Lilia Lilia

TP6 Lilia
Upper Intermidate level


In this lesson, students learn about past modals of deduction through guided discovery. The lesson starts with students discussing about street scams. Then, students work on an intensive task. Then the T guides the learning through CCQ's and activities. Following this, Ss work on a task to prove their learning. Finally, Ss work on a speaking activity where they use the new language.


Main Aims

  • To provide clarification and practice of past modals of deduction in the context of street scam

Subsidiary Aims

  • To provide fluency speaking practice in a role play in the context of street scam


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

- T shares screen (1 min) - T explains that Ss are gonna go to breakout rooms to discuss the following question: Have you ever been a victim of a street scam? - T explains what a street scam is if needed - T sets time (2 mins) - T asks ICQ's 1. Guys do you have 4 or 2 minutes? -Ss come back and T nominates 1-2 students to give their answer. (1-2 min)

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

- T shares screen (1-2 minutes) - T explains to students that there are some highlighted words on the first line of the text: must have been - T explains that there are other 3 similar structures throughout the text. -T explains to them that they have to find them and highlight them - T explains how they have to highlight the word - T sets time (2 mins) - T assign a slide for each student - T asks ICQ's 1. Do you have to write a word or do you have to highlight the word? 2. Do you have 3 or 5 minutes? -Ss work on the activity - T sends students to breakout rooms to discuss their answers for (2 mins) - T gives OCFB while eliciting the words from the students (2 min) - T explains that this structure is called past modals of deduction.

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

Meaning: (5 min) - T explains that they are going to cover MFP of the TL - First Ss will understand meaning through a guided discovery task ( 2 min) - Then Ss will discuss their answers on private messages. (1 min) - The T will elicit the order from the ss and T will give a quick summary of the meaning (2 min) Form: (2 min) - T will share screen and students will see the next sentence: It must have been stolen - T asks what each part of the sentence is: verb, subject, etc. - Through elicitation, Ss discover the structure - Then students will see two more sentences that have the same structure: 1. He could have hidden 2. It canĀ“t have been - Through elicitation, Ss will discover the structure of this sentence. Pronunciation (2-3 min) - T shows the first sentence: 1. It must have been stolen - The teacher says that have and been merge and it sounds: hafbin - The teacher explains the schwa sound through elicitation 2. He could have hidden it - The teacher explains that could and have merge and it sounds: Culdaf 3. It can't have been the young couple

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

- The T will share her screen with students (1 min) - T will explain to students that they have to put the sentences where they belong: 1. I'm almost certain this happened 2. I feel it's possible it happened 3. I'm almost certain it didn't happen - They also have to feel in the blanks with the correct word - T makes the first exercise with them. - T sets time ( 5 minutes) - T asks: 1. For the first slide do you have to drag the sentences where they belong or do you have to feel in the blank? 2. Guys, for the second slide, do you have to write the correct answer or is it a multiple-choice exercise? 3. Do you have 3 or 5 minutes to work on this exercise? - T sends link - Ss work on the exercise - Ss work on breakout rooms to send their answers to a partner (2 min) - Feedback: T nominates students to give the answers to her (2 min)

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

- T shares screen with students - T explains that they are going to be sent to breakout rooms where they are going to be part of a role-play (3 mins) - T assigns students (Student A or B) - The T asks them what the bold words mean. 1. What do you have to do when you see a bold word? What do you change that bold word for? - T gives a little demonstration by herself on how to work on the role play - The T gives 1 minute for Scaffolding (1 min) - Ss work on breakout rooms - T nominates Ss to give their answers (1 min) - T conducts Feedback and DEC (2 min) - T conducts DEC (2 min)

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