Günay Şimşek Günay Şimşek

Lexis and grammar expressing probability and modal of speculations.
Intermediate level


In this lesson students will learn how to express probability using vocabulary related to probability: 'may well', 'definitely', 'probably','likely to', 'unlikely to', 'more likely to', 'less likely to'. Also students will learn about modal of speculations (will, could, might, may) in the context of the internet - social networking sites.


Abc Handout Q3-4

Main Aims

  • To provide clarification and review of expressing lexis relating to probability and the clarification and review of the grammar about the modal verbs in the context of the internet communication - social networking sites.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a discussion about using the internet and also to speculate about present and future.


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

Ask ss to elicit some examples of the TL from the reading text which they have read in the previous lesson. Ask Ss to look at the title and think about what kind of structure this sentence has? Can they notice anything similar in grammatical or meaning with in the whole text? Ss work as a pair or group to discuss. Monitor W/C feedback.

Clarification (6-7 minutes) • To clarify the meaning, form and pronunciation of the target language

Ask Ss to look at the power point images and answer the question at first and ask them to talk about the likelihood of the use of the internet for each person in the slide. Ask them to speculate using the TL if they can. Ask Ss " what they think about percentages? Where would they have positioned each word? Ask Ss what type words are these and what comes after and before the modal verbs. These questions for the form: Subject + modal verb + infinitive. (leave the pronunciation practice after the 1st exercise after ss are familiar with them)

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

Ask Ss to look at the sentences in exercise 1a (sentences 1-7) Which model verbs mean: a) I'm sure about this?(2) b)This is a possibility (5) Ss read the sentences and categorise them individually or in pair. They check with their partner. Monitor W/C feedback

Pronunciation (3-3 minutes) • Enable Ss to pronounce the TL in a correct way.

Ask ss to repeat the sentences from the exercise focusing on the target structure. First model them and ask students to repeat the TL with the sentences focus being on the target language. "People may start to find the real world boring" show falling intonation. Model and drill different ways

Clarification 2 (8-8 minutes) • Clarify the meaning, form and the pronunciation of the TL.

Ask Ss to look at the slide which shows the words about expressing probability. Ask Ss to look at the diagram and think about the sentences in the reading text as well and decide where each word can go. Elicit answers from the ss what they think about expressing probability. Ask them to predict in a small group and go around to check with other ss. Teacher monitor. W/C feedback Elicit some answers " what kind of words are these" may well, definitely, and probably are (Adverbial expressions) Likely is an adjective Ask students which word come before them? Which words come after them?

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

Ask ss to read the sentences answer questions 1-4 individually then check in pairs. Ask ss to focus on the highlighted expressions to answer the questions. Teacher monitor. Nominate for feedback

Semi control Practice (5-6 minutes) • To provide students with practice of the target language

Ask Ss what they think the picture is suggesting. Look at the example and sentence 2 together, and find out a few learners' views on how likely these are in the future. Write a few learners views on sentence 2 on the board and find out who disagrees with it and why? Ss continue to prepare their sentences individually or in pairs. Change pairs for the discussion in 4. Monitor.

Freer speaking activity (6-8 minutes) • To allow students to work on their fluency and accuracy using the target language

Ask Ss to discuss the ideas in 3 together and answer: Do you have the same ideas? Show them an example on the slide. Ss should say when (and if) the things happen Monitor the groups to see how they are handling the new language. Monitor and note down useful and incorrect examples of language for a feedback session.

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