irem gököz irem gököz

Intermediate level


In this lesson, students study modals verbs related to giving advice in the context of travelling. First, they listen to a text with the target lanuage for gist and then for specific information. Then, though guided discovery they learn the meaning and the form of the target language. At the end og the lesson, they practice the structure in a freer speaking activity.


Abc Course Book

Main Aims

  • At the end of this lesson, students will be better able to use modals verbs of suggestion and adive within the context of describing places.

Subsidiary Aims

  • To provide students with the opportunity to practice listening for gist and specific information within the context of describing places
  • To provide students with the opportunity to practice accuracy and fluency in speaking using language


Lead-in (2-3 minutes) • To set lesson context and engage students

Teacher starts the lesson by projecting a world map on the board and asks students if they like traveling. Then asks them to mark the places where they have been before and where they would like to go on the board.

Exposure - Listening for gist (3-5 minutes) • To provide context for the target language through a text

Teacher asks students to focus on the questions: "What is the topic of the text?" and "Do I recommend this place?" Teacher reads a text for the students. They listen to it once and try to answer the mentioned questions after listening.

Exposure - Listening for specific information (8-10 minutes) • To provide students the opoortunity to get the meaning of the target language through listening

Teacher gives hand-out #1. Students listen to the text again and try to group the given sentences under titles such as "things to do there", "things tourists always do there", "the most important things". They aill also need to fill in the gaps with modal verbs in the text in the second stage. ICQs: "Are you going to group the sentences?" Yes. "Do you need to write them?" No. "Instead of writing, what are you going to do?" Write the letters (given to each sentence). Students check their answers in pairs. Teacher provides a whole-class feedback where students group the sentences on the board.

Highlighting - Guided Discovery (5-7 minutes) • To draw students' attention to the target language

Teacher gives hand-out #2. Through guided discovery, students learn when, where, and how to use the modal vers of suggestion/advice. In the first stage, teacher monitors and notes any problems. If necessary, gives feedback. In the second stage, students do a controlled practice on the target language. Teacher monitors and notes any problems, provides answer key and tells students to check their answers.

Controlled Practice (4-6 minutes) • To concept check and provide students with practice on the accuracy of the language

Teacher gives hand-out #3. Students do the gap-fill exercise and compare theirs answers with their partners. Teacher monitors and notes problems. If necessary gives a whole-class feedback. Possible CCQs: "There are many options in this city. So I must/could/should go to Çeşme?" Could. "If going to Çeşme is the best thing to do, I could/should/must do it?" Must.

Free Speaking Practice (10-12 minutes) • To provide students with opportunity to practice fluency in the target language

Teacher gives hand-out #4. Students mingle talk about the places they have been to or they would like to go in pairs. They should talk to as many people as possible in order to get cards from their friends. When they like the place their partner is telling them, they will give them a card. The person with the most amount of cards wins. ICQs: "Are you going to ask questions?" No. "Are you going to talk about a place?" Yes. "If you like your friend's speech, what are you going to do?" Give a card. "How many people are you going to talk to?" As many as possible.

Feedback and Error Correction (2-4 minutes) • To provide students with feedback for the task and for the lesson

Teacher monitors during the free speaking activity and writes any problematic sentences along with a few correct sentences related to the target language. At the end of the activity, teacher asks who has the most amount of cards. Then asks the students who talked to that person about the place he/she has visited or would like to visit. After this, teacher writes the sentences she noted during monitoring on the board. Asks students the correct the mistakes and ends the lesson.

Web site designed by: Nikue