NO. OF HOURS PER WEEK: 2 NO. OF STUDENTS: 24 TEXTBOOK: SNAPSHOT - intermediate DATE: May, 24 th
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 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 checks attendance. Ss answer. T asks Ss to check their homework Ss read their homework. T-Ss T-Ss T-Ss
5
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 following hypothetical situation: 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 with it? How certain are you that if a person eats plutonium, they will get cancer? What about 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? T-Ss T-Ss
T-Ss
10
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 increasing or decreasing certainty with the sentence having the greatest degree of certainty at the top and the least amount of certainty at the bottom. 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 T- Ss-Ss T(facilitates) 10 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
Distribute worksheet and have students fill in the blanks, choosing an appropriate modal verb for each sentence. Go over answers with whole class. T
Ss
10
Activity 5: Practicing structures semi controlled practice Aim: to provide opportunity to use recently learnt material
Procedure Interaction Timing
Step 1. Independent practice: write one sentence using one chosen modal verb. Lay out 14 index cards on the front tabletwo 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. T-Ss Ss T-Ss T (facilitates) 15 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?