Lesson Plan Form
Name: Mike Farinella Date: 7 / 1 / 14 Level: Low Advanced
1. What are you teaching? (You don't need to teach all in one lesson)
· Language points – (List the specific vocabulary, grammar points, pronunciation points, phrases, structures you will teach)
Practice/Review of modal verbs.
Practice describing the requirements for certain professions.
· Language skills – circle the primary skill and underline any others you will address
Speaking Listening Reading Writing Grammar
· Cultural Aspects (List specific aspects of culture included in the lesson – sharing home cultures, comparing cultures, learning new cultural information/skills)
No real specific cultural aspects but some requirements for a certain profession might differ depending what country the student is from.
2. What are your Student Learning Objectives for the lesson? (These should be specific and describe observable student behaviors, which you will be able to see in class.)
By the end of the lesson, SWBAT:
By the end of this lesson, students will be able to use modal and phrasal verbs to describe the typical requirements for different professions.
3. When/How in the lesson will I check students’ progress toward the above Learning Objectives? What behaviors/activities will show me whether they have mastered the material?
- Completion of worksheets related to modal/phrasal verbs.
- Speaking activity where students must describe different job requirements.
Preliminary considerations:
a. What vocabulary/grammar/information/skills do your students already know in relation to today’s lesson?
The class already has a high level of English across all modalities so this lesson is more of a review for them.
b. What aspects of the lesson do you anticipate your students might find challenging/difficult
Sometimes modal verbs such as should, can and must might get confusing for the students as their meanings can differ very subtly.
c. How will you avoid and/or address these problem areas in your class
Make sure I use comprehension checking questions to make sure students are following along and understand the differences.
Activity 1:
Read what Ana wrote about conserving water. Circle the best answer.
Last summer, it hardly rained. During that time, water use was severely restricted and we (1. Weren’t allowed/ weren’t required to) water our lawns during the day. My family (2. Should have/may have) followed that law, but we didn’t and we (3. Were able to/had to) pay a fine to the city. Our family (4. Has to/had to) change our regular routines after that. We became aware of the whole issue of water use, and ways to cut back. First you (5. Should/ shouldn’t) leave the water running when brushing your teeth. It doesn’t seem like a lot of water, but every drop adds up. Second, although we all (6. Have to/ don’t have to) drink a lot of water everyday to stay healthy, we should (7. Should/shouldn’t) buy bottled water because sometimes we just want a sip or two, and the rest goes in the trash. Third, reuse the towels when you stay in a hotel more than one night. You (8. Have to/ don’t have to) have a clean towel everyday. I became aware that each one of us (9. Can/should) make a difference with a little effort. By the end of the summer, our family (10. Is permitted to/was permitted to) water our lawn again. We’re still motivated to keep up our new habits.
Activity 2:
Complete the conversation below with either the affirmative or negative form. More than one answer may be possible.
1. A: I am graduating next year and do not know what to do next.
B: In my opinion, you ______go to college. Otherwise, how will you get a good job?
2. A: How was the exhibit at the art museum?
B: Great! Best of all, it was free! I ______pay a thing.
3. A: Who did you support in the last presidential election?
B: I ______vote then. I was too young at the time.
4. A: It’s impossible to change anything in the world.
B: That’s not true. You ______make a difference. You just ______get involved.
5. A: He ______complete his job application by Monday, but he didn’t.
B: He’s so lazy. He does not seem to care about anything.
6. A: Why ______we hire you for this internship?
B: Well, for one thing I ______talk about the issues. I am well informed.
7. A: ______call you to discuss this tomorrow?
B: I’m sorry but I ______do it tomorrow. How about Friday?
8. A: How’s work going? Did you ______work overtime to make your deadline last week?
B: Yeah I did. But I ______go to work on Thursday or Friday this week so I am happy.
Activity 3:
Pretend you are at a party and you have just met your partner. Pick up a card from the pile and discuss/ask questions about the different requirements that are needed for the job you pick. When you are finished, pick another profession card.
(When doing this activity, each profession will be on a slip of paper and students will each have them in a pile to pick from when working with their partner)
1. You are a taxi driver. You mostly work nights.
2. You are a DJ at a famous nightclub. You sometimes travel to different countries to work.
3. You are a politician. You have just won a big election.
4. You are a farmer. You mainly grow fruit.
5. You work on a fishing boat. You are sometimes out to sea for a month.
6. You are a tour guide for foreign visitors who mainly come from the U.S.
7. You work for an advertising company. You create ads for famous brands.
8. You are a TV weather reporter. You present the weather every morning.
9. You are the head chef at a famous restaurant.
10. You are a personal trainer. Your clients include famous celebrities.
11. You are a pilot for a major airline.
12. You own a small café. You serve a wide variety of desserts.
13. You are a translator. You go with international businessmen on their trips.
14. You are a high school teacher. You teach English language and literature.
15. You are an actor. You have worked with some famous movie starts.
16. You are a doctor. Many of your patients do not have very much money.
Rationale:
This lesson is a review/practice with modal and phrasal verbs. My class already has a solid knowledge of much of the grammar in the English language so this is definitely more of a refresher than an introduction of a new concept.
I have chosen the lesson sequence PPP (present, practice, production) as it is one that I have used in the past and seems the most logical when practicing this type of grammar/speaking.
The lesson begins by giving the students a short paragraph dealing with conserving water. The theme for this week deals with making an impact/taking action. Before reviewing modal verbs and their use, students will try and complete the worksheet individually. Afterwards, the teacher will check answers and then review the different verbs and their common uses.
The practice portion is another worksheet where students must fill in the blank of a conversation with either the negative or positive form of the verb depending on the context. There can be more then one correct answer so student’s answers will vary.
Students get a chance to produce what was covered/practice in the final activity. Students will be given a stack of cards each containing a description of a job. They must work with a partner to role-play a conversation where they ask about the specific requirements of the job they pick and conduct a realistic discussion. This a more open-ended activity were they can take what they just practiced and improvise with their own ideas and creativity.
Time /Framework
/Procedure/Steps
/ FocusT-S/S-S
1. 10-15 min.
2. 10 min. / Present
Practice / Teacher will introduce/review the concept of modal verbs:
Verbs combined with other verbs to show complete meaning.
Before going over the specific modal verbs and their use. Teacher will hand out worksheet (See Activity 1) for students to complete individually. Students will then check answers with a partner.
The worksheet shows different modal verbs in context.
Teacher will then go over worksheet (Activity 1) and review/elicit the use of different modals:
Present Past
Ability
Can/am/is/able to Could/was/were able to
Giving Permission
Can/may Could
Am/is/are permitted to was/were permitted to
Am/is/are allowed to was/ were allowed to
Necessity
Must
Have to had to
Am is are required to Was/were required to
Lack of necessity
Don’t’/ doesn’t have to Didn’t have to
Advice
Should Should have
Shouldn’t Shouldn’t have
Teacher will then hand out the second worksheet (see Activity 2)
Students must fill in the blank with the correct modal verb in either the affirmative or negative form.
Students will check with each other after they have completed it before the teacher reviews. / T-S
S
S-S
T-S
Time:
3. 10-15 min
Framework
Production
Procedure:
- Teacher will introduce final activity.(See Activity 3)
- Teacher will write on the board:
o You (don’t) have to…
o You should(n’t)…
o You can(‘t)…
o You are(n’t) able to…
o You are(n’t) allowed to…
- With the class, the teacher will introduce the job of a kindergarten teacher. Teacher will ask the class to use the expressions written on the board to describe the jobs requirements. (You have to like working with children.)
- Teacher will put students in pairs and give them a stack of job profession cards (Activity 3).
- Students must each pick a card and pretend they are at a party and just met their partner.
- Students must role-play a conversation where they ask each other about their jobs and what they are required to do.
- After they have finished talking about one job, they can pick another from the pile.
- Afterwards, Teacher will have a class discussion to find out which job sounded the easiest, hardest, most interesting, most boring from the class.