B1 Intermediate level
To provide review and practice of modals of obligation, permission and prohibition in the context of communities
To provide fluency speaking practice in a debate in the context of communities
Procedure (41-51 minutes)
T asks students what they have done in their previous lesson and what did they read about. T asks students what they liked or disliked about Paradise Ridge. T asks Ss for a few rules about living there. Teacher will write one or two of them on the board. Teacher elicits what the modal might mean. e.g. The whole community must vote on the new families must-----> obligation
T will make groups of 4-5 students. T gives each group strips of paper with sentences from the text and they are asked put them in the correct box regarding the meaning. The meaning boxes are on the walls of the classroom and the students must match them. When the Ss have finished teacher asks each group to check the other groups answers on the wall. T gives each group an answer key and they are asked to do Ss-Ss feedback. If they are 4 groups each group is in charge of giving feedback for each modal. The T monitors and directs the feedback. While the students complete the feedback T writes on the board a chart with the following headings: Permission, Prohibition, Obligation and Lack of Obligation.
T ask Ss to work in the same groups. The must check or underline what words we find before the main verb of each sentence. Teacher also asks students to circle the verb too T asks what verb tense is used. T proceeds to write base form of the verb above the chart on the w/b. T asks students to check with their group the words that go before the verb and in what category they correspond on the board on the chart. When the chart is complete T will ask the following CCQs in order to check the meaning. Permission and prohibition are done together. Teacher ask students for an example of each and asks the CCQs in a more personalized way. Teacher can also use the sign about the phone in the classroom. Permission Do you have a choice? Yes Is it necessary? No What will happen if you don't do it? Nothing Prohibition Do you have a choice? No Is it necessary? Yes What will happen if you do it? Trouble Obligation and lack of obligation are done together. Teacher ask students for an example of each and asks the CCQs in a more personalized way. Obligation Do you have a choice? No Is it necessary? Yes What will happen if you don't do it? Trouble Lack of Obligation Do you have a choice? Yes Is it necessary? No What will happen if you don't do it? Nothing
T arranges the Ss into new groups of 4. T tells them that the have a new home and they will set up their own community. T shows the Productive task HO. T tells the Ss that the have to give the community a name and decide what kind of community it is and what make it special. ex. 1 & 2. T gives the HO and the groups complete the first half. Then the T ask the Students to unfold the HO and discuss some rules for the community. Ss work together and complete the community declaration. While the Ss are working the T monitors and checks that the are using the target language correctly. T prompts the students to correct their mistakes if they are errors.
T collects the productive HO and puts them on the board. T asks students to come to the board and read about each other's community and decide which one they prefer. T asks students to sit down and vote for each community. T also asks for reasons for the students.