Youssef Edrees Youssef Edrees

Modals of Speculation
Intermediate level

Description

In this lesson, students are going to learn how to make speculations in the context of news headlines. They are going to lesson to a news first and make guessing about what could have possible happened.

Materials

Main Aims

  • To provide clarification and practice of language used for Modal of Speculations in the past in the context of News headlines

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of n

Procedure

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

-T tells students that they are going to listen to news about a box of snakes found on the highway. -T asks SS to make their own speculations about the news they have listened. -T asks SS to take notes in case they need to. - T plays the recording 22.22.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

-T hands SS a text to help them. - T projects power point slide board that has sentences to help students. - T tries to elicit TL from student, so they can use it. - T instructs SS to work in pairs to make guessing about what could have happened. - T divides SS into two groups and each make their own speculations. - T instructs SS to appoint some one from their group to share there speculations. - T may plays the news again in case students need more help. -WCFB

Highlighting (2-4 minutes) • To draw students' attention to the target language

- Model the marker sentence on board. - T elicits TL from students - WCFB

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

- T models the marker sentence on board. - T clarifies the meaning. - T checks the concept - T clarifies the form. - T clarifies the pronunciation

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

- T instructs SS that they are going to do a practice. - T instructs SS that they are going to work individually first., then they can work in pairs to compare their answers. - T hands SS controlled practice. - WCFB - T projects the answers on board.

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

- T instructs SS that they are going to work in pairs to do another practice. -T hands SS semi-controlled practice. - T instructs SS to work individually first, then compare their answers with a partner. - WCFB -T projects the answers on board.

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

- T divides SS into groups - T instructs SS that they are going to read different reading text, and they have to make their own speculations. - T hands semi-controlled practice. - T instructs SS to appoint one member in their group to other groups to share their speculations. - WCFB

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