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This unit went over the remaining basic grammar for engilsh language learners and teachers. Specifically, this unit covered modals, phrasal verbs, and passive voice - areas that many students may experience challenges in. Modal auxiliary verbs can be used to express the following ideas: obligation, possibility/probability, permission/prohibition, ability, and advice. These verbs can also be used to express different degrees of formality, and modal verbs are always followed by a verb in its base form (i.e. I might go, I may go). This unit provided a very helpful and easy to understand chart that shows the auxiliary verb (may, might, need to, must, have to, have got to, should/ought to, should, can, could, be able to, would), its uses, and examples of its usage in both present/future and past tense. Charts are a great tool in organizing information that may appear complicated or hard to grasp at first sight for students new to any language or topic. Some teaching ideas presented in this unit for modal verbs are as follows: role play, making up rules and regulations, signs (i.e. guess meaning of traffic/other signs). Passive versus active voice was also gone over in this unit. In the pass voice,, the \"object of an active verb becomes the subject of the passive verb - both sentences have the same meaning but the focus or emphasis is different). The general form for passive voice is: auxiliary verb 'be' (as per the table provided) + past participle. The table provided in the unit has the tenses in the left column with their matching passive formation in the right column, another very helpful tool in comprehension. The passive voice is used when it is not known, not important, or when an individual does not want to say exactly who is performing or has performed an action. Typical errors made by students and teaching ideas for the passive voice were given in the unit. Furthermore, relative clauses were also discussed: Independent clauses (a complete sentence - main subject and a verb of the sentence), dependent clauses (depend on an independent clause, incomplete sentence), and relative clauses (dependent clause that modifies a noun - describes, identifies, or gives further information about a noun). A relative clause is introduced by a relative pronoun (who, which, that, whose, whom). Information that is provided for by a relative clause is \"essential to the meaning of the sentence,\" however, the information given in a non defining clause is not essential to sentence meaning. Examples of pronouns in defining relative clause are given. Lastly, phrasal verbs were discussed and there are three types: Type 1 - Intransitive (cannot be followed by a direct object), Type 2 - Transitive separable (object pronoun can only come between the verb and the particle), and Type 3 - transitive inseparable (object phrase or object pronoun both come after the particle). Examples are also given for each of these three types. It was recommended in the unit for teachers to keep track of the phrasal verbs that they have taught and to maintain an emphasis on using them in naturally uncontrolled practice or conversation. This will help in familiarizing students with the grammar and usage. Also, closing subjects of interest to the students, as always, will help in comprehension, engagement, and skill development!
