Abdirahim Alabbasi Abdirahim Alabbasi

Teaching Practice 8
Upper-Intermediate level


In this lesson, I will introduce the modal verbs for deduction in the context of a listening clip about two friends. They went out and gone to many places. Along the way, one of them realizes that she lost her mobile phone. Then, both of them try to decide where the phone might be. Students will practice using the deduction modals in both controlled and free activities.


Abc Handouts
Abc WB

Main Aims

  • To provide clarification of Modal verbs of deduction in the context of making deductions about a lost object.

Subsidiary Aims

  • To provide gist listening practice using a text about lost items


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

T asks Ss "what do you always carry with you?" Ss give some answers. T "Do you often lose things? Like what?" T gets Ss to participate and answer. T "Do you usually find them again? Where?" T sets the context and makes it relatable.

Exposure (6-8 minutes) • To provide context for the target language through the listening

T hands Ss HO1 and says "we will listen to a clip in a few moments. Read the sentences first and think of the possible answers. I will play the clip only once, so listen carefully." Ss read the sentences.T plays the clip, Ss listen and fill in the gaps. T stops the clip. T assigns pairs then asks Ss to check their answers. T gives Ss the answer key and they check in pairs. T stops the activity.

Guided discovery activity (2-4 minutes) • To elicit the TL using controlled practice

T gives Ss HO2 and says "Work alone, answer the following questions. Use the sentences from ex A" Ss work alone, T monitors then stops the activity. T asks Ss to check their answers in pairs. Then, T moves to the clarification stage.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

T elicits the first place the girls thought the mobile phone was. T writes on the board "It might be in the bathroom." T asks the following CCQs " Do they think that the mobile phone is in the bathroom?– Yes Why didn't they say that it might be at the airport? - because they didn't go to the airport. Why do they think that it's in the bathroom? - Because they were there. Are they 100% sure it's in the bathroom? – No How sure are they? - Quit Is there a possibility that it's in the bathroom? – Yes Are They talking about the past or the present? – Present" T elicits the parts of speech and writes them on the board. T "what else can we use instead of might" T elicits (must, could, and may) T "How do make it into a negative?" T elicits (can't) and highlights the difference between (mustn't) and (can't) T elicits the past form then writes on the WB "Someone could've taken it." T asks some CCQs Why do they think someone took it? - Because the phone is missing. Are they 100% sure? – No Is there a possibility that someone took the phone? – Yes Are They talking about the past or the present? – Past" T elicits the parts of speech, writes them on the WB and elicits the other modal verbs. T asks Ss to negate the sentence then corrects errors in form. T drills the two sentences using back-chaining.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T gives Ss HO3 and asks them to complete the conversations in pairs. Ss do the ex, T monitors for accurate use of the TL then stops the activity. T gets some pairs to share their answers, does error correction, gives FB then hands Ss the answer key.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T asks Ss to finish the story 1- Who do you think was the note from? 2-What did the note say? 3-Why didn’t the person take the phone? 4-Why didn’t the person write his name?" T assigns groups, Ss discuss, T takes notes for delayed error correction, T gives W/C FB and corrects some errors.

Web site designed by: Nikue