Teacher: Nouhaila Karimeddine Focus: Grammar
Level: 2nd Bac Integrated Skills: Speaking & Writing
Unit2: Humour Timing: 60 minutes
Textbook: Ticket 2 English Materials: WB, Textbook, Worksheets
Objectives: By the end of this lesson students should be able to:
- Recognize modal verbs in sentences.
- Understand the meaning and functions of different modal verbs.
- Apply their knowledge of modal verbs in speaking and writing activities.
Stages Procedures Rationale Mode Timing
of
work
Preparation - T greets Ss To promote
(warm-up) - T divides the class into small groups and collaboration and Small 5 min
gives each group a large sheet of paper + active engagement groups
whiteboard markers To encourage
- T instructs Ss to brainstorm and write down creativity and critical
sentences containing modal verbs in a thinking
creative way
Observation - T presents his sentences with modal verbs and To encourage Ss to Pair
divide Ss into pairs or different small groups to actively analyze and work / 15 min
discuss those sentences identify patterns Small
- T circulates among groups to facilitate To promote groups
discussions collaboration and
- T leads the class discussion to share peer
observations and writes the emerging rules or learning/sharing and
patterns on the board and lets the Ss to copy provide visual aid for
them down reference
Hyphothesising - T asks Ss to do exercise 1, 2 and 3 p 15 To practice and
(WB) reinforce modal IW 15 min
- T and Ss correct the exercise together verbs and their rules
- T asks Ss to work in pairs to do the through application
following exercise: and practice
Identify and categorize the modal verbs in each To provide PW
sentence: immediate feedback
She can speak three languages fluently. and clarification
(Ability)
You must finish your chores before you
can go out. (Obligation)
Lina might arrive late due to the
weather. (Possibility/Prediction)
we should do our homework then hang
out together. (Advice)
…
- T divides the class into 2 groups and To apply knowledge
Experimentation assigns each group a stance on a topic and and critical analysis GW 20 min
has them use modal verbs to express their to a real-world
opinions and debate with the other group. example
t
The topic for example: Should students have
homework on weekends?
- Group 1: Students should have…
(must, should, have to)
- Group 2: Students should not have…
(mustn’t, shouldn’t, don’t have to)
Activity: “Modal Verb Reflection: Modal Verb To conclude the The 5 min
Closure Self-Assessment” lesson in an Whole
(wrap-up) enjoyable way Class
- T gives each student a piece of paper or To foster peer
a sticky note discussion and
- T asks Ss to write down one thing they encourage reflection
learned about modal verbs during the To promote active
lesson after writing down their reflection engagement and
maintain what they
- T asks Ss to fold their paper or sticky have learned during
note and pass it to a classmate the whole session
- Ss then unfold the paper they received
and read the reflection written by their
classmates
- T encourages Ss to discuss their
reflections with their classmates,
sharing any insights or questions
they have about modal verbs
- After a brief discussion, T gathers
the class together and invites a few
Ss to share their reflections with the
whole class
