PHOTOCOPIABLE ACTIVITIES PAST MODALS eas BAD DAY EMAIL Use after: Lesson 34 about 40 minutes ne photocopy for every pair of students, cut in half Instruction: 1. Divide the class into pairs and allocate a Student A and a Student B in each pair. 2 Give out one resource sheet, cut in half, to each pair. Tell students not to show their paper to their partner. 3. Explain that they each have an email from a student called Freddy who is writing to his friend Jack. Freddy has had a bad day. 4 Give students time to read through the email and try to fill n the gaps. 5 Explain that they have different versions of the email and that they are going to check their answers by reading their emails aloud to each other. 6 When everyone has finished, get them to compare their emails to check answers, 7 Then ask them to write notes about a bad day that they have had, Tell them to use some of the past modals from the emails, Give them ten minutes. Ask students to describe their bad day to their partner. 9 Get whole-class feedback. Who had the worst bad day?Student A jackobakere uk ‘reédy@jones me.uk i yi Dear Jack, How ore you? I've had a terrible day. This morning 12 (was obliged to) babysit for my younger brother and sister. My mum left at seven in the morning so! had to make their breakfast and take them to school. | was really tired - P (it was a mistake to ploy) computer games all night! When | arrived at my French class, | realised that B {it was a mistake to do) my science homework last night, I should have done my French homework! After French, we had a maths test. I (it was 0 mistake not to study) more because | couldn't do it. At lunchtime, the girl that | like - Anna - invited me to go to the cinema in the evening but | remembered that | had to babysit ‘gain that evening! Ateight clock, my mum came home and told me that! didh’t have to babysit. So I phoned Anna, but the film had already started so| stayed at home and ° (was obliged to) watch something boring on TV. | shouldn't have got out of bed this morning! Love, Freddy Have you ever had a bad day? Write about it using had to, should have, shouldn't have and couldn't Tell your partner. Student B pcataene tiepnesest Dear Jack, How are you? I've had a terrible day. This moming | had to babysit fr my younger brother and sister. My mum left at seven in the morning so (was obliged to) make their breakfast and take them to school. ! was really tired -1 shouldn't have played computer games all night! When | arrived at my French cass, I ealised that | shouldn't have done my science homework lst night, |? {it was a mistake not todo) my French homework! After French, we had a maths test. | should have studied more becouse |? (didn't have the ability) do it. At lunchtime, the girl that | ike - Anna - invited me to goto the cinema inthe evening but | remembered that | ‘ {ivas obliged to) babysit again that evening! At eight o'clock, my mum came home and told me that | (wasn’t obliged to) babysit. So I phoned Anna, but the film had already started so I stayed at home and | had to watch something boring on TV. | shouldn't have got out of bed this morning! Love, Freddy Have you ever had a bad day? Write about it using had to, should have, shouldn't have and couldn't Tell your partner.10 SQUARE MODALS To practise modal verbs of obligation and permission ‘can, must, have to, should, wil, be Gilowed to, ought to, etc. Speaking, weiting Extension activity) [ess Use after Classbook Unit 10 Dea ‘one copy of the dot grid per pai; one set of modal cards (cut up) per pair Pre-activity (10 minutes) 1+ Draw the following grid of 12 docs on the board. Draw one line as an example. ‘+ Explain co che srudents thar they ate going to work in pairs, caking tums co draw line between the dots, The aim is to complete as many boxes as they can. Asa student completes a box, they initial ic co claim ig. Tell the students chat they should ery to complete their boxes without giving their partner the opportunity to make any boxes, ‘+ Select one pair to do a rial run with the grid on the board. Poine out that as che game develops it is also possible to complete multiple boxes. ‘+ When the grid is full, che studenc who has initiailed the most number of boxes is che winner, + Play che game a couple of times with differene pairs until the students understand ic. Procedure (20 minutes) 1 Divide che class into pairs. Give each pair a copy of the dor grid and a set of modal cards. (Some of the lines have been completed.) The scudents place the cards face down in a pack on the table. (Aleemnatively. one pair of seudents could play this on an OHT in front ofthe class, ofthis ean be done as a team game, wich ceam members representing their team in curn.) 2. The students play the game as modelled in the Pre-activity (see above). However, beface they can put their inicial in a box / series of boxes thar they have completed, they must pick a modal card and make a correct sentence or question exemplifying che meaning of the modal verb on. the card, e.g. Ze llowed to: ln Britain, you aren’ allowed to leave school tl _3ou're 16. che example sencence is correc, the student can puc their initial in the box(es); if nor, the ocher student claims the box(es) and inicials chem. (The teacher / other students can help decide if necessary.) 3. The modal cand is then placed ar the bortom of the pack, and the game continues unsil all che boxes have been compleced. 4 The winner is che student / eam who has initialled the most boxes. Extension activity + The seudents go through the modal cards and write as many example sentences foreach modal form as chey can think of They can check each other's sentences for accuracy.SQUARE MODALS wprttpptrssse a rrr It, t Poi. . oe . . . . . . .Model Modals Learning objective: To practise asking and answering questions with modals. Game objective: To be the first to reach the end of the trail while asking and answering questions along the way. Organization: Played in small groups of 3-5 students. Preparation: 1. Copy one board for each group. 2. Provide a die for each group and a place marker for each student. Description of the game: Students place their markers on the Start arrow. In turn, each student rolls the die and moves along the board. Students read the questions they land on. They must either ask a question, answer a question or ask another student to do something Could you do me a favour?. Students must use modals in their questions and answers. Rules: 1. If you land on a question, you must answer the question using a modal. 2. If you land on a May / ask you a question? space, ask any student a question using a modal. 3. If you land on a Could you do me a favour? space, ask any student to do something for you (staying within the classroom), using a modal. Be polite! Variation: * Photocopy the board into an extra-large size or use an OHP to play the game in a small class.—_J\. 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(anew cart Nae + wh I Dz could you what must am oman > favour? doina N A f Nook i, How must what wi oie | a teacher bei for” = next week? \ dass? oe S Ne What can (what should Y What do ‘What might eae asondofor | youwish | happenin ( isfunay? ver? you could | thenext (Who may Use a modal in your answers and questions! frend her “You should be nic you never can guess \ aor where your classmate wil and est sora S where Ya wt Cw ( V/s (tow could a youtea | mightyou | you doit fans" <7 elpyou | stopyoutrom getthe bet better livein 10. | youpass << reach your | achieving | grade in \ student? yeas time? gy ths class? 3 oe TP seater gp your goal” gp this dass?