Shevaugn Victor Shevaugn Victor

Degrees of obligation lesson
upper intermediate level

Description

In this lesson students are expected to learn about the use of modal verbs to express different degrees of obligation

Materials

Abc Gap fill-in handout; worksheets, whiteboard

Main Aims

  • To provide clarification of modal verbs in the context of age of responsibility in learning

Subsidiary Aims

  • To provide fluency speaking practice in a contractions in the context of age of responsibility in learning

Procedure

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

- T sets the stage for the lesson As a school principal I've known instances where children don't start school until they're 7 or 8. What do you think about these people? Do you think they're being responsible? T asks Who's responsible for a child's learning? Possible responses: parents, caregivers, Who's responsible for your learning as an adult? Ss discuss and share questions asked.

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

T introduces text and asks Ss to read while introducing the TL in context. (TL is underlined in the first sentence and students are to find the other 3 examples working individually) (1 minute) In Trinidad it is compulsory for children to attend school until they are 16 years of age. So as parents you'd better make sure that your child is school. You're supposed to enrol them in primary school from the age of 5. They're not supposed to be kept at home and away from school once they're under 16. Ss. read passage T instructs Ss to work in groups to compare answers. (1 minute) T reconvenes class and asks Ss to share answers (3- 4 minutes

Intensive Task / Gist (4-5 minutes) • To draw students' attention to the target language

T writes text on board and asks Ss to think about the words that indicate obligation. (Ss work individually in 1 minute) Are you to work individually or in pairs? (Ss are then invited to compare answers in pairs 1 minute) Now are you to work individually again? Do you have 5 minutes or 1 minute? Group task Students are asked to share answers with the whole class. (3 minutes)

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

Modal verbs serve various functions in sentences. For this task they are used with the infinitive form of the main verb to convey different levels of obligation. Meaning: She must be at the airport by 7 if she wants to get her flight for 9. She supposed to be at the airport by 7 if she wants to get her flight for 9. CCQ: Which word do you think goes better in the context for her to reach on time? S-S Explain the difference between "must" and "should" in terms of obligation. T When do we use "must" in a sentence? Provide an example. T When do we use "supposed to" in a sentence? Provide an example.

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

T presents an example of the worksheet items and gives instructions Read the sentences and select one of the answers from the brackets) State the degree of responsibility (strong, choice) Students __________ complete their assignments on time to demonstrate their commitment to learning. ( may, had better) (strong, option) Students _________ actively participate in class discussions to enhance their understanding of the subject matter. (must, should) (strong, option) Students are ________________ submit their papers by the end of the week as per the professor's instructions. (must, not supposed to) (strong, option) Teachers are ________________ provide feedback to students to support their learning and development. (supposed to, might) (strong, option)

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

Ss create one sentence each showing the use of modal verbs: must; supposed to, had better;

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