Modals of probability
Intermediate B1 level
To provide clarification and practice of modals of probability in the context of optical illusions
To provide listening practice using a text about modals of probability in the context of optical illusions
Procedure (45-51 minutes)
This stage is supposed to be a quick lead-in to the lesson. The students will be shown some pictures through a slide and they have to guess what they are. These pictures are optical illusions and are not easy to spot. The students are going to work in groups for 3 minutes and then share their ideas for 1 minute.
Before students start listening to the recording, I will pre-teach some blockers to ease the listening activity. Then, students are supposed to listen and find the truth about each picture. Needless to say, the pictures will be there before they start listening. finally, I will ask volunteers to remark on some of the pictures and the truth about them. Finally, I will hand in the transcript for the listening activity but they are not supposed to look at the transcript until the next stage. in order to make sure that they would not look at the transcript, I will ask some ISQs such as: are going to look at it now? No when will we work on the script? later
In order for the students to understand the target language, I will give them a hand-out in which modals of probability are on one side and their meaning and usage on the other side. the students are asked to match the modals to their description. Afterwards, in order to make sure the students have fully understood the target language and also to ask some CCQs, I will write three model answers on the board and start clarifying through eliciting. finally, when the clarification part is done, I will ask the students to find the target language in the listening transcript that I had previously given them.
Students will be given nine sentences and they are asked to work in pairs and guess if the statements are true or false. Instructions will be clear that they have to use modals of probability to make the sentences. An example will be done to ease the process. afterwards, the students are asked to listen to the recording to see if their guesses were true. there will be a quick discussion on that afterwards.
students will sit in groups and each group will be given one box and a list of stationery items. inside each box there is one item and there is no way for the students to open the box. they need to figure out what's inside the box by shaking it. meanwhile, they have to produce sentences to help the group members to come up with the right answers. for instance, they would come up with a sentences like " it can't be a pen because the box is small" or " it could be a rubber because it is light". I will be constantly monitoring and the first and the second group will be the winners.