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In this unit we examined modal verbs, such as: can, could, may, might, shall, should, will, would, must, have to, have got to, need to, needn’t to and ought to. They are used before other verbs to add the meaning to the main verb and to express different ideas, such as: obligation, possibility/probability, permission/prohibition, ability, advice. Modal verbs can be taught using role-play, rules, signs. It is useful to understand that in the active and passive voices the meaning is the same but the focus is different. In the passive, the object of an active verb becomes the subject of the passive verb. A teacher should remember that only transitive verbs are used in the passive. For both the active voice and the passive, the tense of the sentence always remain the same. The passive is used when it is not known, not important, or we don’t want to say, exactly who performs the action. The passive may be used with a ‘by’ when the speaker wants to say who performs the action. To teach the passive voice a teacher may use cutting up varied active/passive sentences and getting students to match them, asking students to write a general knowledge quiz using passive. There are three categories of clauses: independent, dependent and relative. A relative clause is introduced by a relative pronoun: who, which, that, whose, whom, etc or there may be no relative pronoun. Relative clauses are also divided into two groups: defining and non-defining. Phrasal verbs consist of a verb plus one or two particles which operate as one item. There are three basic types of phrasal verbs with different features: intransitive, transitive separable and transitive inseparable. Also we need to know that the particle often changes the meaning of the verb. Choosing a particular subject can also make the process of learning phrasal verbs easier.