Kotb Mohammed Shehata Targm Kotb Mohammed Shehata Targm

Modals of obligations
Intermediate B2 level

Description

In this lesson, students will learn about modals of obligations through a reading text about Culture Shock. -The lesson starts with a discussion about habbits in different countries. -After that students will skim a reading text in which students read an article about culture shock. Finally, there is some controlled practice through sentence completion and free practice via a final role play speaking activity.

Materials

Abc board,ppt,data show,CD, picture of culture shock on the data show

Main Aims

  • To provide clarification, review and practice of Modals of obligations in the context of culture shock on page 1 in SB.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice through discussion about culture shock
  • To develop gist reading skills.

Procedure

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

1-I will start the session by divide the class into five groups. 2-I will tell the students that they will watch a video clip about travelling abroad. (An interesting video) 3-I will ask them about what does the girl have to do at the airport/university/home…etc. - They will work in groups and discuss the answers. 4-I will ask each group to give me two or three sentences about what does she have to do at the airport/university/home…etc. For example, :(she has to wait in a queue to get a taxi, she has to get alot of money. She has to be patient...etc.) 5-I will ask the reader of each group to read their sentences - I will highlight the modals of obligations in the examples.

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

* I will ask them to: 1- open their books on page 70. 2-Look at the picture and guess, what is this text about? (All answers are true) 3-After that, I will ask the students to close their books and look at the data show to see the culture shock picture. 2-I will explain them these blocking words: "culture shock and spoil" 1-culture shock Target language: Culture shock doesn't usually last very long. Meaning:the feeling of being confused when you visit a foreign country or a place that is very different from the one you are used to. Pronunciation: BrE /*kʌl.tʃə .ʃɒk/ ; NAmE /*kʌl.tʃər .ʃɑːk/ -Three syllables. Form: Compound noun. CCQs: -Do you feel it in your country or abroad? -SS(abroad) -Is it easy to live abroad? -SS(No) -Have you travelled to a foreign country? -SS(yes/No) 2-spoil Target language: You don't have to spoil your experience of living. Meaning:to have a bad effect on something . Pronunciation:BrE /spɔɪl/ ; NAmE /spɔɪl/ - one syllable. Form:Verb(spoiled-spoiling) CCQs: Does it have a bad effect? - SS(yes) -Is it good or bad? -SS(bad) -Does your friends annoy you? - SS(Yes/No) -Do you Know any one who ruin your meeting? -SS(Yes)

Gist task (8-10 minutes) • To provide an opportunity to practice target productive skills

Task 1: -I will ask them to close their books to concentrate on my instructions. *Instructions: -With your group read the text quickly and give answers to the questions on the Data Show. -You have 5-8 minutes to complete this task. Questions: -What do you think people might find difficult when they spend some time in a different culture? (Exercise No.5a on page 70) -Read Culture shock. Find four things people might find difficult. (Exercise No.5b on page 70) ICQs: Will your read for details? -SS(No,skim reading) Will you disuss the answer in pairs or in groups? -SS(In groups) How much time will you take? SS(3 minutes)

Focus on language from the text (6-8 minutes) • clarify and check meaning, form and pronunciation of target language presented in the text.

*Task 1:I will introduce the target grammar through this task .Read the text again. Underline the words or phrases which express obligation and advice (must, have to,....etc.). Exercise No.5d on page 70 *Instructions: -Pay attention! -Close your books. -Look at me and listen carefully.(Now I'm Chesting the book on page 70) -You will find three sentences contain modals in the text. -you have to highlight the modal and underline the whole sentence. -chek the answers with your group. -you have to finish the task in 4 minutes only. ICQS: 1-Will you work indvidually or in groups? -SS (In groups) 2-How many sentences that contain modal of obligation? - SS(three sentences) 3-What will you do in the text? -SS(underline the sentence with the modal) 3-How much time will you take? - SS(4 minutes) 4-Ok! Go a head. -I will show them feedback to their answers on the data show. *Task 2: I will introduce the target grammar through this task. *Instructions: -Pay attention! -Close your books. -Look at me and listen carefully .(Now I'm Chesting the book) -you will choose a modal of obligation from the box. -You will find eight modals with eight spaces. -Write the suiable modal in the spaces. -chek the answers with your group. -you have to finish the task in 4 minutes only. -I will ask the students to do exercise No.5e in the SB on page 70. -I will ask them to complete rules 1-5 with the words in the box. ICQS: 1-Will you work indvidually or in groups? SS (In groups) 2-Is there more than one answer for the space? SS(No,only one answer each space) 3-How much time will you take? SS(4 minutes) 4-Ok! Go a head. -I will show them feedback to their answers on the data show.

Language Analysis(clarification stage) (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

-I will ask the students to look at exercise 5e again on page 70. -I will choose the reader of the first group to read the first sentence loudly. *Sentence 1: 1-We use should and ought to to give advice. (meaning) Examples: We should/ought to help each other. Pronunciation: BrE strong form /ʃʊd/ ; NAmE strong form /ʃʊd/ - one syllable. Pronunciation: BrE before vowels and finally /ˈɔːt tu/ Form: modal of obligation. CCQs: -Is it good or bad to give advice to a friend? -SS(Good) -What will you do if you find out that your friend don't study? -SS(I will advise him to study) -What advice will you give him ? SS( You shoud study hard...etc) -Is it follwed by the verb plus ing? SS(No,It is followed by the infinitive) -What is the correct order of the sentence? SS(Subject+ should/ought to + inf +....) *Sentence 2: -I will choose the reader of the second group to read the second sentence loudly. 2 :We use dont have to to say that something is not necessary. (meaning) Pronunciation : BrE strong form /mʌst/ ; NAmE strong form /mʌst/ - one syllable. Pronunciation : BrE / /dəʊnt *hæv tə/ -three syllables. Form: modal of obligation. CCQs: -Do you go to school on Friday? SS(No) -Is it neccessary to go on friday? SS(No) -How do you tell your friend that it is not neccessary to go to school on friday? SS(You don't have to go to school on Friday.) -Is it followed by the verb plus ing? SS(No,It is followed by the infinitive) -What is the correct order of the sentence? SS(Subject+ don't have to + inf +....) *Sentence 3: -I will choose the reader of the third group to read the third sentence loudly. 3 :We use must and have to to say that something is necessary.(meaning) Pronunciation : BrE strong form /mʌst/ ; NAmE strong form /mʌst/ - one syllable. Pronunciation : BrE /ˈhæv tə/ ; NAmE /ˈhæv tə/ -two syllables. Form: modal of obligation. CCQs: -Is it not neccessary? SS(No,it's neccessary) -Is it neccessary to revise before exams? SS(yes) -How can you say it in a sentence ? SS(I must revise before exams./You have to revise before exams.) -Is it follwed by the verb plus ing? SS(No,It is followed by the infinitive) -What is the correct order of the sentence? SS(Subject+ must/ have to + inf +....) *Sentence 4: -I will choose the reader of the fourth group to read the fourth sentence loudly. 4 :We use mustn't and can't when we say that something is forbidden/not allowed. (meaning) Pronunciation: must‧n’t /ˈmʌsənt/ - two syllables. Pronunciation :can't /kɑːnt $ kænt/ Form: modal of obligation. CCQs: -Is it allowed to do something if we use mustn't can't ? SS(No,it's forbidden) -Is it allowed to break the law? SS(NO) -How can you say it in a sentence ? SS(I mustn't break the law.) -Is it follwed by the verb plus ing? SS(No,It is followed by the infinitive) -What is the correct order of the sentence? SS(Subject+ mustn't/ can't + inf +....) *Sentence 5: -I will choose the reader of the fifth group to read the fifth sentence loudly. 4 :We use can to talk about a choice to do something. (meaning) Pronunciation: BrE /kən/ ; NAmE /kən/ ; BrE strong form /kæn/ ; NAmE strong form /kæn/ - one syllable. Form: modal of obligation. CCQs: -Is it allowed to do something if we use can ? SS(yes) -Can we permit someone to do something by using can ? SS(yes) -How can you say it in a sentence ? SS(You can go now.) -Is it follwed by the verb plus ing? SS(No,It is followed by the infinitive) -What is the correct order of the sentence? SS(Subject+ can + inf +....) meaning:

Language Practice(Controlled practice) (8-10 minutes) • To provide students with practice of the task language

Task 1: -I will ask the students to open page 34 in the workbook exercise No.1a. -I will ask them to read the conversation and underline the suitable modal. ICQs: -What will you do first? -SS(read the conversation carefully) -What will you do after that? -SS(under line the correct modal) -After finishing the task what will you do? SS(Check the answers with the group) *Feedback: I will show them the answers on the data show to make sure of their answers. Task 2: -I will ask the students to open page 34 in the workbook exercise No.1b.(listen and chick) -I will ask the students to listen and match the sentences from 1 to 6 with the letters from a to f. ICQs: -What will you do first? -SS(Listen To the CD) -What will you do during listening? -SS(Match the sentences with the suitable completion) -After listening what will you do? SS(Check the answers with the group) *Feedback: I will show them the answers on the data show to make sure of their answers.

Semi controlled practice (3-5 minutes)

Task 1: I will ask the students to do exercise No.5g on page 70. -Complete these rules about transport in your country. -Use the verbs in the box. (must/have to/ don’t have to /mustn’t/ should /shouldn’t /can /can’t) *Buses 1- You don't have to buy a ticket in advance. -You can buy a ticket on the bus. *Walking and cycling 2- You have to use pedestrian crossings when you want to cross the road. 3- You have to wear a cycle helmet. 4- You can't cycle on the pavement. You can use cycle lanes. *Cars 5- Passengers have to wear a seat belt. 6 You don't have to drive with your lights on during the day. *Taxis 7- You mustn't stop taxis in the street. 8- You can book taxis in advance. 9- You don't have to give taxi drivers a tip.

Freer practice of the target language (6-8 minutes) • To give the learners a chance to use the target language in a freer context.

Task 1:I will ask the student to do exercise No.5h on page 70. -A foreign visitor is coming to live in your country for six months.Prepare to give him/her some advice. Use the ideas in the box and your own ideas to make a list of rules and tips. (roads, pavements and cycle lanes, public transport, eating and drinking, talking to people who are older than you, going out at night, clothes, language, parks and public spaces) Ex:You mustn’t eat or drink when walking in the street. Ex:You should always give your seat to an older passenger on the bus. Task 2:I will ask the student to do exercise No.5i. -Take turns to read out your rules. Discuss the questions. 1 Which rules are about safety? 2 Which are about being polite to people? 3 Which rules are the most important? Task 3:I will ask the students to do exercise nO. 6a. -Read the questions and make notes about your answers. 1 Which foreign country/other area would you like to study/do your job in? 2 Why would you like to live there? Task 4:I will ask the students to do exercise nO. 6b. Discuss the questions in 6a. Think of anything your partner should/must/mustn’t do to prepare. What other advice would you give them?

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