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#$%
Anticipated prolems: students might first get ner$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/

Possile 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 aout 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 Aim Procedure %nteractio Material Anticipated
n Prolems And
Solutions
'( )lass 'to prepare Ss T greets the Ss and sets the right mood for the lesson T4SS Class + Ss might first get
organization for the lesson through spontaneous dialogues that foster a positi$e SS4T register  ner$ous about the
classroom atmosphere/ T/ as"s Ss if there are an, lesson/
'to create a absentees and chec"s the attendance/ S+ T brea"s the ice
 pleasant and  b, initiating a small
#arm tal" or b, using
atmosphere humour/
 ' Acti"ity*: 'to chec"   Teacher reads some statements and Ss repeat the statement T4SS + Ss might be
Lead+in  pre$iousl, onl, if the, consider it to be true/ SS4T or"sheets reluctant to engage
ac*uired in classroom
"no#ledge on *. ) should eat a lot o' salt. discussion because
modal $erbs +. ) can climb a tree. of sh,ness% lac" of 
. ) must wash my hand be'ore eating. confidence or fear 
'to ma"e Ss ,. ) can’t play the violin. of ma"ing mista"es/
a#are of the -. ) mustn’t listen to music during classes. S+ T encourages Ss
ne# lesson . )' ) don’t learn ) might 'ail the test. to freel, e!press
Ss repeat the statement onl, if it6s true for them/ their ideas
*'( Acti"ity ,: 'to de$elop T/ tells the Ss that the, are going to #atch a $ideo #ith T4SS Computer  + Some Ss might
Listening listening s"ills  parts from different songs and as"s them to listen and then SS4T ;< ha$e difficult, in
match a line in column A #ith a line in column B/ hen Loud getting the main
'to pro$ide the, ha$e matched the t#o parts% T/ as"s Ss to underline spea"ers ideas because of 
controlled all the modal $erbs that the, recogni)e/ Ss are introduced or"sheets unfamiliar #ords/
 practice of  to the topic of the ne# lesson .Modal $erbs3/
modal $erbs S+ T #al"s around
A - to ma"e sure that all
Ma, it be/// 8be #hat  #anna be/ Ss perform the
e might 8 8sigh and ,ou mustn6t cr,/ acti$it, and helps
 -ust can6t8 8as #ell be strangers/ them out #hen the
 "no#  can8 8go on/ case might be/
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,/
,.( Acti"ity /: 'to pro$ide T/ as"s Ss to #or" in groups and match some of the modal T4SS or"sheets + Some Ss might
0ocaulary freer practice $erbs the, ha$e identified in the pre$ious acti$it, #ith SS4T Cardboard ha$e difficult, in
1ork  of modal $erbs their related e!pressions+ should2 may2 must2 can2 SS4SS Cube getting the main
might2 could3 ideas from the te!t
'to pro$ide  )' ) were you )’d and tal" in front of 
more 0hy don’t you? the #hole class
interaction  1e li2ely to S+ T encourages
 bet#een  3ave got to them to freel,
students  1e able to e!press their ideas
 Manage to and as"s simple
 1e li2ely to *uestions that
 T/ as"s Ss to tic" the correct e!planation for each of the trigger short
modals+ ans#ers/
*. 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 $erb that appears on the top side of the cube/
'( Acti"ity ': 'to let Ss "no# T summari)es the lesson and assesses #hat has been T4SS Brief oral + Ss ma, find it
4eedack  ho# #ell the, achie$ed b, as"ing brief *uestions about the content% SS4T *uestions intimidating to
session  performed #hether the language practice #as useful or not% #hether   -udge their o#n
&Assessment? 'to chec"   the, en-o,ed the acti$ities or not and #hat the, got out of  acti$it,
Self' understanding the lesson/ S+ T encourages Ss
Assessment( of using T than"s Ss for their acti$e participation/ to self'assess their