Pınar Su Pınar Su

TP#2
Intermediate level

Description

In this lesson, students will learn modal verbs (will, may, might, and could) in the context of the effects of social media on young people. Students will learn the meaning and form first and then practice these alongside the pronunciaton. Afterward, they will produce the language orally to express their opinions using modal verbs. Students will be able to distinguish modal verbs and use them to talk about possible and certain events.

Materials

No materials added to this plan yet.

Main Aims

  • To provide review of the modal verbs in the context of the effects of social media.

Subsidiary Aims

  • To provide practice of language used for possibility and probability in the context of future events.
  • To provide accuracy speaking practice in a conversation in the context of the possible future events.

Procedure

Warmer/Lead-in (3-5 minutes) • To set context by asking questions related to the previous lesson and engage students

Project a picture which involves different social media sites. Elicit what they are. Ss work in pairs and discuss the questions below. -What other social media sites are you on? -What are the benefits and risks? Monitor the pair work. Elicit student answers by asking each pair the ideas they discussed.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

Ss scan the text in p. 16 and focus on the highlighted parts. Ss work in pairs and each person choose one of the highlighted expressions. They discuss if they agree or disagree with the Dr's opinions and why. Monitor the pair work closely and note down inaccurate language uses. Each pair summarizes their opinions.

Clarification/Practice (Meaning/Form/Pronunciaton) (12-14 minutes) • To clarify the meaning of the target language

Meaning: Draw the probability scale on the board and show the modal verbs (will, might, may, could) on it. Elicit help from the students while placing the modal verbs. Write the functions (possibility/certainty) of affirmative and negative forms of modal verbs on the board and provide an example for each. Ss complete the activity 1a in p.17 in pairs and then check their answers with other pairs. Auction off the answers and highlight the meaning while writing the right answers on the board. Form: Ask students to discover the form by looking at the examples on the board. Write them on the board; Affirmative: subject + modal verb + infinitive (without to) Negative: subject + modal verb + not + infinitive (without to) Pronunciation: In terms of pronunciation, explain that modal verbs are only stressed in short answers. Do one sentence on the board as an example. Ask them to put stress on the other sentences on the board.

Highlighting (2-4 minutes) • To draw students' attention to the appropriacy of the target language item

Appropriacy: Highlight that 'may' mostly used in more formal writings whereas 'might' is used more commonly in everyday speech. To clarify, give them two sentences and elicit the correct answers.

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

Students complete the activity from p.135 Practice 1. They choose the right modal for each sentence and check their answers in pairs. Monitor the pair work. Nominate Ss to read the sentences and answer the questions. Provide feedback and highlight the modal verbs.

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

Ss do the self-made activity which requires them to write three sentences about the things that possibly or surely happen in the future according to them. They use the modal verbs while doing so and complete this part individually. Get student in (different) pairs this time to briefly discuss their ideas. Later elicit answers from each pair. Ask a student, "What are your partner's ideas about the future?". Give delayed feedback and wrap-up the lesson.

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