Modals and Passive Voice - Semi-Modal Auxiliary Verbs


Semi-modal auxiliary verbs can cause a lot of confusion with English students. These auxiliary verbs differ with true modals in that they change their form depending on the pronoun the follow. An example of a semi-modal auxiliary verb is "need to". Watch the video for the complete explanation.

Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.

Unit 11 is the importance of the 2 skills in any language, the receptive skills, including reading and listening. We read and listen with a purpose and for entertainment. We read and listen with our eyes and ears, but also with pre-existing knowledge of the world around us. There are a number of special skills we employ on a daily basis which help us to understand general knowledge based upon what we are trying to achieve. For example, predictive skills, by reading the headliner of a newspaper i can assume what exactly that i will be reading if i were to read it. Specific information, such as scanning. If i look inside of a magazine for a particular thing, i wont go out of my way to read the entire magazine unless i was reading for detailed information, so act as a sponge and soak everything in. A good way for a teacher to teach English language is to pre-teach vocabulary, difficult and unknown language. This helps remove obstacles which may come up later on within the course. We learn the difference of authentic texts and non-authentic texts. non authentic texts will allow students to access material that contains language more suited to the students abilities, whereas authentic texts will expose students to texts that should give them confidence in their skills. The topics chosen within class should be a variety of topics that fit the need and desires of all the students so none are left out wondering or not enthusiastic about a given topic. The teacher assumes the role of making the class as fun or as boring, based upon your energy level, enthusiasm to teach and learn allows the students to see that and want to engage in the course. Successful receptive skills involves varying the type of material, build interest before reading/ listening, pre-teach complex vocab (if deemed necessary), incorporate activate phases that naturally lead on from the text, choose material that interests/ motivates the students. All in all we want the students to learn, and these are the key components to allow growth based upon receptive skills

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