Nihan Kywall.24 March 2018
Upper Intermediate level


In this lesson I am going to be practising modals with the students. First I will do warm up activity and then I will elicit modal verbs used to speculate. I will draw students' attention to the fact that the examples are present and past.


Abc Mystery Box
Abc handout
Abc Headprojector
Abc markers
Abc Whiteboard
Abc worksheet 1
Abc Worksheet 2
Abc Worksheet 3
Abc Video

Main Aims

  • To provide clarification and practice of modals in the context of present and past.

Subsidiary Aims

  • To provide product writing practice of a sentences in the context of magic show.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

T gives instructions. What's in the box game? T brings a box full of unusual, interesting items in it. T says mystery person came in to ITI yesterday and left this box behind. T asks students to find out some information about this. Students put their hand into the box and tell class what they can full. T gives examples first. Ex: I think it may be a bar of chocolate. He may be rich. She could be an ispector. etc.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T writes up the two sentences on the board with the models underlined. T asks students what these are? (modal auxiliary verb) T elicits the meaning in each case. (present & past) Students read the rules individually. T writes one example on the board and students complete the sentences 1-5. T monitors and refers them to the relevant rules where appropriate. Students checks with the pairs. Then T gives feedback.

Highlighting (5-6 minutes) • To draw students' attention to the target language

T gives situation to the students and asks them to work in pairs to answer the questions. T elicits the answers from students.

Clarification (5-6 minutes) • To clarify the meaning, form and pronunciation of the target language

T shows the powerpoint slide to clarify the meaning, form and pronunciation of the modal verbs. T elicits answers from students. T asks ccq's & icq's. Drilling with WC.

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

T says: Look at these sentences from people at a different magic show. T asks one volunteer to complete the first example Then students complete the task in pairs. T gives feedback.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T gives instructions to complete the text with the modals in the box. Students do by themselves and check their answers with their partners. T gives feedback. T gives handout for the students to rewrite the dialogue using modals, so the meaning doesn't change. T regroups the students. Students check their answers with in pairs. T gives feedback.

Free Practice (7-8 minutes) • To provide students with free practice of the target language

T gives instructions. T says: Reread the sentences in exercise 2 and choose the correct picture. T says: Work in pairs to complete at least 3 sentences. Ss can focus on the past modal forms. If teacher time, she will play jigsaw puzzle game with WC. T will show a part of the picture they must guess what job the person does. Ss makes sentences with modal verbs while they are guessing the pictures.

Feedback and Error Correction (2-3 minutes) • To provide feedback on student's production and use of language.

T writes sentences or words on the board which they have used by students during the stages. Teacher asks CCQ s to elicit correct answers from students. Ss takes some notes.

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