New lesson plan: Past Modal Verbs

Valeria Hancco

Past Modal Verbs - upper-intermediate level level

Past Modal Verbs
upper-intermediate level level

Materials

CANVA Introduction and stage content

English File Advanced Student Book

Language Analysis GD tasks

Word document

CANVA Introduction and stage content

English File Advanced Student Book

Language Analysis GD tasks

Word document

Main Aims

To introduce and practice "Past Modal Verbs"

Subsidiary Aims

To provide gist reading practice using a text about past modal verbs
To provide speaking practice using past modal verbs.

Procedure (32-45 minutes)

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

T welcomes students and then presents a video about an odd invention (a solar-powered hat with a fan) and starts the discussion with the following questions? - What do you think this is? - Why might someone have invented it? - What problems might the inventor have faced? After brainstorming some ideas, T tells: Let’s read about a REAL failed invention and see if your predictions were right!

Text work (6-7 minutes) • To set the context and provide exposure to past modals

T presents the topic and tells the students that they are going to read a short text and answer some questions in a Google Form. The teacher shares the link. Students work individually (2 mins) and then check their answers via private messages (1 min). Ss will recognize the target language in the text by answering the questions.

Language clarification (8-12 minutes) • To clarify the TL using MFP(A)

T presents some sentences in Google Forms where they need to choose the best option related to meaning. This activity to test Ss. before MFP analysis. (2 mins) After that we check meaning with the previous activity, T can go through MFP and elicit the correct answers from Ss. TL: 1) They had to patent the product before trying to sell it. 2) They needed to have a way to communicate more quickly. 3) They didn't need to have made the instructions very complicated. 4) They needn't have made the instructions so complicated. 5) He must have realized it was an important discovery. 6) He may/might/could have wanted to keep it a secret. 7) It can't/couldn't have been easy to convince people. 8) They should have included more safety features.

Controlled Practice (4-6 minutes) • To provide learners with opportunities to use the TL in a controlled manner.

T shares the screen and the link. T gives instructions. Ss need to complete the sentences using the correct past modal. Ss work individually and then check in groups (2 mins) The sentences are related to another odd invention (A dogbrella) T monitors and then shares the correct answers.

Freer Practice (8-10 minutes) • To give students the opportunity to use the target language in a personalised context and communicate in a freer way.

Ss will participate in a debate. - Why Did This Exist? (Debate) T provides some options to odd inventions. 1. The Noodle Fan (2017) 2. The Selfie Toaster (2016) Ss will use the target language to interact and give opinions in groups. T provides the topic they will discuss. T monitors the activity and takes notes of some mistakes for DEC

Feedback and DEC (3-5 minutes) • To provide feedback on the completion of the task and the language production learners had during FP.

While Ss discuss the questions. T. writes down on a word document some sentences with errors related to the target language. T. shares the sentences with some mistakes and asks Ss. to help him/her correct them. T elicits answers from students.