Rahman Nazari Anarestani Rahman Nazari Anarestani

Modals of speculation, Present time
Intermediate level


In this lesson, the students learn to making guesses or speculations about actions in progress now. The grammar in this lesson is kind of the second part of a lesson that they learned two sessions ago. They also listened to a recording in the previous session in which there are a couple of examples of the new grammar. After the grammar part the students do a listening task to choose some sentences with the new grammar. Afterwards, they do some controlled and semi-controlled exercises to practice the new grammar.


Main Aims

  • To provide clarification of Modals of especulation for the present time in the context of everyday activities, film

Subsidiary Aims

  • To provide product writing practice of a report in the context of family, friends
  • To provide product writing practice of a report in the context of family, friends


Warm-up (2-3 minutes) • to built a good rapport and try to have their attention

After greeting the students, T asks about the Ss's name and after saying their names he asks the Ss's to ask T about his name and other personal information. T writes some of the answers on the board.

Review (2-3 minutes) • To review the grammar of the previous session and repare them for the grammar of this lesson

T asks students if they can remember the grammar for two sessions before. They works in pairs to remember the grammar as much as they can. T elicits the answers and then write a sentence with that structure on top of the board.

Lead-in (2-3 minutes) • To set up a context for the new grammar

T takes out a picture which if folded a bit and this make it difficult to understand what the people in the picture are doing. T encourage the students to make guesses and after each guess he asks: are you sure? Since they can not be sure T elicits the right form the students.

Gramar (7-10 minutes) • to clarify the structure for making geusses in present progressive

teacher elicits the correct form from the students, he explains the meaning and ask several concept question and after that drill the sentence. T writes the sentence on the board and explains different parts of the structure to the students. T analyzes the form of the sentence and mark he stressed words and drill it if necessary.

Listening for gist (7-7 minutes) • to expose the Ss to the written form of the grammar of this lesson and speak the structure in a controlled way

T gives clear instructions about the listening task which is not merely a listening task. T asks ICQs and then model the activity once and give them a copy of the page from coursebook. T plays the recording and asks students to check their answers in pairs and if they need to listen again T replay the recording and then checks the answers with the whole class and write them on the board.

Post-listening activity (10-12 minutes) • to provide the Ss the chance think more on the grammar lesson and understand it better by writing a few sentences

T asks students to take out a piece of paper and think of three friends or family members then write their sentences on the paper. They should work in pairs and check their sentences in pairs. After they are done with their job T asks them to come to the front of the class and write their sentences on the board then T has a whole class feedback and T asks the students to stand up and correct the incorrect sentences.

speaking for fluency- activity- (10-12 minutes) • to provide the Ss the opportunity to practice the new grammar

T divides the students into three groups and gives them the instructions on how they are going to do the activity. After asking ICQs and modeling the activity, T gives every group a picture which has a part missing and this does not let them to be sure about what is exactly going on in the picture. The students make their guesses in their groups and share their ideas. After a while T change the pictures to get the Ss see all pictures and speak more. Afterwards, T asks about their speculations and asks those who are more confident about the actions in the picture to come and write their speculations on the board. Finally T shows the whole picture and Ss will see which of their guesses was right.

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