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50 Minute Lesson Plan Example

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Lesson Plan

Date: 4th January

Level: Intermediate
Activity: Teaching of Model verb: The students will practice the use of modals through singing and games.

Skills: Speaking, Listening, and writing.

50 Minute Lesson Plan to Teach Modal Verbs

Outcome Expected: throughout the entire learning lessons, the students ought to identify diverse modal verbs and the meaning that each of the verbs conveys: such as ability, suggestion, obligation, and necessity. The students are also expected to also construct grammatically correct sentences that contain modals in the correct context. While the lesson still continues, the teacher will also expect the students to rehearse the use of the modal verbs through singing a song mashed up with modals verbs (Skocik & Weston, 2002 p. 67). The modals verbs will entail in the construction of the lyrical part of the song hence making it possible for the students to practice and convey the meaning of the verbs. Eventually, the teacher will also require the students to play some of the ESL games that will further promote the understanding of the modals verbs.

Resources Needed for the Lesson: The dictionary, board, marker, computers, data shows, worksheets, and speakers.

 

Introduction :

Greetings.

 

 

 

 

 

 

 

 

Intro-Warm up

“Using Modal verbs: an interactive presentation”

 

 

 

 

 

 

 

While-Stage:

“The modal verb song”

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Post Stage:

“Review on Modals Verbs”

Time

 

10Mins

 

 

 

 

 

 

 

 

 

 

 

 

15Mins

 

 

 

 

 

 

 

 

15Mins

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

10Mins

Comments:

In the introduction, the teacher will greet students, call out the roll call and inform the students that the lessons will entail of modal verbs.

The teacher will give examples of related modal verbs: Can, Can’t, Should, Shouldn’t, Might, Have to and Must (Gerngross, Puchta & Thornbury, 2007 p. 81)

The teacher will then offer a brief description of the three stages of the lesson.

The Introduction:

In the introduction, the teacher will present a PowerPoint that will reveal modal verbs to the students.

While stage: The teacher will expect the students to sing along the modal verbs songs.

Post Stage:

The teacher will present the ESL games on modals verbs and expect students to take part in the games.

The teacher will present PowerPoint slides containing modal verbs. In the presentation, the explanation of the usage of the modal such as; Must Can Cannot, Must not, May not, and May (Skocik & Weston, 2002 p. 78). The PowerPoint will also contain a brief description of the modal verbs. The meaning of each of the modal verbs will also entail the main parts of the slides. Through the use of the L2 audio samples, the teacher will also give the correct pronunciation and usage of the modal verbs. (The teacher will require the students to pay attention to the audio samples).

After the presentation and necessary explanations, for purpose of ensuring that students have understood, the teacher will require the students to complete 5 fill in exercises Must (Gerngross, Puchta & Thornbury, 2007 p. 81).

 

After completing the first activity, the teacher will ask the students to attentively watch a music video. The music video will entail the music video where diverse songs will be mashed up and lyrics contain modal verbs (Capel & Sharp, 2013 p.44). An example of such a song entails; http://www.youtube.com/watch?v=3KcSEnVnQ98

The teacher will later explain the usage concerning most of the modal verbs and how they work in sentences. For instance: May, May it be?, might, can, can’t, mustn’t and should Must (Gerngross, Puchta & Thornbury, 2007 p. 112).

In order to ensure that all the students understand, the teacher needs to play the video twice or thrice hence ensuring that all students comprehensively understand. The teacher also needs to show videos that contain written L2 inputs hence make it possible for the students to relate the modal verbs in the lyrics with the written information (Skocik & Weston, 2002 p. 95). At this level, the teacher becomes capable of asking and clarifying doubts concerning vocabulary and idiomatic expressions that the students might face difficulty in understanding.

(In all the situations, the teacher needs to notice to the mood of the students; the audience in the classroom environment. One of the greatest drawbacks of applying games and songs for purposes of teaching is the fact that the songs occasionally saturate the minds of the students (Capel & Sharp, 2013 p.71). In this case, it becomes easy for the students to get distracted from the actual class hence pay less attention).

 

In an effort to ensure that the students understand the modal verbs appropriately, the teacher will introduce the third stage that involves asking the students to play three online games

During the playing of the games, the students ought to rehearse the use of the modal verbs taught during the classroom lesson such as: Can, Can’t, Must, Must not, May, and might (Capel & Sharp, 2013 p.148). The teacher ought to provide enough information concerning the way students need to play the games. The teacher also needs to engage in playing the games hence ensuring that the students learn to obtain the correct vocabulary and checking of the scores.

Bibliography
  • Capel, A., & Sharp, W. (2013). Objective proficiency. Cambridge, Cambridge University Press.
  • Gerngross, G., Puchta, H., & Thornbury, S. (2007). Teaching grammar creatively. Cambridge,  Cambridge University Press.
  • Skocik, C., & J. Weston Walch (2002). English lesson plans for substitute teachers.          Portland, Me: J.W. Walch.

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