Hey, so we're back and we're talking about modals today. All of them. >> Yes, and there are so many of them. >> When we first thought about what was most important to know, we immediately wanted to highlight the form. Unlike verb tenses, most modals don't take inflections like S, I-N-G, E-D endings. >> Yes, the idea is that when you use a modal, the verb that follows is the base form or the original form of the main verb. >> They function as helping verbs, not main verbs. That's why most modal verbs are often called modal auxiliaries. Emily, you'll also mention something called fake modals. What's that about? >> [LAUGH] Well, it's not a real term that is recognized amongst teachers, but I would tell my students that there are a group of modals that acts differently. They're phrasal models. For example, have to and be able to. These modals are special because they change depending on the subject. If I want to use have to, and I have the subject she, have changes to has. She has to wake up early. But if I use they, then the sentence is, they have to wake up early. >> Yes, it's important for students to be able to see that there are two groups of modals, and that they have to pay attention to the form. >> After an overview about the grammar structure, I found that it's easier to teach modals based on its function. >> Definitely, for a modal like could, it refers to past abilities like, when I was a child I could run very fast. It also refers to possibility like, that girl could be his girlfriend. If you taught could, and told students the two different functions in one lesson, students might get confused. >> Yes, so that's why our videos are all organized based on functions. Advice, possibility, certainty, and so on. >> What else was important? >> Well, using the wrong register is a common mistake. Register being the appropriate use of language depending on the setting. Formality comes to mind in the possibility video. The instructor mentioned that may is more formal than might or could. >> Right, register is important to teach because, if modals are used incorrectly, the sentence can sound really strange. We also consider the strength of modals. Take advice modals, for instance, had better, ought to and should. Out of these three had better definitely sound the strongest. Teachers should definitely point this out to their students. >> Since we're talking about common mistakes, I'd like to point out may plus be versus maybe, the adverb. In the possibilities video, the instructor explicitly points out the sentence structure. Maybe, the adverb, is one word and it's used at the beginning of a sentence. May plus be is a modal plus main verb and this is used after the subject. >> Another example is in the question forms video where the instructor points out that for phrasal verbs, the helping verb to start the question becomes do or are. Such as, are you able to come? However, for real modals, the question starts with the modal itself, like, can you come? >> One more. >> Yes. >> To. >> To? >> You know, phrasal verbs. They pretty much end with the preposition to, but it's easy to forget to include. >> And students commonly make the mistake of adding to unnecessarily. A very good example is should to. In the phrasal verbs video, the instructor points this out. The modals that are followed by to are shown side by side with modals that shouldn't be followed by to. So, Emily, what is the tip of the day? >> The tip of the day is to explicitly point out common mistakes when you're giving instruction. Why not address problems before they start? >> That's right. The instructure should remember this. >> You mean instructor. >> No, instructure, a person who teaches about structure, get it? [LAUGH] >> My, on that note, please enjoy our fun-filled activities for modals. >> You're in for a treat. >> Bye.
