Shrouk Teacher Shrouk Teacher

Judging by appearance, modals of probability.
Intermediate level


In this lesson students will get to know modals of probability through reading a text about judging by appearance. Students will use these modals to give their guesses about people they don't know, they're going to speculate some information through these people's pictures.


Abc adapted from New English File, Clive Oxenden, Christina Latham Koeniga and Paul Seligson
Abc pictures
Abc adapted from New English File, Clive Oxenden, Christina Latham Koeniga and Paul Seligson

Main Aims

  • Grammar: To provide clarification of modals of probability in present in the context of judging by appearance.

Subsidiary Aims

  • Reading: To provide scan and detailed reading practice using a text about judging people by appearance.


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

- I'll show students some pictures for different people and ask them about their first imporession about these people; what they do, where they are from, how they feel and why etc. - I'll tell students we call that juding by appearance, which is today's topic. - I'll ask students if they're good or bad at judging people by appearance and elicit some of their answers.

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

- I'll tell student that we're going to read a three texts for three ladies who are mistakesn for their identity when people first meet them. They're going to read what each woman says and match each saying with the picture of the woman they think is the one who said it. - After doing the first exercise, they're going to read for details and they'll answer exercises b and c on page 42. - They will check answers of a, b and c in pairs. - Then we'll have open class feedback.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of modals of probability.

Meaning: - After discussing briefly what came in the text, I'll write three sentence on the board adapted from what we were discussion. The three sentences are: - She may be a manager. - She must be a manger. - She can't be a manager. - For each sentence I'll ask CCQs: *Are you 100% sure of that? No. *How sure are you ? .....% (detailed CCQs are provided in language analysis sheet) - I'll draw the scale that shows degrees of certainity to sum up demonstartion on it. - I'll clarify the difference between almost certain case '99%' and the fact '100%' through CCQs. Form - I'll highlight the verb after the modal and get students to come up with the rule (modal+ inf.) Pronunciation - I'll have students listen to me saying the three sentences and ask them where they think the stress is. After identifying it, they're going to drill the sentences with the correct stress.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

- To foster the language they've just tackled, students will answer exercises on page 135. " Fill the gaps with the correct modal." - I'll monitor to give support and make sure the task is clear. - students will check answers in pairs. - I'll provide them with the answer key.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

- exercise page 116 - guess who lives here.

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