Food, May, Might Will
Upper Secondary 3 level
To provide clarification and practice of might, may and will in the context of food
To provide gist and specific information listening practice using a text about future of food.
Procedure (69-91 minutes)
Ss play the game - Stop The Bus. They are to write the name of a fruit, vegetable, dessert, dairy product/ meat with the letter provided by the tr.
Pictures of a few dishes are displayed on the board and Ss are asked to discuss the following points in pairs: What is your favourite food? Do you ever eat food from other countries/ culture? If so, what? Which of the dishes in the photos do you often / sometimes / never eat? Would you like to try any of them? Would you like to replace food with pills? Ss share their answers with class.
A few sentences are displayed on the board and Ss are asked to read and say if the sentences are true or false. They are to justify their answers. This task is done as a whole class activity.
Ss are given HOs with fill in the gaps based on the recording they are going to listen to. Ss are asked to read it and then listen to the recording. Ss fill in the gaps. PC and WCFB are done.
There is a short discussion on the advantages and disadvantages of food pills, to link in to the language input stage. A few sentences are displayed on the board. Ss are instructed to read the sentences and discuss the following questions in pairs. 1. Which one is negative? 2. Which ones mean 'probably', but we don't know? 3. Which one is a strong prediction about the future? Tr. explain the use of might , may and will with the help of CCQs.
Ss engage in a controlled written practice. They write responses to the given sentences in the HO using might / may or will. Feedback and error correction is done.
Ss are to work in pairs. Student A says a sentence and student B responds to it using might/may/will. They have a short conversation. They present their conversation to the class.
Ss read a few sentences from the test book (pg 61) They are to say if the sentences are true or false. Then they choose any four interesting sentences and compare their ideas with other students.
Pre-writing Task: Ss read a blog and answer a few questions. They discuss sentence structures : short and long (use of and in sentences) Writing Task: Ss work in pairs and prepare a food blog, similar to the one they read previously. Post writing task: Ss share their blogs. Tr. monitors for feedback purposes.
Delayed error correction is done, based on what the tr. listened to while monitoring Ss during the previous task. A quick recap of the lesson is done. Tr. says a sentence and Ss respond to it, using might/may/will. For example: Tr : It is cloudy today. S: You might want to carry an umbrella.