Adriana Quezada Adriana Quezada

Teaching practice 4
Intermediate level


In this lesson, students learn about modal verbs of obligation, necessity and prohibition through guided discovery based on a reading text about tipping in restaurants. The lesson starts with a pair discussion about tipping. This is followed by a jigsaw reading where students read about tipping in restaurants. Finally, there is some controlled practice through sentence reformulation and free practice as a speaking boardgame.


Main Aims

  • To introduce and revise modal verbs: obligation, necessity, prohibition through a text about tipping restaurants.

Subsidiary Aims

  • To provide gist reading practice using a text about Tipping in restaurants
  • To provide speaking practice using modals of obligation and advice.


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

The teacher shows a comic strip about tipping at a restaurant on Google slides. The T instructs students to get in pairs, read the comic and discuss the questions about tipping. Do you normally leave a tip in restaurants? How much do you leave? T nominates a student to give answers in OCF.

Exposure (4-6 minutes) • To provide context for the target language through a text about tipping in reastaurants

T assigns one slide per student. Learners read the paragraphs and put them in order. Learners compare the answers in Breakout Rooms T leads OCFB to show the correct order.

Highlighting (3-5 minutes) • To draw students' attention to the target language

T shows the article ordered. T nominates students to read each paragraph. T draws students' attention to the highlighted expressions. Learners match the highlighted phrases to their meaning. Learners are asked to check other verbs that could be used for 1, 4, and 5 meanings.

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

T shows students 5 statements about the highlighted phrases from the article. Students take turns to match each statement to the corresponding phrase. T asks students what other examples they can find in the article to match the statements. Students share ideas as a whole class. T asks CCQs 1. Do you know what these phrases have in common? 2. What do we call these expressions? Modals 3. What do they mean? Obligation, Necessity, Prohibition and Advice 4. What do you know about Modal Verbs? They are helping verbs. / They don't take verb forms. Meaning: T asks students what Modals of Obligation, Necessity, Prohibition and Advice mean. Learners share additional verbs for modals of obligation, necessity, prohibition and advice. T explains some important information about these modals. Form: Students read examples and check Grammar Bank information. T remarks the use of modals: bade form of verbs used/ negatives/ Pronunciation: T shows a slide with 5 modals studied in class and their phonetic transcriptions. T nominates students to match each one. T leads choral drilling.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

Individually students work on a Google Form to practice the use of Modals of Obligation and Advice In pairs, students compare answers and justify choices. T leads OCFB

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

T shows students the slide with a speaking boardgame: Three Things Students get in pairs and take turns to roll a die and play the speaking boardgame. T monitors breakout rooms. T leads OCFB and DEC.

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