New lesson plan: Teaching Practice 7

Bülent Eken

Teaching Practice 7 - Intermediate level

Teaching Practice 7
Intermediate level

Description

In this lesson Ss learn about modal verbs of deduction with the help of a guided discovery activity.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification and practice of modals of deduction in the context of guided discovery activity

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of near future possibilities in their personal and professional life

Procedure (47-60 minutes)

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

Hang the 3 pictures on w/b. Tell Ss to look at the pictures and guess what may these people do in life. Who they can't be? Who they must be? Try to elicit the target language.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the traget language: might/may, can't, must

Show Ss HO. Ex. 6B/a (Grammar). Show: "You will match the sentences with "might, can't, may" here, with the one's here". Demonstrate/Explain: "For example, 'He might be American' matches with 'He is wearing a baseball cap.'" Demonstarte "baseball" if necessary. CCQ: "Is it certain that he is an American, because he wears a baseball cap." -No. "Is it possible?" -Yes. "Why?" -Baseball caps are really popular in America. Ss work in pairs. Take W/c feedback. Use CCQs whenever there is the slightest sign of hesitation, focusing on the idea of "possibility." E.g. "He must be married" matches with "He's wearing a wedding ring." Ask: "Is it certain that he is married" -No. "Do I feel certain that he is married?" Yes.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Show Ss the guided discovery HO. Demonstrate: "For example, the first sentence . . . .. It means I think it is possibly true that Tony is on the plane." Ss work in pairs on the exercise. Take W/C feedback after they finish. Elicit the meaning. Record the result on the w/b. Show the second guided discovery HO. Ask Ss to decide whether the examples are True or False. Ss work in pairs. Take W/C feedback after they finish. After each example, record the rule on the w/b sort of creating a chart.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Show Ss HO. Ex. 6B/c. Tell them to work individually and fill the gaps with must, might (not), or can't. Monitor. Ss peer-check after they finish. Take W/C feedback and record the answerkey on w/b. Make sure you use CCQ's for potentially problematic answers. E.g. using "can" instead of "might". "I suppose they might be on holiday." -"Can I say 'They can be on holiday'" No.

Free practice (13-15 minutes) • To provide students with free practice of the target language

"What are some of the things that may change in your personal and professional life in the near future?" "What may happen? What can't really happen? And what do you think must happen? Ask Ss to stand up and walk around until you say "stop". The Ss will mingle with other students and start talk about themselves. Monitor.