Rovshan Rovshan

Rovshan Abdullayev TP-3


In this lesson Students will be provided grammar and clarified the vocabulary. Then they will practice speaking for fluency about speculating internet and newspaper in the future by using grammar and vocabulary.


Abc MP3 record
Abc HO-6
Abc HO-5
Abc HO-4
Abc HO-3
Abc HO-2
Abc HO-1
Abc Slide-6
Abc Slide-5
Abc Slide-3
Abc Slide-2
Abc Slide-1

Main Aims

  • To provide clarification, review and practice of Modal verbs (will,could,may,might) in the context of using internet and speculating about present and future

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of speculating the newspaper in the future
  • To provide clarification, review and practice of expressing probility in the context of using internet and speculating about present and future


Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

-Remind and elicit the the context of the lesson and the text which Ss had read in previous lesson. *try to get Ss to speak with their peer who are late or new.

Clarification=1 (7-9 minutes) • To clarify the meaning of the target language

-Give "HO-1" and reflect "Slide-1". Remind them the sentences were taken from the text they had read. -Ss read the sentences and decide whether they are "I am sure about this" or "This is possibility". (*This also provides concept questions.) -Give students 2 min. Feedback: 1-Peer-checking 2-Elicit the answers and ask other concept questions (example: is it now or future?) to make the meaning clear.

Clarification=2 (2-3 minutes) • To clarify the form of the target language

-Ss will focus on form and mark whether it is negative or positive form. -Feedback: 1-Peer-checking 2-Elicit the answers * To decrease the TT, try not to speak with students. Just point out the sentence and use your gestures to elicit the answers.

Clarification=3 (4-5 minutes) • To clarify the pronunciation of the target language

-If there is time,play the records for each sentence and get Ss to repeat them -Drill and focus on the target structures,not the other part of the sentences -Ask Ss to mark the stresses by using point or little circle. Feedback: -Peer-check -Elicit the answers. *Use gestures to decrease TT and elicit the answers by using gestures.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

-Reflect from the projector "Slide-3" and give Ss HO-2. Ss rewrite the sentence using modal verbs in the box. -Do first sentence as example. Ask concept questions to check the understanding of the instruction. *[CCQ`s :1- are you going to write a sentence? (no)/ 2-(Are you going to change one part of the sentence? (yes) 3- which part? (underlined part)] Feedback: 1-Peer-checking 2-Write answers on the board

Presenting the new vocabulary (6-7 minutes) • To clarify,review, practice new vocabulary and integrate the TL from vocabulary

-Students work in pairs and decide which highlighted expressions can be used for the sentences above. -Give Ss 3 min Feedback: -peer-checking -whole-class elicit the answers and highlight the meaning of the words. -If there is time give the HO-4 and 5. Students will complete the gaps with new vocabulary. feedback: peer-checking give the answers. *NOTE:There will be no vocabulary teaching. Showing the meaning is enough to this stage. See Anticipated Problems on front page

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice by using new grammar and vocabulary

-Reflect Slide-5 and give HO-6. -Students will work in group. They will use modal verbs and new vocabulary to make sentences about how likely are the things in future with the words that are given in HO-6 -Model and Monitor. Feedback: - Ss come to the board and write their sentences. Whole class FB.

Free Practice (10-13 minutes) • To provide students with free practice of the target language

-Reflect the slide-6 -put Ss in group 3. Ss discuss whether they have same ideas and what do they think about future newspapers. -Monitor and take notes incorrect grammar and vocabulary expressions. Feedback: write the incorrect expressions on the board and elicit the correct answers.

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