Rehab Abdelfattah Rehab Abdelfattah

modal verbs
pre-intermediate level


grammar lesson plan


Abc board, ppt, projector

Main Aims

  • Grammar: modal verbs 'can, can't, have to' in positive and negative sentences used to express the ideas of ability, and obligation

Subsidiary Aims

  • Speaking within the topic 'Work issues' and using these modal verbs to express ability and obligation


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

Show the students a picture on the board about some house chores. Ask them to comment on it. Is it good to help your family in these works? If your mom asks you to cook, will you cook? Discuss in groups what you may do for your mom at home?

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

Display on the board two pictures, one of them of an angry mom and sad girl; the other one of a happy mom and joyful girl. Ccqs: Do the two Moms look the same? No Is one of them angry? Yes Does the mom ask her girl to do something? Yes Let them discuss in groups again to think of the two situations, trying to elicit the rule we are talking about.

Task focus in meaning (8-10 minutes) • To provide an opportunity to practice target productive skills and elicit the idea of ability

Each group will be given the same picture, provided with scattered sentences related to the two pics. Ask the ss to sort each sentence to a suitable pic. sentences: Leen, can you clean your room? No, I can't Leen, can you clean your room? Yes, I can Leen, can you do your homework? Yes, I can Leen, can you do your homework? No, I can't Afterward, they are going to tell which picture goes with the ability and which one goes with the inability. The word "ability" will be written on the board in a circle and the word "can" in a circle under with the checkmark of correction. The word "inability" will be written on the board in another circle and the word "can" under with the "wrong" checkmark (X)

Focus in pronunciation and form (6-8 minutes) • To focus on phonological aspects of the target language

First, ask sts to read the sentences they have already sorted under the pictures and elicit if they know about the pronunciation of can and can't. Listen and compare answers in pairs. Practice saying these sentences in pairs.

Focus on form (Guided Discovery) (3-4 minutes) • (6-8 minutes) • To show and to clarify the form of the target language

Elicit the forms of the modal verbs from the first 5 model sentences. First, start with positive ones. - Is it positive Yes. Where is the subject? Where is the verb? What is the form of the verb comes after can-can't? Is it ed form? No, Is it ing form? No, is it a base form? Yes.

Controlled Practice (5-6 minutes) • (6-8 minutes) • To check the understanding of meaning and the use of TL

some sentences will be read to the ss asking them when they hear any incorrect verb form after can or can't they have to clap. the boy can heard the big sound. i can do my homework. My sister can't does problem-solving questions. mom can cleaning the house. i can't swim. - to answer Ex- 1 pg. 51

Semi-Controlled Practice (4-6 minutes) • (8-10 minutes) • To provide the ss with the TL practice and prepare them to the next communicative task

Pg. 51 Ex- Review your progress They are going to work in pairs discussing the sentences to talk about how well they can do these activities.

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