New lesson plan: Grammar: past tense modals

Aeva

Grammar: past tense modals - Upper-intermediate level

Grammar: past tense modals
Upper-intermediate level

Description

In this lesson, Ss learn how to use could have, would have and should have to express past tense possibilities, imagined situations in the past, and criticisms of past situations and behaviours respectively. As an introduction to the topic, they will begin by talking about the advantages and disadvantages of inheriting large sums of money, and who they would leave their money to if they were rich. They will then be exposed to the TL by quickly reading a short article and completing a gist task which consists of three questions - answers will be shared in OCFB. Next, they will complete a short matching task as a group to introduce/elicit the use and meaning of the TL. In the main part of the lesson the TL will be clarified in detail, covering meaning, pronunciation and form; choral drills will be given to practise the stressed and unstressed forms. Individually they will complete a multiple choice gap fill exercise for controlled practice, then check their answers and share in OCFB. Finally, in pairs they will be given freer practice by responding to prompts by creating personal statements of their own which they will then share in OCFB.

Materials

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Canva presentation

Google form

Canva presentation

Google form

Main Aims

To introduce and practise could have, would have and should have, used to express past tense possibility, imagined past situations and criticism of past situations or behaviour, respectively.

Subsidiary Aims

To provide Ss with practice talking about past possibilities, imagined situations in the past and criticisms of past situations or others' past behaviour in the context of their own lives.
To provide Ss with reading for gist practice in the context of inheritances.

Procedure (36-49 minutes)

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

I will start by asking Ss what the advantages and disadvantages of inheriting a large sum of money are, and what they would do with their fortune if they were rich.

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

I will give Ss 2 minutes to read a short article about famous rich people and who they left their money to, and to answer three gist questions about it. I will then conduct OCFB, before showing the correct answers on screen.

Highlighting (2-3 minutes) • To draw students' attention to the target language

I will show Ss three photos with three numbered statements using the TL, and ask them to match them to the three uses/meanings - A, B or C. This will be done as a group in open class format.

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

I will begin by showing Ss examples of real headlines which use the TL, and asking them what they think each headline means, to elicit meaning of the structure. I will check they have understood by asking CCQs. I will then move onto pronunciation and will model both stressed and unstressed forms, and ask them to compare. Then, I will move to a choral drill, and get them to practise pronouncing the structures with and without stress. Finally, I will clarify form - showing how these modal verbs are used with auxiliary 'have' in the past tense, and highlighting that modals do not need conjugation and so do not change, unlike other verbs. I will also highlight that these verbs can also be used for negation.

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

I will show students multiple choice gap-fill questions and do the first one with them. I will ask if they have any questions about the questions. Then I will send them the questions on a Google form. I will give them four minutes to complete individually, then three minutes to check answers in pairs (time allowing - otherwise, they will check answers in open class). I will conduct OCFB, show the correct answers on screen and ask if they have any questions about the answers.

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

I will show students a number of prompts and give them 4 minutes to write three personal responses individually, using the TL. I will then model a personal response by saying my own and give instructions that they are going to share their answers with a partner. I will encourage them to ask follow up questions if possible. I will model what I mean by a follow-up question. Then I will give them 5 minutes in BORs to practise. Finally, I will conduct OCFB.