Copy of Grammar Lesson: Modals of Obligation and Permission
Intermediate B1/B2 level


In this lesson, students will learn about modals of obligation and permission through Test-Teach-Test in the context of rules and freedom. The lesson starts with a video in a cinema to set the context for rules. The teacher will elicit answers from students about what rules the cinema has. Then the teacher has students take a test to check their knowledge of the TL. This is followed by a teaching stage where ss teach each other the grammar rules is pairs and groups, and then teacher drills for pronunciation and stress of the target language. Next the students take a second test electronically. During free practice, students will discuss important rules in their own country. Lastly, there will feedback and delayed error correction, if necessary.


Abc MF Handout
Abc Test 1
Abc Test #2
Abc Let's talk about rules HO
Abc Answer Key Test 1

Main Aims

  • To provide practice and clarification of obligation and permission modals in the present in the context of rules and freedom.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in stating important rules in the context of different places.
  • To provide product writing practice of a modals for obligation and permission in the context of rules and freedom


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

T tells ss: I have a video for you to watch. T plays video: Mr. Bean in the Cinema to set context for obligation and permission. T elicits from students: Where was Mr. Bean? in the cinema What was he trying to do? smoke, drink, talk on his mobile... Was it against the rules for him do these things? Yes What do the rules let him do? buy drinks and popcorn T asks ss to discuss in small groups: What are some other rules you would expect to find in the cinema? T nominates a few ss to share answers from their group.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

T chests T#1 and instructs ss that they will take a test on modals of obligation and permission. Ss need to clear the tables and put away their cell phones. Clarify that they will be working alone. When they finish, turn the test over and put down their pencil T states that ss have 6-7 minutes ICQs Are you working alone or with a partner? alone How much time do you have? 6-7 mins What do you do if you finish before time is up? turn over test and put down pencil At the end of time, T will take a tally by a raise of hands to see which answers ss chose. T will give answer key for ss to check in pairs (I will use the tally to see which questions students had the most trouble with).

Teach (12-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T asks students how many questions they got wrong. How many right? Which questions were the hardest? T writes sentences on board to clarify with ss. CCQs depend on sentences ss have most trouble with. T will elicit answers from ss. OCFB

Test #2 (6-8 minutes) • Check students' use of the target language again and compare with the first test

T instructs ss that they will take another test to see what they learned. T instructs ss to take out their smartphones and connect to for the test. Ss must work alone. Ss need to select a username and put in the code to connect to the quiz. ICQs Are you working alone? yes What are you using to take the test? smartphone? At the end, the results show the results of right and wrong answers.

Free practice (10-12 minutes) • To provide students with free practice of the target language

T chests Let's talk about rules HO T instructs ss to choose 3 places from the HO and make a list of the most important rules for each place. Then, in small groups, ss read their rules to their group, but they don't say the place. Group members must guess the place based on the rules. T demos A: You have to get there two hours in advance. You have to remove your laptop from your bag. B: You're in an airport! T nominates each group to share some of their rules. OCFB

Feedback and Error Correction (3-4 minutes) • To provide feedback on student's production and use of language

*Write problem sentence on board and tell students there is an error. *Write the problem sentence on the board for discussion. *Use fingers for correction in pronunciation of words and sentences (i.e. have to, mustn't) *Ss repeat sentence while indicating w/fingers words said & indicate the problem word when it's said... *Repeat sentence up to error... *Ask questions (Is this a law or rule? Does the speaker or someone else think it's necessary? etc...)

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