Manuel Manuel

TP8 Grammar
Upper Intermediate level

Materials

Edit?usp=sharing ?size=16&default=html Google Slides
Abc Power Point
Abc Zoom Whiteboard

Main Aims

  • To enable students to understand and use modals to express degrees of certainty in the past in the context of Mayan civilization

Subsidiary Aims

  • To develop students´skills of reading for gist in the context of Mayan civilization.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Lead-in: T. presents a picture and asks Ss about Maya civilization. WC.

Exposure (5-8 minutes) • To provide context for the target language through a text or situation

Task 1: T. asks Ss to read a short paragraph about the Mayan civilization. Ss have to read fast and identify the gist of this text. Ss read the paragraph and answer the question: Is the writer 100% sure about what happened to the Mayas? How do you know? Ss: He is not sure. / The writer uses some words like might, and could. T. gives WCFB. Task 2: T. asks Ss to read the text for a second time and identify the modals that express speculation in the past. Ss use the annotation tool to check answers. WC. T. gives WCFB.

Clarification (10-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Task 3: Meaning: T shares slide with two sentences. Ss have to identify the difference between them. T asks for volunteers to share their answers. T gives WCFB. T shares the next slide and asks the same question. Ss express their ideas orally. T. gives WCFB. Task 4: Form: Ss work individually and complete a chart with the correct form of modals in the past. WC T. checks answers in Google Slides and Zoom´s chat box. WC Task 5: Ss work in breakout rooms and choose the correct answer. Teacher monitors. Ss check answers using the annotation tool. T. gives WCFB. Task 6: Pronunciation: T. elicits the pronunciation of might, have, and left. T. models the pronunciation of the reduced form of might have. T. models the pronunciation of the whole sentence. Ss drill. T. asks some volunteers to read the sentences. T. elicits the pronunciation of could, not, have. T. models the pronunciation of the reduced form of could have not T. models the pronunciation of the whole sentence. Ss drill. T. asks some volunteers to read the sentences. T. gives WCFB

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Task 7: T. asks Ss to get ready to play a game. Ss access the link. Kahoot. Ss have to choose the correct answer. T. gives WCFB after each question and checks students' accuracy.

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

Task 8: T. presents 2 pictures. T. asks Ss to speculate about the two situations. T. asks Ss: What happened? T. models the activity with one example. Ss work in breakout rooms. T monitors. Ss share their ideas with the class. T. gives WCFB

Feedback and DEC (4-5 minutes) • Feedback on the follow-up task.

T. shares zoom board to write some sentences, so he can elicit errors and corrections from Ss.

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