LESSON PLAN

SCHOOL:

GRADE: 7th

LEVEL:

TEACHER:

LESSON: Modal Verbs: should, must, have to

TYPE OF LESSON: Mixed lesson

DATE:

TIME: 50 minutes

AIMS:

By the end of the lesson students should be able:

1. To identify the modal verbs and use them in different contexts.

2. To deduct the situations in which the modal verbs are used.

3. To practise the vocabulary related to school.

SKILLS: listening, writing, speaking

TECHNIQUES: individual work, group work, observation, explanation

TYPES OF INTERACTION: teacher students, students - teacher, student - student

RESOURCES: blackboard, notebooks, flipchart sheets, markers, pieces of paper, overhead

projector

ANTICIPATED PROBLEMS

Students might encounter problems in using modal verbs.

Students might encounter problems in using the affirmative, negative or interrogative form of the
modal verb have got.

STAGES OF THE LESSON

ACTIVITY 1: WARM-UP
AIM: To create a proper atmosphere and get the students ready for the lesson.

CLASS MANAGEMENT: WHOLE CLASS, TEACHER STUDENTS INTERACTION,

STUDENTS-TEACHER INTERACTION

ESTIMATED TIME: 1 minute

PROCEDURE:

The teacher greets the students. She asks them simple questions like: How are you
today?, Who is on duty today?, Do you have absents today?. The students answer teacher`s
questions.

ACTIVITY 2: LEAD IN/CHECKING HOMEWORK

AIDS: students` notebooks

AIM: To check the homework and correct the mistakes.

CLASS MANAGEMENT: WHOLE CLASS, TEACHER-STUDENTS INTERACTION,

STUDENTS-TEACHER INTERACTION

ESTIMATED TIME: 4 minutes

PROCEDURE:

The teachers asks the students What was your homework for today?. The students read
their homework and correct the mistakes with the help of their teacher, if necessary.

ACTIVITY 3: LEAD IN/CHECKING PREVIOUS KNOWLEDGE

AIDS: overhead projector, laptop, notebooks, blackboard

AIMS: 1. To identify the verbs written in red while watching a video.

2. To deduct the situations in which the modal verbs are used.

CLASS MANAGEMENT: GROUP WORK, TEACHER-STUDENTS INTERACTION,

STUDENT STUDENT INTERACTION, STUDENTS-TEACHER INTERACTION

ESTIMATED TIME: 5 minutes

PROCEDURE:
 The teacher tells students that they will work in groups of four or five. Each group must
choose a leader. Then, the teacher tells them that they are going to watch a video. She asks
students to watch it carefully and pay attention to the verbs written in red which appear on the
screen during the dialogue. They have to write these verbs in their notebooks. At the end of the
video, each leader read loudly the verbs that they noticed during the video. The teacher asks
students if they know what these verbs represent and when they are used. The students answer
freely to the questions. The teacher tells them that their lesson is about modal verbs and writes
the title on the blackboard.

ACTIVITY 4: DEVELOPMENT/INTRODUCING THE NEW LESSON

AIM: To understand the differences between should, must, and have to (their forms and
when they should be used).

AIDS: blackboard, notebooks

CLASS MANAGEMENT: WHOLE CLASS, TEACHER STUDENTS INTERACTION,

STUDENTS TEACHER INTERACTION, STUDENT-STUDENT INTERACTION

ESTIMATED TIME: 10 minutes

PROCEDURE:

Taking as a reference point the video that the students previously saw, the teacher tries together
with her students to write some rules for the three modal verbs should, must, have to. She
explains them that the model verbs are followed by a short infinitive, they do not change their
form, except modal verb have to and formulates examples for a better understanding. The
teacher also explains the fact that the modal verbs must and have to are both used for
obligation, but with a difference: must is used for personal opinions about what it is necessary
to do, and have to is used what somebody in authority has said it is necessary to do. She also
tells them that must is used more in formal writing, and have to is more frequent in
conversation. Regarding the modal verb should, the teacher tells the students that it is used for
recommendations or to give advice.

ACTIVITY 5: DEVELOPMENT

AIM: To formulate solutions to the given situations by using modal verbs.

AIDS: sheets of paper, notebooks

CLASS MANAGEMENT: GROUP WORK, TEACHER-STUDENTS INTERACTION,
STUDENTS TEACHER INTERACTION, STUDENT-STUDENT INTERACTION

ESTIMATED TIME: 10 minutes

PROCEDURE:

The teacher gives students some sheets of paper (Annex 1) which have written on them some
situations. Each group receives two situations and they have to read them aloud to the others
group. The members of the other groups have to find a solution to the situation by using one of
the model verbs must(n`t), should(n`t), (not) have to. The group that gives first a solution
gets a point. This process repeats until all the situations have solutions. The group, which gives
the most correct answers and fast at the same time, gets a diploma THE BEST ADVISERS.

ACTIVITY 6: DEVELOPMENT

AIDS: flipchart sheets, markers

AIM: To use the modal verbs in a given context.

To practise the vocabulary related to school.

CLASS MANAGEMENT: WHOLE CLASS, TEACHER STUDENTS INTERACTION,

STUDENTS-TEACHER INTERACTION

ESTIMATED TIME: 12 minutes

PROCEDURE:

The teacher tells students that they will play a game. The rules of the game are easy: for one day,
the students are allowed to change the rules in their school. The teacher gives each group a
flipchart sheet and markers and asks them to write on the flipchart sheet what would they change
in their school by using modal verbs must(n`t), should(n`t) and (not) have to. The students
are told that they have eight minutes to accomplish this task. When time is up, the leader of each
group comes in front of the class and presents the rules of his or her team.

ACTIVITY 7: FEEDBACK

AIDS: flipchart sheet, pieces of paper

AIM: To match a given phrase with the suitable modal verb.

CLASS MANAGEMENT:

ESTIMATED TIME: 8 minutes

PROCEDURE:
The teacher have prepared for students a flipchart sheet with three headings: Should(n`t),
Must(n`t), and (Not) have to and seventeen phrases (Annex 2). The students choose one
phrase, read it aloud when it is their turn, and stick it under the correct heading. After all the
students have placed the phrase properly, the teacher appreciates the students` activity and grades
the students that have best answered during the class. Students are asked to take a sheet of paper
and write what they liked most from that class or what did not like. The homework for the next
time is from their Language Booster (page 109, exercises 3 and 4).

ANNEX 1

I have two VIP tickets to see Barcelona versus Real Madrid on the same night as my
mother`s 50th birthday.
I found a wallet in the street with 2000 in it.
I am a great chef, I want to open 300 restaurants and get rich, but I have no money.
 I am the manager of a big company. I have a vacancy for a salesman and my son wants
the job, but he has no experience.
My parents are always sad because I am away at University. I see them one time every
month, but they say that they want to see me more. I am very busy with my University
classes.
My friends are going shopping tonight. I want to go with them, but I have no money. I
think they will laugh at me if they find out I do not have any money, and they will all be
buying clothes.
I have been feeling sick for three months. I have headaches every day, and sometimes I
am so tired I fall asleep in class. The doctors say I have too much stress in University.
I need to find someone to help me study English. In my town, everyone is Chinese, but I
want to learn English so I can go to America.

ANNEX 2

Put the phrases under the correct heading:

arrive at the airport early in case there are delays

call the emergency services if you just have a cold

drive on the right side of the road in the UK

always get enough sleep before driving a car

rest and drink lots of liquids if you have a cold

show your passport or identity card to get on a plane

use your mobile phone during an exam

be seventeen to drive a car in the UK

complete a lot of exams, study and training to be a doctor

smoke in a hospital

stop when the traffic lights are red

take your umbrella (it is not raining)

talk during classes

use dictionaries during exams

drive a car without being 18 and having a driving license in Romania

be always on time for classes

interrupt someone while talking