Module 12, Assignment 1.

Lesson Plan using a Language from Text Approach

All sections in grey have already been completed. You must complete the sections in white.
Level of Students: High Intermediate, B-2 Length of Class: 90 minutes
Lesson Objectives:
1) Students identify main ideas and details from news article on food safety to practice reading comprehension and strengthen subskills. They
demonstrate comprehension through written and oral tasks.
2) Students accurately use four modals found in the article (may, might, can, and have to) orally and in writing.
Materials needed:
 A class set of the article “Is Plastic Really Microwave-Safe? Studies say it may be hurting your health.”
https://www.reviewed.com/microwaves/features/is-plastic-really-microwave-safe
 A short video talking about “Is it safe to microwave food in plastic containers?”.
https://youtu.be/vVSEhRDu6rI
 Pictures of different materials that are mentioned in the article
 Worksheets for activities

Stage Aim Interaction pattern & Procedures

timing

To create Teacher- student I will play the video “is it safe to microwave food in plastic containers?” and then I will ask the students
interest and Student-student about the video “what is the video about?”, “What did the results show?”, “what are your thoughts
prepare 10 minutes about the subject?”
students for I will try to get every student to join the discussion and clarify the meaning of the problematic words
coming topic mentioned in the video.

To remove any Teacher- student To explain the meaning of words, I will show pictures of different vocabulary that might seem unclear to
barrier to 10 minutes my students; microwave-safe: I will show them a picture of a microwave and ask what is it, then I would
reading put different materials, I ask them can I put this in the microwave? When the answer is yes, I will
comprehension introduce the word microwave-safe and explain it to them, then I would ask them to repeat after me to
verify their pronunciation. Seep: I would use the same method by putting a picture of water seeping from
a crack as a context. I will then elicit the meaning and then verify their pronunciation.
Last, I would ask them to give me examples to make sure they understood the words.

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To read for Teacher-student I will ask the students to read the article and answer the question “why do studies suggest that plastic-
main idea or Student-student wrapped food in a microwave is dangerous?”.
gist 10 minutes After the time is up, I’ll ask the students to verify their answers with a partner.
I will then correct their answers and find the argument for the right answer in the article together.
To read for Teacher-student The task I would use in this part is to have a worksheet with different phrases that sum up different ideas
details Student-student in the article, the students have to put these sentences in the right order. I will make sure they
10 minutes understood the task and then give them time to try and solve it.
After the time is up, I will have the students sit in pairs and correct each other’s answers.
Last, I will review the correct answers with the students and we will them on the board.
To encourage Student-student I will ask the students to share their thoughts about the article they’ve just read, I’ll put them in pairs to
students to Student-teacher ask and answer each other’s questions. While the students start their conversation, I will monitor them
react to the 10 minutes and take notes for any mistakes. To lead the discussion, I will ask a few questions such as do you use a
ideas microwave? What type of containers do you use? What do you think of plastic containers?
expressed in After giving them time to discuss, I will ask each one of them to sum up what they’ve got from the
the article conversations.

To link the Teacher-student (This stage has been completed for you.)
grammar point Student-student The teacher asks the students to find the 4 target words in the text, may, can, have to, and might.
to the text 15 minutes Students are asked to circle the words in the article and then underline the sentence that contains the
word. Students do this individually and then check their answers with partners. The teacher calls on
students to read the sentences. As they read them, she puts a simplified version of each on the board:

Do you have to retire your use of plastic altogether?

You may want to think carefully first.
Using a ceramic plate might be a tad less convenient.
Heating the plastic can increase the likelihood that these chemicals will seep into food.
To clarify the Teacher-student I will first ask if anyone would like to step out and read the sentences for us, then, I will ask questions to
meaning, form, Student-student elicit the meaning of the modals (ex:
and phonology 10 minutes Is it possible for ceramic plates to be more convenient? To elicit the meaning of the modal might:
of these possibility). Next step is to explain how the modals are used in sentence (modal auxiliary + verb (base
modals in form)) and (have/ has+ verb (infinitive form)). To verify their understanding of the form, I will write few
these sentence sentences on the board and the task is to find the wrong sentences, say why they’re wrong and correct
them. Example:
You has to do the dishes (wrong because of you has; the correct form is: you have to do the dishes).

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 Plastic might to be harmful to use (wrong for using modal auxiliary with infinitive form of the verb; the
correct form is: plastic might be harmful to use).
I will then use other examples to explain other use of the modals, then I will use the drill method to be
sure of their pronunciation.
Following the same method for the rest of the modals; (Have to: obligation, may: suggestion, can:
possibility (ability)).
To verify their understanding, I will ask each student to give us examples using the modals.
To allow Student- student I will pass worksheets out to the students to practice what we’ve learned. The worksheets will contain
students to Student-teacher gap-filling exercises, where in one exercise they’ll get to classify what each modal means.
practice this 10 minutes Another exercise is to write phrases and ask students to put the right modal in each one. The sentences
grammar point included in the exercise would include different vocabulary from the article to enhance their
in a restricted understanding. Example:
way Using plastic containers ………..harm to human body. (possibility) (correct answer: might cause)
She………………..microwave-safe containers. (obligation) (correct answer: has to use)
The students will correct each other’s papers then we will review the correct answers and give feedback
to my students.
To allow Student-teacher I will give my students more room to express themselves during this part. I’ll have the students talk about
students to Student- student do they use the microwave or not, do you think heating food in a microwave is dangerous? What are the
practice this 15 minutes dangers of microwaved food on our health? What do they recommend for the healthy use of
grammar point microwaves?
in a more I will ask let the students to discuss their different opinions while monitoring or interfering to ask a
communicative question.
way Then I will ask each student to give a summary of what was said.

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