Dina Rabie Dina Rabie

Upper Intermediate . level


In this lesson students will get tested for any previous knowledge about modal and related verbs. They will practice TL through some activities and by speaking and producing the TL during the freer practice. They have different topics like sleepwalking and stating whether it's a myth or fact.


Abc Reference for modals.

Main Aims

  • To provide practice of Modal and related verbs in the context of mysteries,problems and oddities
  • To provide practice of Modal and related verbs

Subsidiary Aims

  • To provide accuracy speaking practice in a sharing opinions in the context of true or myth statements.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T: Hangs picture of a sleepwalker. T : What is he doing, what is he called ? Elicit : Sleep walking/sleepwalker. T: Is that normal, does everyone sleepwalk, or is it strange? Elicit : Strange. T: Share with your partner the strangest story you've ever heard. T: In pairs or alone ? Give 2 minutes Then, Elicit 1 or 2 sample feedback.

Test #1 (8-12 minutes) • To gauge students' prior knowledge of the target language

T: I'll give out a test in the context of sleepwalking, students will cross out the modal verbs that are incorrect , advise some sentences have both modals correct, only one is stronger than the other when it comes to its meaning in the sentence . I will give them 5 minutes to answer the test, "monitor closely " THEN, give out the answer key. T : Raise your hand if you've done them all right, 4 , 2 . If many had the right answers, I will ask the ones who got 2-4 to check with the others who got 5 and 6. Ask them why they chose this modal verb. THEN,go through the ones they couldn't answer. T: If mostly got 3 right, I will clarify more the use of each.

Teach (5-8 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T: First let them check analysis part, with concept checking questions, if answers are right, give out next task, if not then go through the detailed clarification process. T: If you would like to know which one to use exactly , ask yourself the following questions, Is it necessary ? If yes, use "must" Is it a good idea ? Yes, then use should. Not obligatory but the right thing to do. Is it a general or specific possibility ? Is it in the present or the future ? HAVE TO/MUST are used for obligation that is very strong. Have to : obligation that comes from someone or something else EX: I have to be at work early, my boss decided I have an early meeting. Must : Obligation that comes from the speaker. EX: I must go home now. I've got to wake up early. SHOULD/OUGHT TO,used for obligations that are not strong. It is not necessary but it's a good idea or the right thing to do. CAN : general possibility. Never about a specific possibility,not present or future . COULD : Specific possibility related to ability . Normally used for the future but can also be used in the present. Ex: I could be wrong. MIGHT : Present/ future possibility.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

T: In pairs work together to answer the exercise. First one is done for you. T: Give out page 99 that includes a gap fill activity. Give 5 minutes to answer, give out answer key. Ask how many got them right ? 5 plus right answers from almost all the class. Will ask the ones who got less to find those who got answers right, then discuss the ones that no one was able to answer.

Free practice (18-10 minutes) • To provide students with free practice of the target language

T: Give handouts with meanings of some words in the text. T: Individually read those lines and see if it's myth or fact ONLY 3 are true. Give 5 minutes, then ask them to check section "B" for samples. Ask them to group and share answers. Give another 5 minutes Give handout reference to modal verbs.

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