Obligation and Permission in the Present Grammar Lesso
To provide clarification of obligation and permission modals in the context of rules and freedom.
To provide product writing practice of modals for obligation and permission in the present.
Procedure (40-48 minutes)
1- T introduces herself to the classroom and gets to know the students. 2- T plays a video of Mr. Bean trying to break the rules in a cinema. After watching, T asks the Sts to talk about the rules that are applied in a cinema in pairs. 3- T elicits their answers and writes them on the WB.
1- T sticks some pictures of obligation and permission signs that the Sts are already familiar with. T clarifies the meaning of "obligation" and "permission". 2-T asks Sts to discuss the pictures (1 min) in pairs. 3- T elicits what the signs show from the Sts and writes them on the WB in sentences. 4- T asks CCQs pointing at the pictures: Can you drive faster than 35 kilometres? (No.)
1- T shows a grid to the Sts that clarifies the difference in the meaning of obligation and permission modals. T shows stress and modals. Sts make drills. 2- T shows the Sts HO1 to Sts (Cutting Edge Int. Sts. Book Page 107 Lang. Focus 1 Activity 1) and explains that they need to cross the odd one out: "Which sentence has a different meaning then the other two sentences?". T asks ICQs: "Are you going to cross the different one or the same two sentences? (the different one)." 3- T gives the Sts HO1 and asks them to do the task indiviually (3 min). T monitors. 4- Sts check their answers in pairs (1 min). 5- T elicits the answers from the Sts and writes them on the WB.
1- T sticks four pictures on the WB (hospital, cafe, school and public transportations) and ask Sts to discuss in pairs what people are allowed or not allowed to do in these places. T asks them to use the newly grasped modal verbs. (7-8 min) 2- Sts discusses in pairs and write their sentences on the paper. T monitors. 3- T elicits the answers and writes some of them on the WB, under the pictures. T gives feedback.
1- T writes the form of modal verbs on the WB. (Subj+am/is/are+modal verb+verb+object.) 2- T writes some true and false sentences on the WB, e.g. "You can smoke in the cafe/You're not allowed to smoke in the cafe." 3- T asks the Sts to discuss in pairs (1 min) which ones are incorrect. T elicits the answers and clarifies the meaning on the WB. 4- T shows Sts HO2 (Cutting Edge Int. Sts. Book Page 107 Lang. Focus 1 Grammar Box) and explains that they need find and write the correct modal form according to the meanings given. T tells them to check the WB and the previous exercise. Sts do the activity in pairs. T monitors.
1-T shows the Sts HO3 (Cutting Edge Int. Sts. Book Page 107 Lang. Focus 1 Practice Activity 2) and explains that they need to fill in the blanks with the correct modal verbs according to the rules that are applied in their country. T gives an example: "You can/are allowed to park in the city centre in Turkey." 2- Sts complete the activity in pairs (4 min). T monitors. 3- T elicits the answers and gives feedback on the WB.
1- T asks Sts to think of a place that has many rules. They write the rules for the place, but they don't say where it is. T lets the Sts know that they have to use the modals. 2- Sts work in groups to complete the activity. When they are done, T asks one of the groups to tell the other group the rules they have written, and asks from the other group to guess what place is it. Both groups complete the activity. T monitors.
Teacher highlights some good language and some errors.