Teacher’s name Ashfaq Aslam

Date of lesson 04/08/2014

Time and length of lesson 10 a.m. (1 hour)
Level of class (eg Beginner) Intermediate
Number of students 10
Make-up of the class (eg age, A group of mature students with similar abilities. They are a multi-lingual group with
strength / weaknesses, various motivations for studying English.
nationalities, mixed abilities)
Aims of the lesson By the end of the lesson, Ls will have studied the distinction in usage between
different modal verbs in the TL (can, be allowed to, have (got) to, must, should), and
Ls will have practiced the TL focusing on usage.

Secondary aims of the lesson Ls will have practiced speaking, writing, reading, and listening with the TL.

Anticipated difficulties
Form: Ls may have difficulty with the negative form of ‘have to go’ when they have
to drop ‘got’ and use ‘don’t have to’.

Meaning: ls may have difficulty with distinguishing usage of TL as it applies to

obligation, ability, permission and register of TL.

Pronunciation: Ls may have trouble with weak forms of ‘can’ and ‘have to’.

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Strategies to overcome difficulties Form: Prepare examples to model if eliciting fails. Drill and write forms on WB for Ls

Meaning: Give Ls unambiguous contexts and examples of usage, elicit usage rules
and elicit ‘obligation’, ‘ability’ and ‘permission’ as categories to classify meanings of
the forms. Prepare CCQQs

Pronunciation: Prepare model (T and L), drill and write forms on WB with IPA
Materials to be used WB, board markers, hand-outs, pictures, ball, listening CD, board magnets.

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Timing Stage / Procedure Interaction Reason for doing the
activity
Warm up: 1. T shows a T>L To get Ls interested in and
5min picture of teens and elicits thinking about the topic and
“teenagers” to personalize the topic to
“Who has children?” (if not the Ls
enough people – ask
“Who was a child when they
were young?”) and
“What rules do you have for
children or teenagers?” (1.30
minute)
2. Ls write rules they have for
their children. (1.30 L
min)
3. Ls share their rules in
pairs. (2.30 min) L<>L
Speed ball sharing: 1. T T>L To get all Ls involved and
3 mins explains the person with the talking in front of the class
ball has 10 seconds to share and energized for the
one rule for children. T lesson (short continuation
models and passes the ball. of warm-up)
(1 min)
2. Ls pass the ball and share
one rule each. (1- L<>L
2min)

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 Gist listening for 1st test task: To give Ls a global
9 min 1. T tells Ls they will now understanding of the listing
listen to two teens talking T>L that will be used to test
about their lives. Tells Ls to knowledge of TL
listen and answer Qs on the
sheets (2 min)
2. Ls listen to track 33 and
answer questions (3min) L
3. Ls check with a partner (2
min) L<>L
4. Feedback to task – T elicits
answers (2 min) T>L
First test task – listening: To check for Ls
8 min 1. T tells Ls they must fill in understanding of TL usage
the worksheet with T>L and forms (and receptive
what the girls said, guess listening for pronunciation)
first, then listen and
check. Hands out worksheet
(1 min)
2. Ls fill in the blanks on their
own, T monitors(2min) L
3. Ls listen to the CD, check
answers, T monitors(2 min) L
4. Ls check answers in pairs
(1 min) L<>L
5. Feedback to task – T elicits

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 answers to WB (2min) T<>L
Discovery of meaning: T>L To get Ls to discover for
1. T shows a family picture themselves the meaning
and points out his sister. and usage of the different
15 min Tells Ls he got an email from TL grammar forms
his sister, but he needs help
figuring out what it means.
Tells Ls they must read the
email and match the ten
highlighted sentences with
the correct meaning below.
(2 min)
2. T elicits “obligation,
permission, able to do” and T<>L
checks Ls understanding of
the terms (2 min)
3. Ls read email and match
forms to meanings (2 L
min)
4. Ls work in pairs to match
meanings, T monitors L<>L
(5 min)
5. Feedback to task. T elicits
answers, uses CCQs to help T<>L
Ls with difficult meanings (3
min)

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 Pronunciation: To help Ls better
5 min 1. T elicits TL (have to, I don’t T<>L understand pronunciation
have to, I’ve got of weak forms in TL
to, can, can’t, should,
shouldn’t) each one in
order and finds a L to model
pronunciation, if
no L has weak form
pronunciation, T will
model (2 min)
2. T elicits negative forms
after regular forms T<>L
have been highlighted –
focus on “don’t have
to” and negative of “have
got to” (1 min)
3. Drill the TL chorally and T>L
individually (1 min)
4. Elicit TL to WB with IPA (2
min) T<>L
10 min Test task two: T>L To check if Ls have
1. T tells Ls that his sister understood the differences
(age 13) will come to in meaning from the
visit. Tells Ls he needs help different grammar forms

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 to set some rules for and are able to use them
her. Tells Ls he prepared productively, also to get Ls
some ideas, but left out to practice productively
obligation or permission with the TL
words. Tells Ls they are
the experts, so he needs
them to fill in the blanks
and to add some rules that
he forgot. (1 min)
2. Hand out worksheet and L
Ls fill in blanks, T
monitors (1-2 min)
3. T tells Ls they will check T>L
with a partner and
compare, and each one will
come up to the OHP
and fill in one blank and
explain why. (1 min)
4. Ls check and compare L<>L
with a partner, T monitors
(2 min) L<>L
4. Ls come up and fill in
blanks (2 min)
5. T asks first L which one T<>L
she/he wrote and why,
first L asks another learner,

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 and so on. (2 min)
6. T asks Ls if they want to L<>L
change any of the rules
and why (1 min)
7. Feedback to error – T T<>L
models some
pronunciation errors over
heard and shows
some errors with
form/meaning that he has
Productive task 2: To get Ls to creatively use
5 min 1. T tells Ls they must now the TL in a free practice
come up with class T>L setting
rules. Tells them they have 3
minutes to come up
with a list of rules. Splits the
class into two teams
and gives paper. (1 min)
2. Ls write the rules (3 min) L<>L
3. Feedback – Ls post the
rules on the WB with L<>L
board magnets and have a
gallery walk (1 min)

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LoveTEFL Lesson plan template