Isabel Isabel

Upper- intermediate level


Main Aims

  • To provide practice of the modal verb might in the context of activities.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of possible activities.


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

Ss have to discuss next questions: what are your favorite weekend activities? what are your plans for next weekend? Ss have 3 mins to ask other students questions and react to their comments. OCFB.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

Instructions. We are going to listen to a conversation, we have to answer these questions: is Adrian sure about his decisions? how do you know? what does Adrian decide in the end?. Please take notes. After the listening, Ss have 2 minutes to compare their answers with partners in Rooms. Then T nominates Ss in open class to share ideas. T. ends the activity showing the script and giving 2 extra minutes to verify answers.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Instructions: You are going to listen to the conversation one more time, when you are listening complete the text. In this activity you are going to work individually. Take notes. After the listening, T nominates and asks for the right answer in open class.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

MEANING. Instructions: look at these sentences, are we expressing an obligation or a possibility? Are we totally sure? Is this about past or future? T. uses the cline of certainty to clarify meaning, and marks the place where “might” belongs. FORM. Instructions: look at these sentences and tell me, the verb after “might” is in …? _simple form__ Does the verb change in third person? What about negative ideas? How do you create a negative idea? T. writes the structure on the board and promotes the use of this structure with some cues. After class - some drinks, tonight- movies, your next birthday - go to the beach. T writes down Ss ideas. PRONUNCIATION. Instructions: listen and repeat: She might enjoy her new school. He might have some friends. We might live with my parents in law. What letters can you listen to? When we have a vowel sound or /h, l, r, w, y/ we pronounce the /t/ at the end of “might”. What happens with these sentences? It might be difficult. He might meet someone. I might study for my exam. What letters can you listen to? What about negative ideas? I might not go to the dentist. She might not come to the party. We might not be here. What letters can you listen to?

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

Instructions: we have some questions here and you have to answer them with affirmative or negative ideas. Look at the example. You have 4 minutes to answer these questions individually. T. shares the link with the questions. After 4 minutes, T nominates and writes down the right answers.

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

Instructions: you are going to have 5 minutes to discuss the next questions with your partners: What are you going to do after class? What are you going to have for dinner tonight? What are you going to do on Saturday night? Where are you going to have lunch on Sunday? Where are you going ro go for your next holiday? We are going to talk about possibilities, let´s use ideas with “might”. For example, what are you going to do after class? I might have some fruit. After 5 minutes T nominates different students to share ideas in open classs.

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