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Lesson Plan

Teacher: Chiliban Simona

School: Liceul Tehnologic Transporturi Auto Timisoara
Date: 15th of March 2017
Grade: 10th B
Lesson title: Modal Verbs
Lesson type: fixation of knowledge and developing skills
Time: 50 minutes
Skills: listening, reading, speaking, writing
Methods: Communicative Approach (Content-based, Task-based approach)
Techniques: conversation, explanation, dialogue, exercising, visualizing, practicing, questioning, writing
Organization: group work, whole class
to check previously acquired knowledge on modal verbs
to develop listening and speaking skills
to provide controlled and freer practice of modal verbs
to provide more interaction between students
By the end of the lesson students will be able:
to use modal verbs in order to talk about obligation, necessity, permission
to choose appropriate modals to complete a sentence
to rephrase sentences using the appropriate modals
to incorporate modal verbs into real-life context
to reinforce listening and speaking skills using modal verbs

Materials/Aids: computer, overhead projector, loud speakers, worksheets, cardboards, notebooks, whiteboard song Grammar in Songs
Modal Verbs
Anticipated problems: students might first get nervous about the lesson and they might be reluctant to engage in classroom discussions.
Students might become a bit noisy when working in groups and some of them may try to answer more than the others from their group. In
some cases, students may not understand all the tasks given by the teacher.

Possible solutions: teacher breaks the ice by initiating a small talk, by using humour or by asking simple questions that trigger short
answers. Teacher encourages the students to express their ideas freely and tries to create a supportive classroom atmosphere. Teacher may
use native language to facilitate a better understanding and may repeat the tasks (both English and Romanian) so that every single student
understands what he is asked to do.

Information about the class: the school curriculum offers two English lessons per week. They use Going for Gold Upper Intermediate
as their English course book, but the upper intermediate level of this course book is much too high for them, so the teacher has to bring a
lot of materials, worksheets appropriate to their English level. This is a mixed-ability classroom, made up of twenty-seven students. Most
of them have been taken from a very low level and still undergo remedial work to reach the appropriate level, but they show enthusiasm
towards improving their overall command of English and often communicate their own ideas with grammatical slips. They usually
understand instructions in English, yet sometimes teacher has to use native language to facilitate understanding.
Time Stage Aim Procedure Interactio Material Anticipated
n Problems And
5 Class -to prepare Ss T greets the Ss and sets the right mood for the lesson TSS Class P: Ss might first get
organization for the lesson through spontaneous dialogues that foster a positive SST register nervous about the
classroom atmosphere. T. asks Ss if there are any lesson.
-to create a absentees and checks the attendance. S: T breaks the ice
pleasant and by initiating a small
warm talk or by using
atmosphere humour.
5 Activity1: -to check Teacher reads some statements and Ss repeat the statement TSS P: Ss might be
Lead-in previously only if they consider it to be true. SST Worksheets reluctant to engage
acquired in classroom
knowledge on 1. I should eat a lot of salt. discussion because
modal verbs 2. I can climb a tree. of shyness, lack of
3. I must wash my hand before eating. confidence or fear
-to make Ss 4. I cant play the violin. of making mistakes.
aware of the 5. I mustnt listen to music during classes. S: T encourages Ss
new lesson 6. If I dont learn I might fail the test. to freely express
Ss repeat the statement only if its true for them. their ideas
15 Activity 2: -to develop T. tells the Ss that they are going to watch a video with TSS Computer P: Some Ss might
Listening listening skills parts from different songs and asks them to listen and then SST OHP have difficulty in
match a line in column A with a line in column B. When Loud getting the main
-to provide they have matched the two parts, T. asks Ss to underline speakers ideas because of
controlled all the modal verbs that they recognize. Ss are introduced Worksheets unfamiliar words.
practice of to the topic of the new lesson Modal verbs.
modal verbs S: T walks around
A B to make sure that all
May it be... be what I wanna be. Ss perform the
We might sigh and you mustnt cry. activity and helps
I just cant as well be strangers. them out when the
I know I can go on. case might be.
You mustnt get you out of my head.
The show must I stay or should I go?
Should the shadows call will fly
20 Activity 3: -to provide T. asks Ss to work in groups and match some of the modal TSS Worksheets P: Some Ss might
Vocabulary freer practice verbs they have identified in the previous activity with SST Cardboard have difficulty in
work of modal verbs their related expressions: should; may; must; can; SSSS Cube getting the main
might; could. ideas from the text
-to provide If I were you Id and talk in front of
more Why dont you? the whole class
interaction Be likely to S: T encourages
between Have got to them to freely
students Be able to express their ideas
Manage to and asks simple
Be likely to questions that
T. asks Ss to tick the correct explanation for each of the trigger short
modals: answers.
1. Leanne may look for a new job.
a. Leanne has permission to look for a new job.
b. Its possible Leanne will look for a new job.
2. No one can smoke in pubs and restaurants.
a. No one is allowed to smoke in pubs and
b. No one is able to smoke in pubs and restaurants.
3. You should wear glasses.
a. My advice is that you wear glasses.
b. Its possible that you will have to wear glasses.
4. You must be tired.
a. You are required to be tired.
b. Im sure you are tired.
5. Andys very busy, so he may not go to the party.
a. Andy doesnt have permission to go to the party.
b. theres a possibility Andy wont go to the party.
T gives each group of 4 children a cardboard cube having
written different modal verbs on each of its 6 sides. T asks
Ss to throw the cube like a die and make a sentence with
the modal verb that appears on the top side of the cube.
5 Activity 5: -to let Ss know T summarizes the lesson and assesses what has been TSS Brief oral P: Ss may find it
Feedback how well they achieved by asking brief questions about the content, SST questions intimidating to
session performed whether the language practice was useful or not, whether judge their own
(Assessment& -to check they enjoyed the activities or not and what they got out of activity
Self- understanding the lesson. S: T encourages Ss
Assessment) of using T thanks Ss for their active participation. to self-assess their
modal verbs activity