., although there may not be a relative pronoun. Two types of relative clauses are defining and non-defining. A defining relative clause has information that is essential to the meaning of the sentence and makes clear which person or thing is being discussed. In a non-defining relative clause, the information is non-essential to the meaning of the sentence and can be omitted without substantially changing the meaning of the sentence. Here, commas are critical and put before the relative pronoun and at the end of the clause. Phrasal verbs consist of a verb plus one or two particles that may be a preposition, an adverb, or an adverb plus a preposition. They act as one item. There are three types of phrasal verbs: intransitive, transitive separable, and transitive inseparable. Intransitive phrasal verbs can?t be followed by a direct object. In transitive separable phrasal verbs, an object pronoun can only come between the verb and the particle, and an object noun can come either between the verb and the particle or after the particle. In transitive inseparable phrasal verbs, the object phrase or object pronoun both come after the particle. It can also have two particles: an adverb followed by a preposition. I learned that teaching these topics may be the most difficult as there are many details to each phrase or clause. I think the advice given at the end of the unit is the most useful: choose a subject and cover related terms so that students get a better idea of how the phrase is used, but also the topic is easier to follow as they're not random sets of words. For modal auxiliary verbs, practicing with role plays or activities dealing with rules would help students learn this topic best.
