Rana Rana

Teaching Practice 6
B1 - Intermediate level


The main focus of this lesson is grammar. Modals of speculation in present time will be presented in the context of secrets (a carry-over theme from yesterday). Students' first task will be recognizing and underlining the target language in a transcript. Next, we will clarify meaning, form and pronunciation. Then, students will be given a controlled task from the Course Workbook. A semi-controlled activity (with a listening component) will follow suit. Lastly, students will produce the target language through a freer writing/speaking activity.


Abc Work Book
Abc Listening - CD track 2.20
Abc Course Book

Main Aims

  • To present, review, provide clarification and practice of the modals of speculation in the context of secrets and probable situations.

Subsidiary Aims

  • To provide accuracy speaking and writing practice in the context of secrets and situations they hear / guess.


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

Small discussion on The Da Vinci Code. I may ask if they read it or not, or if they have seen the movie or not (I've neither read the book, nor have seen the movie, but I know enough about it to be able to ask questions).

Exposure (2-3 minutes) • To provide context for the target language through a text or situation

I will remind the students about the audio recording of a radio show that they heard in class yesterday. I will also ask them if they might :) possibly remember some of the grammar Judy went over. I will explain to them that I will be giving them a shortened version of the radio transcript and want them to find in it four modal verbs followed by be + verb + -ing. I may ask "what are the modal verbs, do you remember?" and try to elicit "must, might/not, may/not, could, can't" before giving them the handout.

Highlighting (3-4 minutes) • To draw students' attention to the target language

The first task will -in a way- present the target language to the students. When they finish underlining the modal verbs followed by be + verb + -ing in the transcript, they peer-check. Then I reflect the handout on WB and ask students to do the underlining on WB for a WC-checking of the answers.

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

I use a marker sentence from context to discover the meaning of the target structure: "They may be waiting for the right moment before revealing the secret." Go over the form / structure. (Subj + may + be + verb + ing + adverbial phrase + before + verb + ing + object). Is this about the past, present or future? (Present). Is it certain or are we making a guess? (We are guessing). How sure are we in our guess? (very sure positive / very sure negative / not very sure). Show degree of certainty on a line on WB. Can we use any other words in place of may? Next, go over the pronunciation. Model first and drill.

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

Set the task. 4 multiple-choice questions from the Course Workbook. Students work alone; they peer-check and then we go quickly over the answers as WC. If I identify any problems, I address them right away; if not, we move on to the next stage.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

I pair the students before setting this task. I explain to them that they will hear some sound-effects now, recorded from the film, The Da Vinci Code. I will pause after each sound and ask them to look at the list they have and make a guess, then form a complete sentence about the sound they just heard, and say that sentence to their partner. After they complete the task, I randomly ask some students to report on what they heard, using the target language.

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

Students will be asked to think of four people they know. I will ask them: "What do you think they are doing now? Write two sentences using modals of speculation for each person. For instance my friend... My friend Mutlu could be presenting sales figures in a meeting." And I write my sentence on the board and tell them they need to write two sentences for each person they are thinking about (a total of 8 sentences). I monitor and do immediate error correction on the WB for the WC.

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