Lesson Plan Modal Verbs

Teacher’s name Ashfaq AslamDate of lesson 04/08/2014Time and length of lesson 10 a.m. (1 hour)Level of class (eg Beginner) IntermediateNumber of students 10Make-up of the class (eg age, strength / weaknesses, nationalities, mixed abilities)

A group of mature students with similar abilities. They are a multi-lingual group with various motivations for studying English.

Aims of the lesson By the end of the lesson, Ls will have studied the distinction in usage between different modal verbs in the TL (can, be allowed to, have (got) to, must, should), and Ls will have practiced the TL focusing on usage.

Secondary aims of the lesson Ls will have practiced speaking, writing, reading, and listening with the TL.

Anticipated difficultiesForm: Ls may have difficulty with the negative form of ‘have to go’ when they have to drop ‘got’ and use ‘don’t have to’.

Meaning: ls may have difficulty with distinguishing usage of TL as it applies to obligation, ability, permission and register of TL.

Pronunciation: Ls may have trouble with weak forms of ‘can’ and ‘have to’.

LoveTEFL Lesson plan template

Strategies to overcome difficulties Form: Prepare examples to model if eliciting fails. Drill and write forms on WB for Ls

Meaning: Give Ls unambiguous contexts and examples of usage, elicit usage rules and elicit ‘obligation’, ‘ability’ and ‘permission’ as categories to classify meanings of the forms. Prepare CCQQs

Pronunciation: Prepare model (T and L), drill and write forms on WB with IPAMaterials to be used WB, board markers, hand-outs, pictures, ball, listening CD, board magnets.


Timing Stage / Procedure Interaction Reason for doing the activity

5minWarm up: 1. T shows a picture of teens and elicits “teenagers”“Who has children?” (if not enough people – ask“Who was a child when they were young?”) and“What rules do you have for children or teenagers?” (1.30 minute)2. Ls write rules they have for their children. (1.30min)3. Ls share their rules in pairs. (2.30 min)

T>L

L

L<>L

To get Ls interested in andthinking about the topic and to personalize the topic to the Ls

3 minsSpeed ball sharing: 1. T explains the person with the ball has 10 seconds to share one rule for children. T models and passes the ball. (1 min)2. Ls pass the ball and share one rule each. (1-2min)

T>L

L<>L

To get all Ls involved andtalking in front of the classand energized for thelesson (short continuationof warm-up)


9 minGist listening for 1st test task: 1. T tells Ls they will now listen to two teens talking about their lives. Tells Ls to listen and answer Qs on the sheets (2 min)2. Ls listen to track 33 and answer questions (3min)3. Ls check with a partner (2 min)4. Feedback to task – T elicits answers (2 min)

T>L

L

L<>L

T>L

To give Ls a globalunderstanding of the listingthat will be used to testknowledge of TL

8 minFirst test task – listening:1. T tells Ls they must fill in the worksheet withwhat the girls said, guess first, then listen andcheck. Hands out worksheet (1 min)2. Ls fill in the blanks on their own, T monitors(2min)3. Ls listen to the CD, check answers, T monitors(2 min)4. Ls check answers in pairs (1 min)5. Feedback to task – T elicits

T>L

L

L

L<>L

To check for Ls understanding of TL usageand forms (and receptivelistening for pronunciation)


answers to WB (2min) T<>L

15 min

Discovery of meaning:1. T shows a family picture and points out his sister. Tells Ls he got an email from his sister, but he needs help figuring out what it means. Tells Ls they must read the email and match the ten highlighted sentences with the correct meaning below. (2 min)2. T elicits “obligation, permission, able to do” andchecks Ls understanding of the terms (2 min)3. Ls read email and match forms to meanings (2min)4. Ls work in pairs to match meanings, T monitors(5 min)5. Feedback to task. T elicits answers, uses CCQs to help Ls with difficult meanings (3 min)

T>L

T<>L

L

L<>L

T<>L

To get Ls to discover forthemselves the meaningand usage of the differentTL grammar forms


5 minPronunciation:1. T elicits TL (have to, I don’t have to, I’ve gotto, can, can’t, should, shouldn’t) each one inorder and finds a L to model pronunciation, ifno L has weak form pronunciation, T willmodel (2 min)2. T elicits negative forms after regular formshave been highlighted – focus on “don’t haveto” and negative of “have got to” (1 min)3. Drill the TL chorally and individually (1 min)4. Elicit TL to WB with IPA (2 min)

T<>L

T<>L

T>L

T<>L

To help Ls betterunderstand pronunciationof weak forms in TL

10 min Test task two:1. T tells Ls that his sister (age 13) will come tovisit. Tells Ls he needs help

T>L To check if Ls haveunderstood the differencesin meaning from thedifferent grammar forms


to set some rules forher. Tells Ls he prepared some ideas, but left outobligation or permission words. Tells Ls they arethe experts, so he needs them to fill in the blanksand to add some rules that he forgot. (1 min)2. Hand out worksheet and Ls fill in blanks, Tmonitors (1-2 min)3. T tells Ls they will check with a partner andcompare, and each one will come up to the OHPand fill in one blank and explain why. (1 min)4. Ls check and compare with a partner, T monitors(2 min)4. Ls come up and fill in blanks (2 min)5. T asks first L which one she/he wrote and why,first L asks another learner,

L

T>L

L<>L

L<>L

T<>L

and are able to use themproductively, also to get Lsto practice productivelywith the TL


and so on. (2 min)6. T asks Ls if they want to change any of the rulesand why (1 min)7. Feedback to error – T models somepronunciation errors over heard and showssome errors with form/meaning that he has

L<>L

T<>L

5 minProductive task 2:1. T tells Ls they must now come up with classrules. Tells them they have 3 minutes to come upwith a list of rules. Splits the class into two teamsand gives paper. (1 min)2. Ls write the rules (3 min)3. Feedback – Ls post the rules on the WB withboard magnets and have a gallery walk (1 min)

T>L

L<>L

L<>L

To get Ls to creatively usethe TL in a free practicesetting




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Lesson Plan Modal Verbs