Fouzia Fouzia

Teaching Practice 4
Pre-intermediate level


In this lesson, students will learn to expression of certainty or possibility by using 'will' and 'may/might' models though a guided discovery approach. Students will be given model sentences, they drill them, practice and they will be asked by the end to produce their owns through controlled and semi-controlled activities.


Main Aims

  • To provide clarification of future certainty and possibility in the context of a religious feast

Subsidiary Aims

  • To provide accuracy speaking practice through talking of future certain and uncertain events in the context of a religious feast


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

I start the lesson by asking students of what we call the first day that follows the end of ramadhan, if they say it in turkish I attempt to elicit from them in English. Then I ask of the name of the second religious feast to elicit its name, 'kurban' I guess they will say and then ask whether we work or study on that day. I check the concept understanding and ask whether the feast in religious or national; is it internationl or it's muslim's. I drill the word feast for seconds. I accept the word and check their understanding by asking, do we eat fish or meat in this feast?

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

I ask what event takes place in the 4th of October, when I elicit answer I give feed back: the 4th of October will be the feast day . Ask CCQ, is the feast today? when? is it sure that the feast is in october the 4th? when getting answers I write the sentence on the board : Four october will be the feast day. make a backchaining starting from day, or I start with Kurban in the sentence: Four October will be Kurban. the sencond stage I elicit from students of what do we need to buy before the feast, when I get the answers I inform them that Gulsen (one of the students) is ready to come with me to Kapali Carsi (the grand bazard) to do shopping. I ask students, am I sure that Gulsun comes with me? she comes with me now or someday in the future? when I elicit answers I right or the board : Gulsen may/might go with me the grand bazard. Let students read the sentence from left to write and drill it, and then do a back chaining starting from bazard.

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

I write the model sentence 1 and then 2, and write below their forms. afterward I highlight the difference in meaning between I will and I may. But before, I would raise the question next to the sentence: is it sure that the feast will be on October the 4th? Is the day off today or in the future? also I am sure that Gulsen comes with me? she coms with me tonight or tomorrow? and let students brainstorm. I give WCFB and explain that 'will' expresses future cerainty but "may or might" express possibility.

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

To write on the board the two sentences: October the 4th will be a day off and clarify that the sentence consists of: subject+ Modal verb+ verb in the infinitive+ object I work on drilling with students through backchaining until students pronouce it right. the second sentence I write: Gulsen may/might go with me which also includes sub+ modal verb+ verb in the infinitive I ask students what they notice of the verb after the modal verb: and whether we can change it. also, is the model verb changed? I drill the second sentence using the same techniaue and I emphasize stress and linking of the words- in case of weak form- and highlight the content words.

Controlled Practice (4-8 minutes) • To concept check and prepare students for more meaningful practice

In order to check their anderstanding, I give a controlled practice to students to work in pairs. The task includes some mistakes correction or the correect use the verb into brackets. The activity is aimed at checking their understanding the correct use of the modals for certainty and possibility. I get students feedback and correct errors on the spot redarding acuracy either by using my legs, fingers (to show contraction or deletion) or reformulation. By the end, WCFB will be preovided to confirm meaning and pronunciation.

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

By the end of the lesson, I divide students into men and women and ask them respectively to imagine that Turkey in 2020 will be governend by a woman and also in 2020 the prime minister will stop women from work and allow just men. students will be asked to form as much sentences as possible by using centainty or possiblitity in the above mentionned issues. If time allows, I encouarage stundetnt to use a free topic to talk about by using will, might or may to make sure that they have swallowed the concept

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