Sample
LESSON PLAN
TEACHER:
GRADE: 8th
DATE:
TEXTBOOK: SNAPSHOT - Intermediate
DATE:
TYPE OF LESSON: revision
TOPIC: Modal verbs expressing probability and possibility
VOCABULARY:
Natural environment
Vocabulary words having to do with possibility, and certainty
STRUCTURES:
Modal verbs expressing possibility and probability
FUNCTIONS/COMMUNICATION:
Expressing possibility and probability
SKILLS: integrated
AIMS:
students practice the recently studied language structures;
Students become more familiar with these modal verbs that express varying
degrees of certainty
OBJECTIVES
COGNITIVE: by the end of the lesson students will be able to :
to generate their own sentences (at least two) using one or two modal verbs
understand and react adequately to complex questions and statements;
express information explicitly;
become aware and show understanding of the forms;
understand, produce and use the stated information;
Students will gain greater understanding of the following vocabulary words having to do with
possibility, and certainty
suggestion, certainty, conclusion, probability, capability, possibility, chance
express themselves in free writing and speaking.
AFFECTIVE:
making students confident in their ability to use the language;
creating interest in the topic of the lesson;
creating a relaxed atmosphere, proper for studying;
foster learner independence and cooperative learning;
stimulating students’ imagination and creativity;
having fun.
TEACHING AIDS:
Worksheets
Blackboard
1
Sample
TEACHING METHODS AND TECHNIQUES:
Communicative approach
Exercise; questions and answers; gap-filling exercise; drilling; sentence writing; conversation;
dialogues;
ORGANIZATION AND TIME:
Whole class
Individual work
Pair work
50’
ASSUMPTIONS:
I assume that most of the vocabulary to be taught is already known to my students.
ANTICIPATED PROBLEMS:
Modals and modality entail a good deal of complexity. Therefore, modals are usually taught in
groups of two or three in order to control complexity and not overwhelm the learner with with
subtle shades, or tones, of meaning. But this lesson presents broader range of modals to consider
STAGES OF THE LESSON
Activity 1: Warmer
Aims:
to review the previously learnt material
to motivate and involve students by means of personalisation
Procedure Interaction Timing
T greets Ss and asks about their state of mind and how they feel. T-Ss T-Ss 5’
T checks attendance. Ss answer. T-Ss
T asks Ss to check their homework
Ss read their homework.
Activity 2: Lead-in
Aim:
to prepare the context of the lesson
to activate awareness of modal context: degrees of possibility and certainty
Procedure Interaction Timing
Start out with question and answer discussion about T-Ss
following hypothetical situation: T-Ss 10’
T: “Do we all know what plutonium is?”
Ss: <various answers>
T: “Is it dangerous? Do you think it could cause cancer if you came into contact
T-Ssabout
with it? How certain are you that if a person eats plutonium, they will get cancer? What
2
Sample
if they just touch it? What about working in a nuclear power plant?
Write various student remarks about the possibility of plutonium causing
cancer. Ellicit an opinion from individual Ss.
“S—, what do you think? Is it possible for plutonium
to cause cancer if you handled it?”
Activity 3: Guided Practice
Aim:
To evaluate modal meanings
Procedure Interaction Timing
Pass out new cards to students (plutonium sentences) and ask them to sort them in order of 10’
increasing or decreasing certainty with the sentence having the greatest degree of Ss-Ss
certainty at the top and the least amount of certainty at the bottom. T(facilitates)
The cards (7):
· Plutonium will cause cancer (if it is ingested).
· Plutonium must cause cancer.
· Plutonium should cause cancer (if it is ingested).
· Plutonium can cause cancer.
· Plutonium may cause cancer.
· Plutonium could cause cancer.
· Plutonium might cause cancer.
Write the vocabulary list on the board to one side:
certainty
conclusion
probability
capability
possibility
chance
Ask three volunteers to write their lists on the board. Discuss each list as a class.
Notice where the order differs between lists. Discuss to invoke discovery,
awareness, and consensus of degree. Compare any differences. The important
point is to ask about what each modal verb means in terms of possibility and
certainty?
Activity 4: Controlled Practice
Aim:
to produce and use explicitly the recently learnt material
Procedure Interaction Timing
10’
Distribute worksheet and have students fill in the blanks, choosing an appropriate modal verb
for each sentence. Go over answers with whole class. Ss
3
Sample
Activity 5: Practicing structures – semi controlled practice
Aim:
to provide opportunity to use recently learnt material
Procedure Interaction Timing
T-Ss Ss 15’
Step 1. Independent practice: write one sentence using one chosen modal T-Ss
verb. T (facilitates)
Lay out 14 index cards on the front table—two for each modal verb under
discussion: will, must, should, can, may, could, might
Ask students to come up and pick a card, then write a sentence using the modal
verb that they selected. Instruct Ss that the sentence should indicate some
degree of possibility and certainty about doing something in of the following
topics (write these on the board): science, engineering, the environment,
transportation, health and medicine
Step 2.
Ask Ss to write their sentences on the board. For each sentence, ask class if they
agree. Discuss any variation or disagreement. How much obligation is implied?
How much choice? What does the modal verb mean in each sentence?
What other ways are there to say it?
