USKUDAR UNIVERSITY PREPARATORY SCHOOL

Lesson Plan

Name: Tasnim BELAIDOUNI Class: Birmingham 4 Room C109 Date: 04.06.2024 _ 8.30 – 9.15

Coursebook: Empower B2 Type of Lesson: Grammar Number of Students: 22 Teaching method: Communicative

AIMS
Main Aim(s):
 To practice the use of “Modals of Deduction” in past forms.
 To encourage students to practice “Modals of Deduction” not only in grammar but also in speaking and writing skills.
 By the end of the lesson, students will be able to use past modals of deduction (must have + past participle, can't have + past participle, might have + past
participle) to make deductions about past events.
Subsidiary Aim(s):
 To make deductions through picture description as a speaking activity.
 To have effective group work activities.
Personal Aim(s):
 To reduce TTT.
 To give students clear instructions.

BACKGROUND
Class profile
The class consists of 21 Turkish students and 1 Palestinian student (13 female and 9 male) between the ages 18-21. Their level is Intermediate. They have been
studying English in Ü skü dar University Preparatory School for eight months. All of them successfully passed the previous three modules.

Timetable fit
This lesson would fit into Module 4 Week 7 Lesson 1 (09:25-10:10).

Assumptions
 Students have prior knowledge about modal verbs.
 USKUDAR UNIVERSITY PREPARATORY SCHOOL

 I expect students to be familiar with deducing words from context.

ANTICIPATED PROBLEMS & SOLUTIONS

Problems Solutions
1. Smart board might not work. 1. Arrive early to test the smart board / Address technical Issues / Hand-
out materials.
2. The audio might not work.
2. Take charge of the audio script
3. Students may try to speak in Turkish.
3. Reiterate the focus on English

MATERIALS
Course book
Smart Board
PowerPoint Presentation
Worksheets
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LESSON PROCEDURES
STAGE AIM TIME Interaction PROCEDURE TUTOR COMMENTS
Pattern
Lead In To generate Ss’ 5’ S-S SS look at the pictures in PPT/ S2 then discuss the
interest in the topic following questions with their partners (2 min).

S-S SS begin with a brief discussion on how to speculate about

past events, they might use some models of deduction.

SS give some examples and T writes them on the board

SS -T then highlights the structure of past modals of deduction.
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Reading Task To contextualize 5’-7’ S-S Ss scan the text on p. 116 then check if their ideas are
and introduce the similar. (PPT/ S3)
target language
SS Ss reread The Man Who Disappeared again and find five
sentences that have models of deduction. T monitors.

T-SS After reading, T asks a few comprehension questions to

ensure they understand the main points of the sentences
that have models of deduction. (PPT/ S4)

Highlighting To help Ss find out 5’ -7’ T-SS

the Target ● Ss work individually on p. 117 (PPT/ S5)
and remember the
Language
structures and their
● Ss peer check their answers
meanings and forms.
S-S ● T monitors, then lass correction (PPT/ S6)

SS ● Complete the rules with the modal verbs in the box

on p. 117 (PPT/ S7)
T-SS
● Ss peer check their answers

● T monitors, then lass correction (PPT/ S8)

● T asks checks the SS understanding of the structure

(PPT/ S9-10)
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Clarifying To clarify the form 5’ SOLO ● Ss learn the extra grammar rule related to the past models
Target so that Ss know how
Language of deduction (PPT/ S 11)
to construct it S-S

● Ss listen to the audio and underline the stressed syllables

SS-T in each sentence (PPT/ S 12)

● T-monitoring, then lass correction (PPT/ S13)

Practice 1 To provide 5’ – 7’ SOLO ● Ss work individually – activity a on p. 153 (PPT/ S 14)

controlled
which focuses on the appropriate use of the past models of
written S-S
practice deduction based on their meanings
focused on
using the SS-T ● Peer-check and discussion
language
accurately ● T-monitoring, then class correction

Practice 2 To provide 5’ – 7’ SOLO ● Ss work individually – activity b on p. 153 (PPT/ S 15)

controlled
which focuses on the appropriate structure of the past
written S-S
practice models of deduction based on the meaning of their
focused on context.
using the SS-T
language ● Peer-check and discussion
accurately
● T-monitoring, then class correction

● T-monitoring demonstrates one example of the activity

Post Teaching To help Ss 11’-13’ T-SS
(Freer on PPT/ S 18
activate the
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● In groups of 3 or 4, Ss do the activity on PPT/ S 19

Practice) newly-learned SS
structure in ● T-monitoring
their writing T - SS
Feedback/ error correction