Evrem Evrem

Teaching Practice 7
Pre-Intermediate level

Description

In this lesson, the students will learn forms of modal verbs " should, shouldn't, must and ought to" in the context of health problems. The lesson will start with a lazy man and students will discuss his problems. The students will do a variety of exercises varying from controlled practice to authentic practice. Meanwhile, students will learn the modal verbs and new vocabulary to be able to practice the TL.

Materials

Abc Picture
?size=16&default=html Matching HO
Abc Power Point
Abc Written practice HO
Abc Problem cards and Solution templates

Main Aims

  • to introduce and give practice in the use of modal verbs (should, shouldn't, must, ought to) in the context of health problems.

Subsidiary Aims

  • to practice the TL to improve Ss' fluency during the authentic practice stage.
  • to introduce the necessary vocabulary (health problems)

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

I will show them a picture of a man and tell them his name is Mr. Lazy. Then I will put them in pairs and they will discuss what his problem is and what he can do to feel better?. I will elicit the problem and try to get advice from the students.

Pre-teaching vocabulary (5-6 minutes) • to introduce vocabulary and prepare Ss for the next stages.

I will give them a matching HO for the health problems . ICQs: Are you going to match the problems with the pictures? Yes! FB: Answer key (slide show), I will do some drilling.

Test (5-6 minutes) • to see What Ss already know about the TL forms and give them some basic practice of the form.

I will ask them to work in pairs and find a solution for each problem. Monitor and check Ss. Fb: Elicit the solutions.

Teach- Highlighting (6-7 minutes) • to clarify theTL and to provide MFP

I will show Ss 4 sentences in the context of health problems and let them to work in pairs, discuss the differences for must, should, shouldn't and ought to. which one is stronger? CCQs: You should stay in bed./ You ought to stay in bed. Is it a good idea for me? Yes! Do I have another choice whether stay in bed or not? Yes! You shouldn’t stay in bed. Is it a bad idea to stay in bed? Yes! You must stay in bed. Is it necessary? Yes! Draw a cline to show the difference between should and must. Which one is stronger? Must stronger should=ought to should Then, drill for the pronunciation.

Controlled written practice (7-8 minutes) • To provide an opportunity to practice the target language form with a productive skill (writing)

I will give them a HO which includes advice for people who can't sleep. Ss will rewrite the sentences using should, shouldn't, must and ought to. FB: peer-check, Ss will write them and I will do error-correction on the board.

Authentic Practice (10-11 minutes) • to give Ss freer practice in using the TL and to improve their fluency.

I will give each student a problem and they will tell their problems to each other and give advice. They have to speak at least 5 people and get 5 advice. At the end, they will decide which advice is the best for their problem.

Feedback and Error Correction (3-4 minutes) • To provide feedback on students' production and use of language

Depending on time, I will separate them into groups and let them to tell their decisions to others. FB: if necessary error- correction on the board.

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