Lesson plan

Teacher: Lupu Alexandru

School: Scoala Gimnaziala Nr. 1 Toflea
Date: 13th May 2014
Grade: 8th
Number of students: 20
Level: Intermediate (L2)
Unit: I dont believe it!
Type of lesson: Teaching vocabulary and grammar
Topic: Verbs (modals) for drawing conclusions must/might/cant + perfect infinitive
Vocabulary: verbs of speaking: say, speak, talk, tell
Function/communication:

- Speculating about the past

- Agreeing and disagreeing with speculations
- Giving reasons and expressing opinion
Skills: speaking, writing, reading
Methods: conversation, explanation
Classroom interaction: individual work, group-work
Teaching aids: blackboard, chalk, handouts, SB
Students book: Snapshot Intermediate, Longman
Time: 50 minutes
Competencies:
1

Identifying key elements (who, when, where) from utterances on a familiar topic;

Expressing clear opinions (what he/she likes about a person/an event/a thing)

Locating and selecting specific pieces of information.

Aims:
The students will learn:

to express their own opinions on a certain topic;

to be confident in themselves when speaking a foreign language;

to correctly use the must/might/cant + perfect infinitive structure.

Objectives:
By the end of the lesson, the Ss will be able to:

give personal opinions on a certain topic;

answer questions to identify key elements from a text;

make speculations/draw conclusions about the past.

Evaluation: - continuous - through activities, observation, error correction

- final - through feed-back
Stage of lesson/

Teachers activity

Students activity

Interaction

Skills and

Materials

T Ss

methods
-conversation

used
Blackboard

Timing

Aims

1.

Teacher enters the classroom, greets The students greet the

Organizational

the students, and then T asks if there teacher and tell the absentees

introductive part

moment / 2 min.

are any absentees. Then T asks one of if there are any. A student

of the lesson.

the Ss to write the date on the writes the date on the

blackboard.
2

blackboard and the others

-to

assure

the

open their notebooks and

2.

T tells the Ss that today they are going

write the date.

The Ss pay attention to what

Warm up /2

to discuss about a new topic and to

the T says.

min

move on to another unit in the

between the

students book.

Organizational

T Ss

- explanation

SB

- to assure the
transition

Moment and the

T writes the title of the new unit on the

Ss write the title in their

blackboard and presents the main aims

notebooks.

3.

of the lesson.
T asks Ss to make assumptions about

The Ss answer the Ts

Introduction of

the pictures in the book:

questions, giving personal

the new topic / 5

- Where is Miss Carr?

min

- Who is she talking to?

Ss alone

-writing

Notebook

the New Topic

T Ss

-conversation

- SB

- speaking

opinions.

they are going to

learn.
-to encourage
students to get

- What do you think she is

involved in the

talking about?
brief survey with the class of what they
think happened.

- to inform Ss
about the topic

- What is she giving to Ian?

T reads the title of the text and makes a

Introduction of

conversation.
The Ss advance ideas.

T - Ss

-conversation
-speaking

- SB

4.

T asks some students to read the

Reading for

dialogue from ex. 1/104.

Ss read the text in the SB.

T Ss

- reading

- SB

acquisition of the

specific
information/ 10
min

- to facilitate the
new vocabulary.

T asks questions about the text:

Ss give their own opinions.

Ss alone

-conversation

- SB

- speaking

- What do you think happened to

- to make Ss
express their

Matt, Kelly and Zoe?

opinion.

- Where do you think they are

now?

- Do you think theyll be in time

5.

for the rehearsal?

T asks the students to read the text

Ss answer the questions and

Group -

- writing

SB

- to consolidate

Reading

again if necessary and answer the

express their own opinions.

work

- speaking

Notebooks

and use the new

comprehension /

questions from ex. 2/105.

acquired

12 min

vocabulary

6. Grammar

T explains to the Ss the uses of the

Ss write in their notebooks,

T Ss

-explanation

SB

- to become

practice and

must/might/can't have structure, asks

answer the questions and

- writing

aware and show

feedback / 15

Ss to look at the examples from the

give reasons for their choice.

-speaking

understanding of

min

Grammar Flash section and checks

the topic

understanding by asking questions.

- to understand,

T asks Ss to find examples in the

T writes them on the

dialogue from page 104 and make their

blackboard and the Ss copy

Group

-writing

work

-speaking

Blackboard

produce and use

the stated

own examples in groups.

them in their notebooks.

T asks students to solve exercise 4/105, Ss complete the sentences

information
Group

after reading the example.

and read them aloud.

work

6.

T asks the Ss to solve a handout. T

Ss look over the handout and

T Ss

Homework /

answers any questions that the Ss

ask for further information, if

2 min

might have.

necessary.

-writing

Notebooks

-explanation

Handout

- writing

-to consolidate
and use the new
acquired
vocabulary and
grammar

7. Evaluation /
2 min

T appreciates Ss` activity both verbally The Ss also say Good-bye

-praising the activity of the Ss- and
to the teacher.
also by giving marks.
Then the teacher says Good-bye and
leaves the classroom.

T Ss

APPENDIX
1. BLACKBOARD MAP
1) Verbs must/might/cant followed by Perfect Infinitive to draw conclusions about past
Must/might/cant + have + verb3rd
- draw conclusions about the past
They must have forgotten about the rehearsal.
5

-speaking

structure
-to increase Ss`
self-confidence
and
encourage
them in their
study of English.

Must/might/cant + verb (be or another main verb in the base form)

- draw conclusions about the present
She must be Kate Winslet.

2. HANDOUT

Verbs: modals of past probability

You must

have been a beautiful baby.

When we know that something happened in the past, we use a normal past tense. (He did, I saw them, etc.) If we are not completely sure, we use a modal
(must, may, might, could + have). The choice of modal depends on the degree of certainty, as in the following table.
PROBABILITY

VERB

EXAMPLE

100%
almost certain 95%
50% (possible)
possible but unlikely
highly unlikely
0% impossibility

past simple
must have
could have
might/ may have
cant/couldnt have
past simple negative

She knew.
We must have arrived.
She could have forgotten.
We might/may have made a
mistake.
You cant have lost it.

The following sentences are about an escaped criminal. Rewrite them using a modal from the above table, as in the example:
Example: It is almost certain that he left before breakfast.
He must have left before breakfast.
1. It is highly unlikely that he carried the gold by himself.
6

2. It seems quite likely that he had an accomplice.

3. He has almost certainly been spotted by the police by now.
4. It is possible but unlikely that he headed towards London.
5. Its quite possible that he gave himself up.
6. It is almost certain that he realised how serious it was.
7. It is highly unlikely that he thought things through clearly.
8. Possibly he escaped by boat.
9. Its quite likely that he made contact with his friends.
10. It is possible but unlikely that he committed suicide.