Didem Sezal Didem Sezal

Teaching Practice 7A 16/07/18
Intermediate level

Description

In this class Ss will be introduced to modals of speculation in present time in the context of magic tricks. After being made familiar with the topic and their background knowledge activated, they will be given a controlled practice to select the correct modal verbs in a dialogue, and semi controlled practice of deciding what modal verb should be used to explain an image of a magician and his trick, according to their level of certainty. Since pronunciation and the stress on the verbs carry a particular importance in terms of meaning with speculative modals, they will also be given exercises of pronunciations and pair work tasks. They will also have a freer practice to be able to use the modals while trying to explain each others magic tricks.

Materials

Abc Straightforward Intermediate Student Book. Second Edition. Macmillan.
Abc Straightforward Intermediate Teacher's Book. Second Edition. Macmilan.
S18e07 grounded vindaloop#source=6154fc40 b7a3 4387 94cc fc42fc47376e:c6cbd5e3 7eae 4cc3 94b7 119c8d412f99&position=7&sort=!airdate?size=16&default=html Clip from a TV show(Southpark)

Main Aims

  • To provide practice of the modals of speculation in the context of Illusions and magic tricks.

Subsidiary Aims

  • To provide accuracy in stress patterns of modals of speculation in the context of illusions and magic tricks.

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

I will greet the students and talk about the previous class and ask them what they liked about it. Ask them if they know any magic tricks and if they wanna share with the class or not.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

I will show a clip from Southpark TV show. I will then ask the students to pair up and talk about if they knew any of the tricks in the clip, if they can identify what happens in the tricks, how sure they are. I will then ask them to tell the class what their partner was saying to each other.

Highlighting (2-4 minutes) • To draw students' attention to the target language

I will draw a chart to the WB, showing a straight line that goes from sure to unsure, and back to sure.(page 104) I will also write the words: 'Cant, Could, May, Might and Must'' with negative and positive signs on each side of the line. I will ask students to discuss with their partners and place the words on to the chart where they think they should go. I will place one of them(can't) as an example on the board and leave the rest for them to discuss. 2 minutes time limit. WCFB.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

I will ask students to do the first practice under the grammar section alone and then compare answers with their partner. I will ask ICQs to confirm they understand the task. 2 minutes time limit. I will ask students to each read a sentence. WCFB I will then ask CCQs to prepare them for the next task.(Ex: why does B thinks it must be someone else? Eye colour) I will then ask them to look at the photo in the second exercise and write down 2 sentences using the modal verbs. 3 minute limit. Ss will work in pairs and compare answers(exercise 3), explain why they chose their modal verbs. WCFB. Pair work will be instructed for the third task. 2 minutes limit and WCFB.

Controlled Practice (2-4 minutes) • To concept check and prepare students for more meaningful practice

I will play the audio and ask them to underline the stressed word. Elicit answers about if they think the word stress changes the meaning, and how.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

I will play the next audio file and ask them to decide if the speaker is more or less certain.I will ask them to put L for less M for more next to the sentectes. I will ask ICQs to make sure they understand the task. I will instruct the class to compare and check their answers with the box in exercise 1 to help them. I will then put them in pairs and ask them to pronounce the sentences and their partner decides if the stress they put on the sentences make them more or less sure.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Seperate the class into two groups and give each group a magic trick explanation. Get them to read it and pick one student from group A and show the trick to the other selected student from group B. Each student says one sentence using the modal verb to guess how the trick is done.

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