Daniel Daniel

Copy of Must/have to/ Should (Obligation)
B2 level

Description

In this lesson, the students will learn 'must,have to, should(obligation). Grammar topic will be taught by guided discovery. Then, the lesson will continue with the controlled practice and speaking activities.

Materials

Wqgakibrrnhmsppyuakz modals quotations Quotation for Modals
Qoynatsevlnltdmktczt modals quotations Quotation for Modals
3e5jpahftx2ep94uxuqt modals quotations Quotation for Modals
Abc Exercises from Student's Book
Abc Exercises from workbook
Csegi2pitxk7yz4kk3db modals job game Game
U4m4xwefq7qqga5yfedj mr bean bad customer service Video
C8s6irdstqjfyvqjcvce guided discovery for modals Handout for guided discovery
Rigcazipdtiunyqwhocw modals quotations Quotation for Modals
Sxgzklyvkvpqwzaqnzmz modals quotations Quotation for Modals
Xdjceyhrivrijipmcahd modals quotations Quotation for Modals
Nvgyuchkyixkjixplsji modals quotations Quotation for Modals

Main Aims

  • To provide clarification and practice of must ,have to, should (obligation) in the context of modern manners

Subsidiary Aims

  • To provide gist listening practice using a text about mobile phones and to provide fluency in speaking with pair work in the context of modern manners

Procedure

Stage 1 (Lead-in) (2-8 minutes) • To provide the ss to watch a video about manners and to introduce the topic with some related quotations and picture from the student's book

- The teacher starts the lesson with a video and asks the ss to watch the video. - The teacher discusses about the video and ask what should he do? what doesn't he have to do while driving his car? What does he have to do in the traffic? -Then, the teacher shows some quotations which include modals verbs and asks the ss to discuss what they understand from the quotations. - Next, the teacher asks the ss to look at the pictures on page: 37 and answer the questions in pairs. - The teacher checks the answers quickly without discussing the three questions.

Stage 2 (2-5 minutes) • To introduce modals through guided discovery

-The teacher gives the exercises to the ss. - The ss work alone through guided discovery. - Then, the ss check their answers with their partners. - The ss unfold the paper and the teacher elicits the answers from the ss while asking CCQ.

Stage 3 (2-5 minutes) • To listen the audio script and match the speakers with what they say.

- The teacher plays the audio script and the ss listen and match the speakers what they say. - If it is necessary, the teacher plays the audio script again. - The teacher writes the answer key on the whiteboard.

Stage 4 (2-3 minutes) • To match the sentences with their meaning

- The teacher asks the ss to match the sentences from the dialogues with their meaning individually. - The teacher asks the ss to check the answers withe their partners. - The teacher monitors and gives the answers to the whole class.

Stage 5 (2-6 minutes) • To find the correct answer.

- The teacher distributes a controlled practice activity from workbook. -The ss circle the best answers individually. -The teacher asks the ss to check their answers withe their partners. -The teacher writes the answers on the whiteboard.

Stage 6 (2-6 minutes) • To listen the audio script

- The teacher plays the Cd 3.3 and pauses for the ss to repeat and copy the rhythm. - The teacher drills individually and chorally through back chaining

Stage 7 (2-5 minutes) • to focus on manners and laws

- The teacher gets the ss to read the definition and manners or the law and make sure they understand it. - Th teacher focus on the instructions and the first sentence in Manners or the law? - The teacher asks if there is a law about not playing noisy games on a mobile in a public and elicit there isn't. - The teacher explains it is good manners and the ss write the first sentence M(Manner). -The ss get the ss in pairs to mark the other sentences M(manner) or L(law). - The teacher ask the ss if the answer is Manner, the ss will raise their hands and if the answer is Law, they will make a cross sign. -

Stage 8 (5-7 minutes) • To provide the ss to use modals in a game.

-The teacher divides the classroom into two groups. - Each student from each group comes one by one and picks up a card. The teacher sticks a paper on their forehead. Then, the student who has a card on her forehead, goes her group friends and the student has to make sentence with modals. For example, ' You shouldn't speak Turkish in the classroom. You have to talk in English.' The student has to guess and try to find the job that their friends explain.

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