Modals of Speculation, past
To provide clarification and practice of Past modals of speculation in the context of a text about the trial of a Medieval impostor
To provide accuracy speaking practice in a conversation in the context of deductions
Procedure (39-43 minutes)
Students will be asked to read the text again individually
T will nominate a student to give a quick summary of the text. T will ask CQ: ''Is this story happening now, or did it happen in the past?''. Students will then be given a hand out with questions, and will be given time to find the answers in the text (pair work) and to highlight the answers in the text....The teacher will ask Ss to give their answers (ss will be nominated)...T will then write full answers on the board, these answers will be the marker sentences. But change the last marker sentence to a statement (she could have believed him)
T asks the CQ using gesture: ''are we talking about the past of the present?'' TT will draw a cline showing levels of certainty on the board. Students will be asked (for each of the marker sentences) to tell what the level of certainty is by use of CCQs (sure it happened, less sure it happened, sure it didn't happen) and T will write the modal next to the cline. T will ask ss to TELL HIM what the form is for each sentence (what is this? a subject and this? a modal...) T will then WRITE the form on the board, ELICITING the HAVE + PP and highlighting the ''have + PP'' in red.... T will underline them in red for each sentence. The teacher will then drill the TL: T will make sure ss know where the stress is in the sentence (draw stress marker over the stressed word). T will make ss notice the linking/connected speech (mustave, mayave, couldav), drawing an arrow connecting the two words to help them notice it. Finally, ss will drill the full sentences. T will play with the drilling
Students will do the exercises 1 on page 101, in pairs. This is a straightforward exercise: these sentences are related to ONE of the news headlines. Which one? SS will have a couple of minutes for this, and T will nominate ss to give the correct answer. T will ask ss to look at the example for ex 2 (''they can't have come from a zoo''), and ss will then do the rest in pairs on their HO. T will nominate ss to give their answers, and will ask the s to write them on the board (6 students for each answer). T will correct the errors (one by one, asking ss for confirmation for each answer) and will then underline the 'have + PP' for each sentence in red.
T will write the heading C (Alien attacks teacher) and writes the example sentences for exercise 3 on the board. T will ask ss to give other examples, and write them on the board. Ss will then be asked to write deductions for the other headlines (a, b, c, d). WC feedback if time allows.