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CLT LESSON PLAN

This lesson plan for Grade 8 focuses on teaching modals (can, could, may, might, must, should) through Communicative Language Teaching. Students will learn to identify, use, and apply modals in various contexts, including role-play scenarios that promote negotiation and decision-making skills. The lesson includes structured activities, collaborative practice, and assessment methods to monitor student understanding and participation.
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0% found this document useful (0 votes)
27 views

CLT LESSON PLAN

This lesson plan for Grade 8 focuses on teaching modals (can, could, may, might, must, should) through Communicative Language Teaching. Students will learn to identify, use, and apply modals in various contexts, including role-play scenarios that promote negotiation and decision-making skills. The lesson includes structured activities, collaborative practice, and assessment methods to monitor student understanding and participation.
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan for Junior High School English

Grade Level: Junior High School – Grade 8


Duration: 60 minutes
Topic: Modals (can, could, may might, must, should) within Communicative Language Teaching (CLT) focus on
Grammatical Competence

Learning Objectives:
By the end of the lesson, the students will be able to:
1. identify and understand the basic functions of modals related to ability, permission, and obligation through
contextual examples
2. appropriately use modals in guided practice scenarios, enhancing their understanding through collaborative
activities
3. demonstrate their ability to use modals in real-life contexts by engaging in a role-play that requires
negotiation and decision-making
Materials:
 Whiteboard and markers
 Handouts with example sentences and exercises
 Scenario cards for practice and production stages
 Audio/visual materials

Lesson Stages
1. Presentation (15 minutes)
Objective: Students will have a clear understanding of the various meanings and uses of the modals being
introduced.
 Warm-up Activity:
o Start with a quick icebreaker where students share one thing, they think people should do to help
the environment. This sets the context for modals and encourages spontaneous use.
 Introduction of Modals
o Begin with a brief review of modals in general. Use examples on the whiteboard to illustrate modals
of ability (can/could), permission (may/might), and obligation (must/should)
o Discuss the meaning and use in context, providing sentences like:
 I can swim (ability)
 May I leave early? (permission)
 You must finish your assignment. (obligation)
2. Practice (20 minutes)
Objective: Allow students to practice modals accurately in structured activities.
 Controlled Practice
o Give students a gap-fill exercise where they must fill in the blanks with the appropriate modal verb
based on the given sentences like:
 You ____ (must/should) wear a helmet when riding a bike.
 Collaborative Practice
o Divide students into pairs and hand out scenario cards with various situations that require the use of
modals. For example:
 Discuss what a student must do to pass their class
o Goal: Promote collaboration and active engagement as they work with peers.
3. Production (20 minutes)
Objective: Provide opportunities for students to apply their knowledge of modals in open-ended situations that
mimic real-life communication.
 Role-Play Activity
o Set up a role-play scenario where students must negotiate a project or decision, such as:
 Planning a class event or choosing a movie to watch. Encourage them to use the modals
they’ve learned. For example
 We should choose a film that everyone can enjoy.
 We might need to think about the budget.
Feedback and Reflection (5 minutes)
o After the role-plays, conduct a class discussion. Ask students to reflect on how they used modals in
their negotiations, and what challenges they encountered.
o Homework: Write a short paragraph about an issue you care about and include at least five modals
of ability, permission and obligation.
Assessment:
 Monitor student participation and understanding throughout each stage.
 Review completed exercises and listen to role-plays for correct usage of modals.
 Provide corrective feedback as necessary to ensure clarity in understanding.

Submitted by:

Johanna Marie B. Guerrero


T-I

School: Obligacion IS

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