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Modals of deduction and speculation
Intermediate level

Description

In this lesson, students will learn the functional language of modals of deduction and speculation " must, can't, might, could". TL will be presented through model sentences taken from the listening. Ss will be given 3 controlled practice activities for checking MPF .The students will then engage in a freer speaking task. Finally, delayed feedback will be offered to correct errors from the final speaking activity.

Materials

Abc Coursebook
Abc Tapescript
Abc Handout
Abc Cut-ups
37hgzntwmj7shi7ynlwd tp3 tp3.pptx

Main Aims

  • To provide clarification of MPF of modals of deduction through PPP in the context of speculation and decision-making

Subsidiary Aims

  • To provide gist listening practice
  • To provide spoken fluency practice

Procedure

Warmer/Lead-in (4-5 minutes) • To Engage students

Make small talk with the students to warm them up after the break. As this is a monolingual group sharing the same culture, I make myself more relatable by delving a little into their cultural habits e.g telling them & showing them I like turkish tea. Then I supposedly notice that some students aren't present, which brings us to the next stage, activating schemata. Ss Brainstorm some ideas about why these students aren't present, thus using some modals of deduction.

Pre-listening (5-7 minutes) • To clarify the meaning of TL

Students see a photo of a business setting with an empty chair alluding to the absence of the chairman/chairwoman. I ask them to discuss in pairs. Get W/C FB. I focus Ss's attention on the powerpoint presentation. Elicit meaning of the TL "must, can't, might, could". CCQs in pairs. W/C FB. Controlled practice for the purpose of clarifying the meaning - Give out ex 2a Ss . Work in pairs.

While Listening (2-3 minutes) • Exposure to modals through listening and prepare them for the next stage

"listen to the recording to see if your answers are correct ..or wrong" . Listening task for exposure. The Ss listen to the TL and during the next stage they'll learn the pronunciation of the modals.

Post-listening (5-6 minutes) • To clarify the pronunciation of TL

After the Ss listened to the modals, they now learn to pronounce them. Focus Ss attention on the correct pronunciation. Choral & Group drilling. Demo ex 3a first with an example(mango) of how emphatic stress can alter the level of certainty. Controlled practive #2 - Give out ex 3a. Ss listen to the recording and determine which sentence conveys more certainty. Get FB.

Presentation & clarification of the form (9-10 minutes) • To clarify the form of TL

Give out tapescript.The transcript is used for form-focused study after the task.Ask students to work with their partners. Highlight the modal verbs and the first word after them. Elicit the form from the Ss. Write on WB. CCQs on the form. " I must to go to the restaurant. He mights come to the party tomorrow. " Ss correct these sentences.

Freer Practice (10-15 minutes) • To provide spoken fluency practice

Activity 4 - Story-telling to set the context of the activity. Demo with the help of two students. Verbal Instructions "You are Team S ,team C ,team F ,team K ". "When you find the house, sit down with your group" As the letters aren't in the alphabetical order I also have them on WB so Ss won't get confused. Ss move in the classroom in groups aiming to find the clues. Everytime they find a clue they engage in a discussion practicing the modals.Monitor to help Ss with unknown vocabulary or instructions. Ask Ss to give their classmates who were able to finish the activity a round of applause

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