Lesson Plan
Teacher: Chiliban Simona School: Liceul Tehnologic Transporturi Auto Timisoara Date: 15th of March 2017 Grade: 10th B Lesson title: Modal erbs erbs Lesson type: fi!ation of "no#ledge and de$eloping s"ills Time: 50 minutes Skills: listening% reading% spea"ing% #riting Methods: Communicati$e Approach &Content'based% Tas"'based approach( Techniques: con$ersation% con$ersation% e!planation% dialogue% e!ercising% e!ercising% $isuali)ing% practicing% *uestioning% #riting Organization + group #or"% #hole class Aims: •
to chec" pre$iousl, ac*uired "no#ledge on modal $erbs
•
to de$elop listening and spea"ing s"ills
•
to pro$ide controlled and freer practice of modal $erbs
•
to pro$ide more interaction bet#een students
O!ecti"es
B, the end of the lesson students #ill be able+ •
to use modal $erbs in order to tal" about obligation% necessit,% permission
•
to choose appropriate modals to complete a sentence
•
to rephrase sentences using the appropriate modals
•
to incorporate modal $erbs into real'life conte!t
•
to reinforce listening and spea"ing s"ills using modal $erbs
Materials#Aids: computer% o$erhead pro-ector% loud spea"ers% #or"sheets% cardboards $ noteboo"s% #hiteboard song .Grammar in Songs
Modal Verbs’ https://www.youtube.com/watch?v=!cS"nVn#$% Anticipated prolems: students might first get ner$ous about the lesson and the, might be reluctant to engage in classroom discussions/
Students might become a bit nois, #hen #or"ing in groups and some of them ma, tr, to ans#er more than the others from their group/ n some cases% students ma, not understand all the tas"s gi$en b, the teacher/
Possile solutions: teacher brea"s the ice b, initiating a small tal"% b, using humour or b, as"ing simple *uestions that trigger short
ans#ers/ Teacher encourages the students to e!press their ideas freel, and tries to create a supporti$e classroom atmosphere/ Teacher ma, use nati$e language to facilitate a better understanding and ma, repeat the tas"s &both nglish and omanian( so that e$er, single student understands #hat he is as"ed to do/ %n&ormation aout the class: the school curriculum offers t#o nglish lessons per #ee"/ The, use &Going 'or Gold (pper )ntermediate 3
as their nglish course boo"% but the upper intermediate le$el of this course boo" is much too high for them% so the teacher has to bring a lot of materials% #or"sheets appropriate to their nglish le$el/ This is a mi!ed'abilit, classroom% made up of t#ent,'se$en students/ Most of them ha$e been ta"en from a $er, lo# le$el and still undergo remedial #or" to reach the appropriate le$el% but the, sho# enthusiasm to#ards impro$ing their o$erall command of nglish and often communicate their o#n ideas #ith grammatical slips/ The, usuall, understand instructions in nglish% ,et sometimes teacher has to use nati$e language to facilitate understanding/
Time
Stage
'(
)lass organization
'
Acti"ity*: Lead+in
*'(
Acti"ity ,: Listening
Aim
Procedure
'to prepare Ss T greets the Ss and sets the right mood for the lesson for the lesson through spontaneous dialogues that foster a positi$e classroom atmosphere/ T/ as"s Ss if there are an, 'to create a absentees and chec"s the attendance/ pleasant and #arm atmosphere 'to chec" Teacher reads some statements and Ss repeat the statement pre$iousl, onl, if the, consider it to be true/ ac*uired "no#ledge on *. ) should eat a lot o' salt. modal $erbs +. ) can climb a tree. . ) must wash my hand be'ore eating. 'to ma"e Ss ,. ) can’t play the violin. a#are of the -. ) mustn’t listen to music during classes. ne# lesson . )' ) don’t learn ) might 'ail the test. Ss repeat the statement onl, if it6s true for them/ 'to de$elop T/ tells the Ss that the, are going to #atch a $ideo #ith listening s"ills parts from different songs and as"s them to listen and then match a line in column A #ith a line in column B/ hen 'to pro$ide the, ha$e matched the t#o parts% T/ as"s Ss to underline controlled all the modal $erbs that the, recogni)e/ Ss are introduced practice of to the topic of the ne# lesson .Modal $erbs3/ modal $erbs A Ma, it be/// 8be #hat #anna be/ e might 8 8sigh and ,ou mustn6t cr,/ -ust can6t8 8as #ell be strangers/ "no# can8 8go on/ 9ou mustn6t 8 8get ,ou out of m, head/ The sho# must8 8 sta, or should go: Should 8 8the shado#s call #ill fl, a#a,/
%nteractio n
T4SS SS4T
T4SS SS4T
T4SS SS4T
Material
Anticipated Prolems And Solutions Class + Ss might first get register ner$ous about the lesson/ S+ T brea"s the ice b, initiating a small tal" or b, using humour/ + Ss might be or"sheets reluctant to engage in classroom discussion because of sh,ness% lac" of confidence or fear of ma"ing mista"es/ S+ T encourages Ss to freel, e!press their ideas Computer + Some Ss might ;< ha$e difficult, in Loud getting the main spea"ers ideas because of or"sheets unfamiliar #ords/
S+ T #al"s around to ma"e sure that all Ss perform the acti$it, and helps them out #hen the case might be/
,.(
'(
'to pro$ide T/ as"s Ss to #or" in groups and match some of the modal freer practice $erbs the, ha$e identified in the pre$ious acti$it, #ith of modal $erbs their related e!pressions+ should2 may2 must2 can2 might2 could3 'to pro$ide )' ) were you )’d more 0hy don’t you? interaction 1e li2ely to bet#een 3ave got to students 1e able to Manage to 1e li2ely to T/ as"s Ss to tic" the correct e!planation for each of the modals+ *. 4eanne may loo2 'or a new 5ob. a. 4eanne has permission to loo2 'or a new 5ob. b. )t’s possible 4eanne will loo2 'or a new 5ob. +. 6o one can smo2e in pubs and restaurants. a. 6o one is allowed to smo2e in pubs and restaurants. b. 6o one is able to smo2e in pubs and restaurants. . 7ou should wear glasses. a. My advice is that you wear glasses. b. )t’s possible that you will have to wear glasses. ,. 7ou must be tired. a. 7ou are re8uired to be tired. b. )’m sure you are tired. -. 9ndy’s very busy so he may not go to the party. a. 9ndy doesn’t have permission to go to the party. b. there’s a possibility 9ndy won’t go to the party. T gi$es each group of = children a cardboard cube ha$ing #ritten different modal $erbs on each of its > sides/ T as"s Ss to thro# the cube li"e a die and ma"e a sentence #ith the modal $erb that appears on the top side of the cube/ 'to let Ss "no# T summari)es the lesson and assesses #hat has been Acti"ity ': 4eedack ho# #ell the, achie$ed b, as"ing brief *uestions about the content% session performed #hether the language practice #as useful or not% #hether &Assessment? 'to chec" the, en-o,ed the acti$ities or not and #hat the, got out of Self' understanding the lesson/ Assessment( of using T than"s Ss for their acti$e participation/
Acti"ity /: 0ocaulary 1ork
T4SS SS4T SS4SS
or"sheets Cardboard Cube
+ Some Ss might ha$e difficult, in getting the main ideas from the te!t and tal" in front of the #hole class S+ T encourages them to freel, e!press their ideas and as"s simple *uestions that trigger short ans#ers/
T4SS SS4T
Brief oral + Ss ma, find it *uestions intimidating to -udge their o#n acti$it, S+ T encourages Ss to self'assess their