This document outlines a lesson plan for teaching modal verbs in English to 7th grade students over 5 class periods. The objectives are for students to understand and use modal verbs appropriately. Modal verbs such as can, may, must, should and others are defined and examples of their uses are provided. Activities include students answering riddles using modals, identifying modals in sentences, completing sentences with the correct modal, and creating their own riddles using modals. The lesson concludes with students assessing modals in example sentences.
This document outlines a lesson plan for teaching modal verbs in English to 7th grade students over 5 class periods. The objectives are for students to understand and use modal verbs appropriately. Modal verbs such as can, may, must, should and others are defined and examples of their uses are provided. Activities include students answering riddles using modals, identifying modals in sentences, completing sentences with the correct modal, and creating their own riddles using modals. The lesson concludes with students assessing modals in example sentences.
This document outlines a lesson plan for teaching modal verbs in English to 7th grade students over 5 class periods. The objectives are for students to understand and use modal verbs appropriately. Modal verbs such as can, may, must, should and others are defined and examples of their uses are provided. Activities include students answering riddles using modals, identifying modals in sentences, completing sentences with the correct modal, and creating their own riddles using modals. The lesson concludes with students assessing modals in example sentences.
This document outlines a lesson plan for teaching modal verbs in English to 7th grade students over 5 class periods. The objectives are for students to understand and use modal verbs appropriately. Modal verbs such as can, may, must, should and others are defined and examples of their uses are provided. Activities include students answering riddles using modals, identifying modals in sentences, completing sentences with the correct modal, and creating their own riddles using modals. The lesson concludes with students assessing modals in example sentences.
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A Semi-Detailed Lesson Plan in English 7
January 3-4, and 7-10, 2019
I. Objectives At the end of the lesson, the students will be able to: a. demonstrate appreciation and understanding of modals through a riddle; b. define modals; c. differentiate the characteristics of modal verbs from the regular verbs; d. identify the specific use of each modal; e. compose sentences using modals; f. Use modals appropriately (EN7G-IVd-3.6);
II. Subject Matter
Modals/ Modal Verbs
III. Materials a. Chalk and board b. Worksheets c. Laptop d. Day-light projector
References: SALAZAR et al. 2013. Skill Builders for English Proficiency Grade 7. Quezon City, Phoenix Publishing House, Inc.
IV. Procedure A. Motivation 1. Have the students answer a riddle which uses modals. You can find them on a farm. You can cook them. They can break if you drop Answer: Egg It can swim It can dive You can see them in either river or ocean Answer: Fish
It can be uttered It can be whispered One thing you must not do is to break it Answer: Promise
She can listen to music or watch a movie.
She must have a ticket. She doesn’t have to stay in her seat. She must not smoke. She should relax and enjoy herself. Where is she? Answer: In an Airplane B. Discussion Modals Modals are helping verbs Used with the base form of the verb, modals create verbal phrases. Modals do not change form Modals never end in “s” even in 3rd person singular Use “not” to make modal verbs negative. Modals lack past tense forms, except could and would which serve as the past of can and will. How do we use modals? Can Present ability – I can ride a bike. Could Past ability – I could ride a bike when I was younger. May Polite request or permission – May I borrow your bike? Might Possibility, but not certainty – I might be able to let you borrow the bike, after I put air in the tires. Must Strong obligation – You must return the bike, if you use it. Necessity – I must ride my bike to get my exercise. Substitute must with “have to” – You have to return the bike, if you use it. Shall Formal invitation and future action – Shall we go bike riding together tomorrow? British English Should mild obligation, recommendation, advice – You should wear a helmet when you ride a bike. Expectation – He should finish the race around noon. Substitute should with “ought to” – You ought to wear a helmet when you ride a bike. Will future intent – I will go riding on Saturday. Promise – We will definitely make time to ride together next weekend. Prediction – The weatherman, however, reports that the winds will be strong. Voluntary action – I will go anyway. Would Conditional – I would ride the bike at night, if it had a light. Past of will – He would ride his bike before he hurt his knee.
C. Activity 1 Practice: Circle the best modal.
1. He can/ would ride his bike when his car broke down. 2. Bob should not/ may not ride down the middle of the busy road. 3. Might you/ could you repair my broken wheel? 4. My mother always said, “You could/ought to wear a helmet to protect your head.” 5. May/ can I borrow your bike? 6. Can you/ will you go riding in the park with us on Sunday? 7. I have to/ can return the bike to the rental shop by 5 o’clock this evening. 8. Shall/ should we take a tire patch kit with us to make repairs? 9. You must/may do it at once 10. I shall/will have to come again. 11. They can/may play the piano. 12. May/Can I borrow your English notebook? 13. You must/might leave before the clock strikes twelve. 14. You should/will see it. It’s excellent. 15. You will/may want to give the class a topic.
D. Activity 2 Practice: Complete the sentence by choosing the correct modal from the choices. 1. My son ___ be home by now. Where can he be? a. Have to b. would c. should d. could 2. I think your thumb is broken. You ___ go to the emergency room. a. Might b. could c. ought to d. can 3. If you are interested in losing weight, you ______try this new diet. a. Could b. mustn’t c. don’t have to d. had to 4. John’s fallen down the stairs! I ________ call an ambulance! a. Will b. might c. may d. ought to 5. You _______ come too early. We won’t leave until 9o’clock. a. Has to b. must c. needn’t d. can’t 6. Children ________ be accompanied by an adult at the zoo. a. Ought to b. must c. would d. mustn’t 7. You _________ talk during tests. It’s forbidden! a. don’t have to b. mustn’t c. couldn’t d. ought to 8. I can feel the heat. We _________ be near the fire. a. Can b. would c. must d. have to 9. They ________ hear him because he was whispering. a. Wouldn’t b. mustn’t c. shouldn’t d. couldn’t 10. You’ve never heard of Britney Spears? You ________be serious! a. Must b. had to c. can’t d. shouldn’t 11. __________ you like to have dinner with me tonight? a. Could b. may c. should d. would 12. You _________ let him hear about the party tomorrow. It’s a surprise! a. mustn’t b. wouldn’t c. couldn’t d. can 13. __________ I speak to the Chief Counselor, please? a. Must b. May c. Would d. Need 14. He has arrived late. He _______ missed the bus. a. Must have b. Should have c. Could have d. must 15. Maria ___________ play any musical instrument. a. must b. may c. can d. might
E. Evaluation Underline the modals+ MV in the following sentences & identify what they express. (Possibility, necessity, ability, advice, prediction, permission, request, promise) ___________________ 1. Diligent students can pass this test easily. ___________________ 2. You must have studied your lessons well last Thursday. ___________________ 3. Before we start, may I ask everyone to clear their armchairs. ___________________ 4. If you reviewed our topics, you will finish this test in 30 minutes. ___________________ 5. Students who are through may leave the room now. ___________________ 6. You ought to use your own calculators in the next test. ___________________ 7. I shall return your papers ASAP for rechecking. ___________________ 8. Students must always have study periods every night. ___________________ 9. They could easily do this if they budget their time wisely. ___________________ 10. Your organizer might help if you make use of it well.
V. Agreement 1. Have the students work in pairs and use the above structure to make ten (10) riddles of their own. They can conclude with the questions: Where is she/he? Or Who is she/he? Or What is it? (with professions). 2. Collect the riddles, check for mistakes, and redistribute them to new pairs. The pairs discuss the riddle and write their answer on the paper before checking with the writers. 3. Have each pair read their riddle aloud, and have the whole class guess the answer. 4. Have each pair write their riddle on the board or tape it to the wall. The other students circulate, read, and write their guesses. The riddles can then lead into a discussion of errors or of the different answers that came up as a result of the activity
Prepared by: Noted:
MARLON C. ETNGAY PASCUALA P. TE-ELAN
Subject Teacher Head Teacher, Communication Arts Dep’t
