What Supplements Should An 18 Year Old Take

Although more supplementation studies are needed, ensuring vitamin D adequacy throughout childhood and adolescence seems prudent. According to the Endocrine Society, at least 600 IU/day may be required to maximize bone health, and 1,000 IU/day may be needed to increase serum levels above 30 ng/mL (75 nmol/L) . Given the average vitamin D content of the diets of adolescents, supplementation may be necessary to meet this recommendation. The RDA of magnesium for those aged 14 to 18 years, 410 mg/day for boys and 360 mg/day for girls, was derived from results of balance studies in adolescents. Good dietary sources of magnesium include nuts, and green leafy vegetables because magnesium is part of chlorophyll — the green pigment in plants.

Meats and milk have an intermediate magnesium content, with milk providing mg per cup . Although data are limited, some studies have found that a large percentage of adolescents have magnesium intakes below recommended levels ( ). In an analysis of NHANES data, US adolescents who consumed milk had higher daily magnesium intakes than adolescents who did not drink milk .

However, NHANES data show that US adolescents (12-19 years) on average only consume about 1 cup of milk daily . Low-fat milk, nuts, whole grains, and green leafy vegetables are important sources of magnesium for adolescents. If adolescents do not meet the RDA through dietary sources, LPI recommends a combined magnesium-calcium supplement. Vitamin B6 is required for heme synthesis and in the synthesis and metabolism of amino acids— the building blocks of proteins.

Thus, the vitamin has obvious relevance to adolescent growth and health. Dietary intake recommendations of vitamin B6 for adolescents were established by extrapolating data from adults, using metabolic body weight and accounting for growth. The RDA for boys aged 14 to 18 years is 1.3 mg/day, and the RDA for girls aged 14 to 18 years is 1.2 mg/day . Only a few studies have evaluated vitamin B6 status specifically in adolescents. The same investigators found more than 40% vitamin B6 inadequacy when a group of 112 adolescent girls (12- and 14-year-old) were followed for two years . For information on dietary sources of the vitamin, see the article on Vitamin B6.

About 99% of calcium in the body is found in bones and teeth . Specifically, data used by the FNB to determine calcium accretion came from a recent longitudinal study in 642 Caucasian adolescents aged 14 to 18 years . Thus, the RDA was set at 1,300 mg/day; this level of calcium intake is expected to cover the needs of 97.5% of adolescents. Vitamin C has a number of important roles during growth and development, including being required for the synthesis of collagen, carnitine, and neurotransmitters .

Vitamin C is also a highly effective antioxidant and is important for immunity . Further, vitamin C strongly enhances the absorption of nonheme iron by reducing dietary ferric iron (Fe3+) to ferrous iron (Fe2+). Specifically, iron absorption is two- to three-fold higher with co-ingestion of 25 to 75 mg of vitamin C .

This has special relevance to adolescent health, considering the fact that iron deficiency is prevalent among adolescents, especially girls . The RDA for adolescents aged 14 to 18 years, which was extrapolated from recommendations for adults based on relative body weight, is 75 mg/day and 65 mg/day of vitamin C for boys and girls, respectively . Vitamin A supplements are helpful for children who have a vitamin A deficiency. But most healthy, well-nourished kids don't need supplements. And some kids may be getting too much vitamin A — consuming excessive levels of preformed vitamin A in liver, dairy products, fish oil, multivitamins, and certain vitamin-fortified foods.

Severe iron deficiency leads to iron-deficiency anemia; anemia affects more than 30% of the global population . Adolescents have increased requirements for iron due to rapid growth. Following puberty, adolescent girls have lower iron stores compared to adolescent boys . Vitamin A intake recommendations for adolescents were derived by extrapolating the recommendation for adults using metabolic body weight, accounting for growth. For information on vitamin A content in foods, see the article on Vitamin A.

Vitamin C helps your body absorb iron, a mineral that facilitates the transportation of oxygen through your blood stream and helps regulate cell growth. Vitamin C helps to keep your cells healthy and, as an antioxidant, may protect you from illness. The recommended daily intake is 75 milligrams of vitamin C for teen boys and 65 milligrams for teen girls. However, when accounting for intake from fortified foods, less than 5% of individuals in that age group have intakes below the EAR . The US Food and Drug Administration implemented legislation in 1998 requiring the fortification of all enriched grain products with folic acid .

Globally, more than 50 countries have mandatory programs of wheat-flour fortification with folic acid, but flour fortification is not common in Europe . Dietary folate inadequacy is common among adolescents in European nations, especially girls . It's important for teenagers to get all the necessary vitamins daily.

However, several vitamins are particularly important for growth, development and sustained energy levels. Fill your diet with a variety of vitamin-rich foods to get plenty of vitamins, as well as other nutrients, without having to worry about taking dietary supplements. The B vitamin, folate, is required as a coenzyme to mediate the transfer of one-carbon units. Folate coenzymes act as acceptors and donors of one-carbon units in a variety of reactions critical to the endogenous synthesis and metabolism of nucleic acids and amino acids . Thus, folate has obvious importance in growth and development.

Moreover, higher intakes of folate in adolescents have been linked to better academic achievement . Like other B vitamins, adolescent intake recommendations for folate were extrapolated from adult recommendations, using metabolic body weight and accounting for growth. The RDA for adolescents aged 14 to 18 years is 400 μg/day of dietary folate equivalents .

What Vitamins Should An 18 Year Old Male Take Despite the abundance of iron in the United States food supply through natural, enriched and fortified food sources, teens may be consuming less of this mineral than their developing bodies require. Adolescent girls, especially, tend to have lower intakes of foods that provide iron. Children and adolescents from food-insecure households are at greater risk of not getting enough iron than their peers who have easier access to food. Girls are also at increased risk of iron deficiency due to iron loss during menstruation. If teens are following calorie-restrictive diets to lose or manage weight, that may affect iron intake, and vegetarian or vegan teens may also be at risk of not getting enough iron.

Adding a variety of foods to a teen's diet can help her get what she needs, and supplementing with multivitamins may benefit some teens. Anyone who struggles to eat a healthy, varied, and balanced diet may benefit from taking supplements. For teenagers, it may be helpful to take iron, calcium, and vitamin D if you feel you are lacking these essential vitamins and minerals.

Before you or your teenager start taking any new supplements it's a good idea to check with your GP or a pharmacist. The amount of bioavailable iron in food is influenced by the iron nutritional status of the individual and also by the form of iron . Individuals who are anemic or iron deficient absorb a larger percentage of the iron they consume than individuals who are not anemic and have sufficient iron stores . Although heme iron generally accounts for only 10-15% of the iron found in the diet, it may provide up to one third of total absorbed dietary iron .

The absorption of nonheme iron is strongly influenced by enhancers and inhibitors present in the same meal. For instance, vitamin C strongly enhances the absorption of nonheme iron by reducing dietary ferric iron (Fe3+) to ferrous iron (Fe2+) and forming an absorbable, iron-ascorbic acid complex. Organic acids, such as citric, malic, tartaric, and lactic acids, also enhance nonheme iron absorption.

Further, consumption of meat, poultry, and fish enhance nonheme iron absorption, but the mechanism for this increase in absorption is not clear . Inhibitors of nonheme iron absorption include phytic acid, which is present in legumes, grains, and rice. Polyphenols found in some fruit, vegetables, coffee, tea, wines, and spices can also markedly inhibit the absorption of nonheme iron, but this effect is reduced by the presence of vitamin C .

Soy protein, such as that found in tofu, has an inhibitory effect on iron absorption that is independent of its phytic acid content . Vitamin A promotes proper bone growth and tooth development, making it a vital nutrient for all children and adolescents. According to the Linus Pauling Institute, teens in industrialized countries tend to have low intakes of vitamin A, which is a necessary nutrient for adolescent development. Teen boys should get 900 micrograms, or 3,000 international units, of vitamin A per day, while teen girls need 700 micrograms, or 2,333 international units of vitamin A daily. Megafood is one of the best multivitamins for teenagers from 13 to 18 years old.

This mixture of vitamins and minerals is compatible with healthy bones, immune function, and red blood cells with only three tablets per day. Necessary for red blood cells, stimulates muscle growth, also best for the iron deficiency caused by early menstrual cycle in teenage girls. The recommended daily allowance of iron is 8 milligrams per day for girls ages 9 to 13 and 15 mg per day for women ages 14 to 18.

Many children and adolescents do not receive enough calcium. The usually recommended allowance for teen girls is 1,000 mg/day for 4-8 years old teenage girls while for 9-14 years is 1,300 mg/day. The best food sources of vitamin D are fish such as salmon, tuna, and mackerel, mushrooms, egg yolks, and products fortified with vitamin D such as milk, orange juice, and some yogurts. Although it's best to get vitamins and minerals from food, taking a vitamin is another way to get the right amount.

If you do decide to take a multivitamin supplement, check the label on the bottle and make sure one serving provides at least 600 IU of vitamin D. An optimum nutritional intake during adolescence and young adulthood can help set the stage for lifelong health. Teenagers need to have sufficient vitamins and minerals to ensure healthy development during growth spurts, plus as they undergo significant physical and biochemical changes in their bodies. So the importance of obtaining the right nutrients in the diet is vital, just at a time when this may not be a top priority for some busy teenagers. Although myelination primarily occurs during fetal development and early infancy, it continues through childhood, adolescence, and stages of early adulthood . Because of the role of vitamin B12 in myelination and other metabolic processes, it is important for adolescents to meet dietary intake recommendations.

The RDA of vitamin B12 for adolescent boys and girls aged 14 to 18 years is 2.4 μg/day , extrapolated from the recommendation for adults. According to a 2012 national survey, nearly 12 percent of children in the United States use a complementary health approach, such asdietary or herbal supplements. Some teens use products advertised as dietary supplements for weight loss or bodybuilding. Increasingly, products sold as dietary supplements, particularly for weight loss and bodybuilding, contain ingredients that could be harmful, including prescription drug ingredients and controlled substances. In addition, many dietary supplements haven't been tested in children.

Because children's bodies aren't fully developed, the side effects of these products on children and adults may differ. For more information, see the National Center for Complementary and Integrative Health's fact sheet Using Dietary Supplements Wisely. Getting enough calcium is critical to keeping our bones healthy, not to mention the heart, nerves, and muscles.

The NIH recommends that women 19 to 50 years old and men 19 to 70 get 1,000 mg a day. That goes up to 1,200 mg a day for women starting at age 51 and for men after 70. As with many nutrients, getting calcium through your diet, and not a supplement, is ideal. Good choices include low-fat dairy , fortified cereals and juices, and sardines.

The human body requires 13 vitamins and at least 16 minerals essential to your health.However, while all adults need a variety of key vitamins and minerals every day, men and women have different requirements. For instance, women of reproductive age require more iron than men of the same age, so women's supplements typically include iron and men's supplements don't. If you're asking yourself, "What vitamins should I take daily for a man? " keep in mind that it varies depending on your age and lifestyle. Yes, vitamins help puberty as this is a phase in life where the human body goes through some rapid transformations. Bones, muscles, and the brain require a lot of nutrient intake to ensure they develop in the best possible way.

Because it's a lot harder to ensure a balanced diet, multivitamin supplements may help ensure that teen growth is well supported. The formulas also contain vitamin D, magnesium and zinc which contribute to the maintenance of normal bone health. The FNB establishes a tolerable upper intake level for most micronutrients.

The UL is the highest level of daily nutrient intake likely to pose no risk of adverse health effects in almost all individuals of a specified age group. This level applies to total daily intake from food, water, and supplements. Due to the potential for adverse effects, it is recommended that individuals not exceed the UL.

Thus, individuals should use the UL as a guide to limit daily micronutrient intake, not as a recommended level of intake . There is no evidence that consumption of micronutrients at or above the UL results in any health benefits for adolescents, and the UL should not be exceeded except under medical supervision. Vitamin D is a fat-soluble vitamin that is essential for maintaining normal calcium metabolism and is therefore necessary for bone health. Rapidly growing bones are most severely affected by rickets. The growth plates of bones continue to enlarge, but in the absence of adequate mineralization, weight-bearing limbs become bowed. Vitamin A is a fat-soluble vitamin that is essential for growth and development, normal vision, the expression of selected genes, immunity, and reproduction .

Vitamin A deficiency in children and adolescents is a major public health problem worldwide, especially in less developed countries . Even marginal or subclinical deficiencies in vitamin A may have adverse effects on bone growth and sexual maturation of adolescents . Because of its role in immunity, inadequate intake of this vitamin also increases risk for infectious diseases . For young athletes, it's best to focus on minimally processed, whole-food sources of nutrients rather than relying on supplements for their nutritional needs. If your child still has identified nutritional deficiencies confirmed by labs or dietary consultations, then a dietary supplement could help fill the gap.

Again, it is best to always choose high-quality products and consult with an expert prior to use. The main source of iron is red meat, but it can also be found in poultry, fish, beans, and even green leafy vegetables. Yet studies show that low iron levels are common amongst teenage girls, a problem that can eventually lead to iron deficiency anemia. These are the best vitamins for teenagers and provide support to the immune system, increase energy, can reduce acne breakouts, promote healthy skin, eyes, and brain.

How Are Modal Verbs Are Used In English Grammar Explain With Examples

Modal auxiliary verbs are used to show a necessity, capability, willingness, or possibility. Unlike most verbs, there is only one form of these verbs. Typically, verb forms change to indicate whether the sentence's structure is singular or plural. Most verbs also indicate whether something happened in the past, present, or future. This is not the case with most modal auxiliary verbs, which makes them simpler to understand and use correctly.

The verbs/expressions dare, ought to, had better, and need not behave like modal auxiliaries to a large extent, although they are not productive in the role to the same extent as those listed here. Furthermore, there are numerous other verbs that can be viewed as modal verbs insofar as they clearly express modality in the same way that the verbs in this list do, e.g. appear, have to, seem etc. In the strict sense, though, these other verbs do not qualify as modal verbs in English because they do not allow subject-auxiliary inversion, nor do they allow negation with not. If, however, one defines modal verb entirely in terms of meaning contribution, then these other verbs would also be modals and so the list here would have to be greatly expanded.

In English, main verbs but not modal verbs always require the auxiliary verb do to form negations and questions, and do can be used with main verbs to form emphatic affirmative statements. (Neither negations nor questions in early modern English used to require do.) Since modal verbs are auxiliary verbs as is do, in questions and negations they appear in the word order the same as do. The English modal verbs are a subset of the English auxiliary verbs used mostly to express modality (properties such as possibility, obligation, etc.). They can be distinguished from other verbs by their defectiveness and by their neutralization (that they do not take the ending -s in the third-person singular). In English, modal verbsare a small class of auxiliary verbs used to express ability, permission, obligation, prohibition, probability, possibility, advice.

Note that the preterite forms are not necessarily used to refer to past time, and in some cases, they are near-synonyms to the present forms. Note that most of these so-called preterite forms are most often used in the subjunctive mood in the present tense. The auxiliary verbs may and let are also used often in the subjunctive mood.

Famous examples of these are "May The Force be with you." and "Let God bless you with good." These are both sentences that express some uncertainty; hence they are subjunctive sentences. Since modal auxiliary verbs do not have a past tense form, we can use the modal auxiliary along with the word 'have' and a past participle. Past participles typically end in -d, -ed, -n, or -en, creating the past tense 'wished, looked, taken,' and so forth. In many cases, in order to give modals past reference, they are used together with a "perfect infinitive", namely the auxiliary have and a past participle, as in I should have asked her; You may have seen me. Sometimes these expressions are limited in meaning; for example, must have can refer only to certainty, whereas past obligation is expressed by an alternative phrase such as had to (see § Replacements for defective forms below). For this reason some grammars consider also the verbs osare ("to dare to"), preferire ("to refer to"), desiderare ("to desire to"), solere ("to use to") as modal verbs, despite these always use avere as auxiliary verb for the perfect.

In many Germanic languages, the modal verbs may be used in more functions than in English. In German, for instance, modals can occur as non-finite verbs, which means they can be subordinate to other verbs in verb catenae; they need not appear as the clause root. This for instance enables catenae containing several modal auxiliaries. Indicate what type of modal auxiliary verb is used in each sentence. Prepared list of sentences using a wide range of modal auxiliary verbs .

Modal auxiliary verbs like can, may, ought, shall, and wood are used to suggest an impending or possible upcoming action. Learn to identify modal auxiliary verbs, understand their purpose, and indicate past tense with the provided examples. The negated forms are will not (often contracted to won't) and would not (often contracted to wouldn't). For contracted forms of will and would themselves, see § Contractions and reduced pronunciation above.

Hawaiian Pidgin is a creole language most of whose vocabulary, but not grammar, is drawn from English. As is generally the case with creole languages, it is an isolating language and modality is typically indicated by the use of invariant pre-verbal auxiliaries. The invariance of the modal auxiliaries to person, number, and tense makes them analogous to modal auxiliaries in English.

However, as in most creoles the main verbs are also invariant; the auxiliaries are distinguished by their use in combination with a main verb. -,gamōtmaymögen, magmogen, magmögen, magmeie, meimagmå(må)mega, mámagum, magwissen, weißweten, weet? Witte, witweetvedvetvita, veitwitum, wait(tharf)dürfen, darfdurven, durfdörven, dörvdoarre, doardurf? Þaúrbum, þarfThe English could is the preterite form of can; should is the preterite of shall; might is the preterite of may; and must was originally the preterite form of mote. (This is ignoring the use of "may" as a vestige of the subjunctive mood in English.) These verbs have acquired an independent, present tense meaning.

The German verb möchten is sometimes taught as a vocabulary word and included in the list of modal verbs, but it is actually the past subjunctive form of mögen. All of these modal verbs must come before a verb to help express at least one of the modality examples listed above. In some cases, though they can be used to express more than one modality, but you'll see more on that in the following section. So, let's take a look at some example sentences and highlight how the modal verb is expressing modality and adding more information to the verbs that follow them. A greater variety of double modals appears in some regional dialects.

Modal Verbs In English Grammar With Examples In English, for example, phrases such as would dare to, may be able to or should have to are sometimes used in conversation and are grammatically correct. The double modal may sometimes be in the future tense, as in "I will ought to go," where will is the main verb and ought to is also an auxiliary but an infinitive. Another example is We must be able to work with must being the main auxiliary and be able to as the infinitive. Other examples include You may not dare to run or I would need to have help. Auxiliary verbs add grammatical or functional meaning to the clauses in which they are used. They can be used to express aspect, voice, modality, tense, etc.

"Have" is an auxiliary, which helps express the perfect aspect. The verbs dare and need can be used both as modals and as ordinary conjugated (non-modal) verbs. As non-modal verbs they can take a to-infinitive as their complement (I dared to answer her; He needs to clean that), although dare may also take a bare infinitive (He didn't dare go). In their uses as modals they govern a bare infinitive, and are usually restricted to questions and negative sentences.

Ought is used with meanings similar to those of should expressing expectation or requirement. The principal grammatical difference is that ought is used with the to-infinitive rather than the bare infinitive, hence we should go is equivalent to we ought to go. Because of this difference of syntax, ought is sometimes excluded from the class of modal verbs, or is classed as a semi-modal. This activity will get students up and moving while they practice what they have learned about modal auxiliary verbs. Look at the way these sentences indicate a possibility, necessity, capability, or willingness. There are certain rules which surround the use of modal verbs, for example the word 'to' must never be used after a modal verb.

Learning these rules and how a modal verb can function within a sentence can greatly help you in forming grammatically correct sentences. We don't have enough room to look at every modal verb, but we can give you some examples so that you can see how different modalities are being expressed, and then you will be able to spot them for yourself in future. Find out how your child will be taught about modal verbs in grammar lessons in KS2 and the kinds of activities they might be asked to complete in the primary-school classroom. The nine main modal verbs express a range of meanings, which may differ very subtly.

The main meanings, especially those used in formal English, will be summarised here. In formal standard English usage, more than one modal verb is not used consecutively, as modals are followed by a base verb, which they themselves lack. They can be combined only with non-modal constructions that have a modal function, such as have to, which in spite of its function is not a modal verb.

Thus, might have to is acceptable, but might must is not, even though must and have to can normally be used interchangeably. However the main auxiliary , does not have to be in the infinitive. To put double modals in past tense, only the first modal is changed as in I could ought to. The preterite form might is used as a synonym for may when expressing possible circumstance (as can could – see above). It is sometimes said that might and could express a greater degree of doubt than may. For uses of might in conditional sentences, and as a past equivalent to may in such contexts as indirect speech, see § Past forms above.

English speakers use the modal verbs "should," "ought to" and "had better" to express that they think something is a good idea. After each sentence is read, the students must raise a card to indicate which type of modal auxiliary verb was used in the sentence. They may raise both the past tense card and another if both apply. To show past tense, we can add 'have' and a past participle to the modal auxiliary verb. Press, second edition, 2001, p. 33, and A Linguistic Study of the English Verb, Longmans, 1965.

For an author who rejects ought as a modal because of the following particle to , see Warner, Anthony R., English Auxiliaries, Cambridge Univ. For more examples of discrepancies between different authors' listings of modal or auxiliary verbs in English, see English auxiliaries. To form questions the subject and the first verb are swapped if the verb requires no do-support such as Will you be able to write? If the main auxiliary requires do-support, the appropriate form of to do is added to the beginning, as in Did he use to need to fight? The verb governed by the modal may be another auxiliary (necessarily one that can appear in infinitive form—this includes be and have, but not another modal, except in the non-standard cases described below under § Double modals).

Hence a modal may introduce a chain of verb forms, in which the other auxiliaries express properties such as aspect and voice, as in He must have been given a new job. We often use modal verbs or other modal expressions when we want to express an opinion or attitude about a possible fact or to control a possible action. All modal expressions are about the speaker's or writer's view of the world. Often 'could' can be used to replace can to express modality in a slightly different way. Look at the first example for can again – if you changed 'I can run' to 'I could run' you are still expressing ability, but you are now expressing past ability instead.

You'll notice that it can still be used to seek permission, and express possibility, but it just sounds slightly different and may be interpreted slightly differently by the reader or listener. Children may be asked to highlight modal verbs in a text, discuss the effect of a modal verb on a sentence when reading, and choose a modal verb to complete a sentence or change a modal verb to alter a sentence in a writing task. Tell your students that you will read out a sentence and they will need to identify the modal auxiliary verb in the sentence.If the target verb matches their group assignment, they should stand up while calling out the word. When I come home from the grocery store and realize that my potato bin is empty, I will use past tense.

To change this sentence, which currently uses the modal auxiliary verb 'should,' to past tense, we would follow the rule we just discussed. But as with other segments of the language, such as linking verbs and their use, different types of sentences, or numerous action verbs in English, you'll need to invest additional effort and practice on your own. If you want to fully understand modal verbs, why not attend a comprehensive English language course in a renowned school in California? Experienced teachers will know how to explain modals to you. The verbs listed below mostly share the above features but with certain differences.

They are sometimes, but not always, categorized as modal verbs. Owing to their modal characteristics, modal verbs are among a very select group of verbs in Afrikaans that have a preterite form. Most verbs in Afrikaans only have a present and a perfect form. Modal verbs are a fundamental part of English because they express obligations, abilities, probabilities, suggestions and much more. So learning how to use modal verbs can really improve your level of fluency.

Let's have a look to see what modal verbs have in common and the many ways they can be used. For details about the use of the present tense, take a look at modal verbs in present simple. If there is disagreement between groups on what type of modal auxiliary verb is being used , have a representative of each group defend the opinion that the verb belongs in his/her group. Modals – Modals are special verbs that are different from normal verbs. They are never used alone and are always followed by a principal verb. They provide additional information about the principal verb.

They are used to express certainty, possibility, willingness, obligation, necessity, and ability. An alternative to must is the expression have to or has to depending on the pronoun , which is often more idiomatic in informal English when referring to obligation. This also provides other forms in which must is defective (see § Replacements for defective forms above) and enables simple negation . Should is sometimes used as a first-person equivalent for would (in its conditional and "future-in-the-past" uses), in the same way that shall can replace will. Should is also used to form a replacement for the present subjunctive in some varieties of English, and also in some conditional sentences with hypothetical future reference – see English subjunctive and English conditional sentences. The negated form of may is may not; this does not have a common contraction (mayn't is obsolete).

The negation of might is might not; this is sometimes contracted to mightn't, mostly in tag questions and in other questions expressing doubt (Mightn't I come in if I took my boots off?). The principal English modal verbs are can, could, may, might, shall, should, will, would, and must. Certain other verbs are sometimes, but not always, classed as modals; these include ought, had better, and dare and need. Verbs which share only some of the characteristics of the principal modals are sometimes called "quasi-modals", "semi-modals", or "pseudo-modals". The English modal verbs share many features and often etymology with modal verbs in other Germanic languages. ' – this sentence shows the modal verb 'can' impacting upon the verb 'borrow'.

This time the modality expressed is permission, because the individual isseeking permissionto borrow. Most people will see the word verb and think "doing words" because verbs are simply action words that show something happening in some way. However, reading the above article title might leave you scratching your head wondering what exactly modal verbs are. Give one card to each group assigning that modal auxiliary verb type to that group.

In the following sentences choose the appropriate meaning expressed by the modal verb in the drop-down box. In English, modal verbs as must, have to, have got to, can't and couldn't are used to express deduction and contention. These modal verbs state how sure the speaker is about something.

All the preterites are used as past equivalents for the corresponding present modals in indirect speech and similar clauses requiring the rules of sequence of tenses to be applied. The verb dare also originates from a preterite-present verb, durran ("to dare"), specifically its present tense dear, although in its non-modal uses in Modern English it is conjugated regularly. However, need comes from the regular Old English verb neodian (meaning "to be necessary")—the alternative third person form need , which has become the norm in modal uses, became common in the 16th century. The verb must comes from Old English moste, part of the verb motan ("to be able to, be obliged to"). Similarly, ought was originally a past form—it derives from ahte, preterite of agan ("to own"), another Old English preterite-present verb, whose present tense form ah has also given the modern verb owe .

For more general information about English verb inflection and auxiliary usage, see English verbs and English clause syntax. For details of the uses of the particular modals, see § Usage of specific verbs below. We can use verbs such as 'can', 'could' and 'may' to ask for and give permission.

In English, Afrikaans, Danish, and Swedish, the plural and singular forms are identical. For German, Dutch, Low Saxon, West Frisian, Faroese and Gothic, both a plural and a singular form of the verb are shown. Forms within parentheses are obsolete, rare, and/or mainly dialectal in the modern languages. 'You should sing more often' – this sentence is used to express the modality of advice.