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Shamim Bazoobandi.20 Oct 2016. modals and phrases to express permission, obligation and prohibition
Upper-Interidiate. Grade 6. B2 level


In this lesson students learn to work with grammar, listening and speaking through some activities such as examples, hand outs and games. And the grammar is about obligation,prohibitions and permission.


Abc Hand outs
Abc Hand outs
Abc Hand outs

Main Aims

  • To provide clarification, review and practice of Modals and phrases to express permission, obligation and prohabition in the context of Alternatve therapies

Subsidiary Aims

  • To provide gist, specific information, detailed, deduction and inference listening practice using a text about Alternative therapist in the context of Alternative medicine and therapies


Highlighting target language (3-5 minutes) • when you highlight the language it beacomes more clear for learners to undrestand more about what you are going to teach and also is about giving clues to studenst to fallow you to the end of the session

the lead in action is mostly going to be handled by the teacher before me but I am going to start a small lead in about the grammar I'm going to teach. I will start by telling a very short story of my self that I got up at 6 because I had to come here and must arrive by 6:30.( I emphasis on the word "had to" and "must") then I will CCQ the concept of it by saying, Did I have any choice? No. Did I like it? No. if I arrived later than 6:30 would they fire me? yes I will make them ask these questions 2 by 2 and answer. What is it called when you have to do something? Obligation. what is it called when you are not allowed to do something? Prohibition. 2 by 2 they will discuss about their obligations in life.

Clarifying the target language (10-15 minutes) • The aim is of clarifying to MPF, M is to explain the meaning for students to understand better. P ,pronunciation is checked by repetition and F , for form which is going to clarify how to use the new grammar in a sentence

on the WB I write: "we had to make sure we didn't disrupt the day to day work of the office." then I ask had to is a ------(obligation) Do you have a choice? No 2 b 2 guess what else can you use instead of "had to" they will come up with ideas, I will check the ideas by WC. they sand up and in 2 circles one for past one for present, they ask each other to do something like it's an obligation ( must, have to, had to) or stop touching something like it's prohibition(can't, mustn't, aren't allowed, couldn't). CCQ prohibition and obligation in both circles. circle 1, did you have a choice? circle 2, were you allowed to do something?

Language practice (15-20 minutes) • in this stage they do controll and free practice to learn about using

In this stage I will give them a copy of ex1 page 81, before that I will explain what should they do and to do this activity 2 by 2 they will rewrite the sentence using correct form. They will check it while go around the class. I will write the answers on the bored and then we will have whole class checking. They will continue doing exercise 2, 2by 2 and students who finish earlier will come to the bored and complete the answer and then we will whole class check the answers. I will stick 6 colorful papers on the bored about prohibition, obligation and permission in past and present and they come to bored and they write come verbs under them to learn how to use the grammar. now it is time for them to fill the blanks which i gave them and its from ex5 page 81 and they do it in groups of 3 and check the answers. ( check to say "to") . by this time I get feed, they go around the class and they have to give examples about the grammar they have learnt. I give the hand outs on the work book which is my controlled practice they will do in the groups of 3 and they will check the answers on the board and with each other. listening part: they will listen for first time and take short notes and they tell each other the main idea, then second time and they check their notes together, third time they listen and complete their notes, forth time they completely check their notes together and we will have whole class feedback on the main idea. in groups of 3 they are going to re write a story by their notes and going check it with their group mates. I will give them the transcription to check their story with it and they will check together whether they notes were the same. At the end I get a whole class feed back that whos story s the same and whos not? does it have the same meaning? for the last time I CCQ the grammar by showing them the colorful notes on the bored and get a group feed back. Each one say a grammar if not correct , they will be corrected by another group.

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