Md Mostaq Ahamed Md Mostaq Ahamed

Intermediate level


The students will be made familiar with modals and the use of those to express some specific situations. Accordingly, they will learn framing sentences through the following structure: modal verbs (might/may/can/could/must/ can't/ couldn't + an infinitive form without to.


Abc handouts, powerpoint, flash cards

Main Aims

  • To provide clarification and practice of Modal

Subsidiary Aims

  • To provide accuracy speaking practice in a Conversation


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

I will use flash cards to conduct the warmer session. I will write some general statements on the flashcards. I will write some statements using the modals that will express certainty, possibility, and impossibility. I will paste the flashcards on the whiteboard such a way that will contrast the meaning. I will ask the students, in general, to find out words that change the meaning. They will say the words must/ might/ can't/ could be. Then I will write on the board the words: Certain possible Impossible I will ask students to be in pairs and every pair should write one sentence using the modals must/ might/ can't/ couldn't be.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

I will utter two sentences In the first sentence I will use emphatic stress with a modal to express more certaintity In the second sentence I wil emphatic stress to express less certaintity I will ask the students if they find any differences between the two sentences. Then I will ask them to read the text and make the modalic sentences more ceratin and less certain. ( Individual task). I will help them practice emphatic stress through repetition drill.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

I will make a slide presentation to show how we use modals like must to express certainty or possibility, can't /couldn't to uncertainty or impossibility and could/may/might to less possibility. The cues can be written on cards or spoken. Then I will provide the students with cues and ask the individual students to change the expression according to the clue provided with. I go out.( Point to a certain) I must go out. Now the students will get into groups and I will distribute the handouts to do the exercise 2.a.

Productive Task (s) 18-20 minutes • To provide anopportunity to practice target productive skill.

I will read the text from the book. The SS will listen to me. I will then give them the handouts. The SS will get into groups and discuss the four choices ( based on the text) and decide what to do. When they will have finished the task, one group will share the idea with the other group( Jigsaw activity).

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

I will monitor the activities of the group and collect the tasks. I will see if there are any mistakes and write those on the whiteboard. The students who know the correct answers will come to board and write the correct answers.

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