Yohanna Guerra Yohanna Guerra

In the workplace
Low Intermediate level


In this lesson, learners will learn the use of modal verbs to make suggestions, give advice, and speak about obligations and possibilities through guided discovery based on the subject "In the workplace". This is followed by explaining MFPA of the main grammar point of the lesson. Finally, there is a freer practice where students work in pairs about personal situations followed by feedback and DEC.


Main Aims

  • To provide practice of could, should, might, may, has to/have to in the context of in the workplace.

Subsidiary Aims

  • CCRS Alignment: text Complexity


Warmer/Lead-in (10-15 minutes) • To set lesson context and engage students

-T greets students. -T review the grammar points from the last class. -T introduces the lesson with the unit and title: Unit/Week#7 - Title "In the workplace" -T introduces the main grammar points: Advice, suggestions, possibilities, and necessities. -T invites Ss to observe the picture. -T asks Ss to describe what is happening in the picture. - Ss share their opinions (volunteer work). - T asks "what should Norma do about her situation?" - Ss give examples. - T writes answers and underlines the TL. - T writes the TL for the grammar points of the lesson.

Clarification (15-20 minutes) • To provide a model of production expected in coming tasks through reading and speaking.

- T invites Ss to observe the picture. -T asks to match the text with the TL. - T shows the answer. -T remarks the TL again to activate previous knowledge. - T introduces MFPA of the TL. -T invites SS to look at the sentences. -T invites SS to discover the structure: S+ Modal verb + verb/action + Object. - T explains the difference between might and may: may=sth that can happen Ex: I may travel for the holidays this year. might=hypothetical or very unlikely Ex: Colorado might be hot during the holidays this year. - T asks to guess the difference between might/may. CCQ: "Is this likely or unlikely?" - T displays the answers. -T explains the difference between has to/have to. Has to=she/he/it Have to=I/you/we/they. - T CCQ for appropiacy: "Is this formal or informal?" -T checks out for extra questions.

Controlled Practice (5-10 minutes) • To highlight and clarify useful language for coming productive tasks

-T asks Ss to read the sentences silently. - T asks students to elicit the correct sentence. (voluntary work). - T displays answers.

Freer Activity (18-20 minutes) • To provide an opportunity to practice target productive skills

-T invites Ss to look at the picture. -T asks to read the sentences. -T asks to answer the questions in pairs. -T models an example of the task. -T asks to take a picture of the screen. -T opens breakout rooms. -T invites Ss to join and work in pairs.

Feedback and Error Correction (10-15 minutes) • To provide feedback on students' production and use of language

-T observes the breakout rooms for pair work and use of TL. -T observes for mistakes. -T elicits some students to report their tasks. -T corrects mistakes observed during pair work.

End of Session (10-20 minutes) • To provide time to present Student's homework and close the session with possible questions or comments.

-T invites Ss Angel to present his homework: "Presentation about a special topic". -T gives feedback to the Ss' presentation. -T asks Ss to give feedback to Angel. -T reminds Ss to complete Burlington practice. -T asks for questions or comments. -T dismisses the class.

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