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Modals and phrases of ability
Intermediate(Grade-8) level

Description

In this lesson students will be able to use modals and phrases of ability to talk about things they can and could do through TBLT method.

Materials

Abc Board \ SB\ Flash cards

Main Aims

  • To provide clarification and encourage students to practice target language.

Subsidiary Aims

  • To provide practice and increase students' accuracy and fluency skills.

Procedure

Warmer\ Lead -in (3-5 minutes) • To generate interest and a desire to use modals and phrases of ability.

*T prepare apicture of a superhero for example (superman). *T asks Ss:Do you know this superhero's name? *SS answer superman. *T says I want you to close your eyes and imagine that you are superheroes. *T asks ICQs.What are you going to do? *Ss answer:close our eyes. *T:Are you going to imagine your selves Monsters? *Ss:No! They close their eyes and start to imagine that they are superheroes. *T says now open your eyes...What can (not)you do if you are superheroes?I'm going to write your answers on the board. *Student 1:I can fly. *T great! *student 2:I can turn things into ice .T Amazing *student 3......etc.

Exposure:reading for gist (2-5 minutes) • To provide context for the target language through a quiz.

*Ask students to open their books P.46 exercise 3-a. *Ask them to underline the words and phrases used to talk about ability in these sentences. 1-Tsung Tsung could play the piano when he was three. 2-He wants to be able to play like Mozart. 3-Say to your self:I can do it. *Individually , students underline them. *Then check answer as a class.

Pre - teaching grammar (2-5 minutes) • Eliciting the target language

*T says look at the sentences in 3a and complete rules 1-5 with these words (be able to - can - will be able to - manage to - was/were able to) in pairs -T asks Are you going to complete the rules individually or in pairs? _In pairs! -How many rules are you going to complete? 1-We use.......and be able to to talk about ability in the present. 2-In the past,we usually use......to talk about general ability and......to talk about a single time. 3-There is no present perfect or infinitive form of can, so we use forms of.....instead. 4-We can't say "will can",so we say......instead. 5-The verb......means to succeed in doing something difficult.

Clarification (8-10 minutes) • to clarify the meaning, pronunciation and form of the target language.

-Teacher uses M-P-F to clarify the target language. First, the meaning: -T shows students 3or4 flash cards of some kids paying on the beach and aboy swimming in the sea. -T says Ahmed can swim well. Pointing to one of the flashcards to show that the boy has the ability to swim. -T encourages students to describe another flashcard saying: What about these kids??? students answer:They're able to play beach ball and so on. Second, the pronunciation: -T says now I want you to listen to this sentence from 3a,which is stressed more:could or play?? Tsung Tsung could play the Piano when he was three.- T plays the recording-T makes sure students can pronounce the unstressed /k d/correctly-T get the students to repeat the sentence a few times. T says that the stressed word is could... T plays the record for another sentence..say to your self:I can do it After listening to the recordings and repeating the stressed words, teacher gives reasons. 1-We don't usually stress words and phrases to talk about ability, unless we are emphasising something. 2-We usually stress the main verb we are focusing on(e.g.play the piano) Third,Form: -T explains to the students that we use can, be able to, could to show that someone has(or doesn't have)the ability to do something..e,g,Ahmed can swim well. I am able to speak two languages. -T asks students..Did you notice that the verbs after (can,could, be able to)are always in the simple form e.g. Ahmed can swim well. Subject +auxiliary verb +simple verb. We cannot say Ahmed can swims well or Ahmed can swimming well.

Controlled Practice (2-5 minutes) • To concept check further and prepare students for free practice

*T asks students to Complete the sentences exercise 3.F P.46 . More than one answer may be possible. 1 I took my exam today and I................finish all the questions before the end. 2 After trying for 20 minutes, we............ open the door. 3 I’ve ................ ski since I was five years old. 4 Ellie .............. already read simple books when she was three years old. 5 I live near the sea, but I .......... swim. 6 My Spanish is getting better. I’ll ........speak to my Spanish friends on the phone soon.

Semi-Controlled Practice (5-10 minutes) • To encourage students to use the target language and have more practice.

T asks students to Make notes about these topics. 1- three things you could do when you were a child which you can’t do now. 2- two things you managed to do after a lot of hard work. 3- one thing you want to be able to do better in the future. 4- two things you didn’t manage to do last week because you had no time. Students make notes T asks the students to talk about the topics in 3h. Ask each other questions to find out more information.

Free Practice • To provide students with free practice of the target language, and correct the errors.

T asks the students to talk about the topics in 3 h. Ask each other questions to find out more information. Ss talk about the topics and have a useful discussion. T

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