Objectives (5 - 7 minutes)

1. Familiarize students with the concept of modal verbs in English, highlighting their use to express abilities, permissions, obligations, possibilities, requests, and advice.
2. Develop students' ability to identify and understand the meaning of modal verbs in various contexts, through examples and practical activities.
3. Practice the application of modal verbs in sentences and texts, in order to enhance students' written and oral communication skills.

Secondary Objectives:

• Stimulate active participation of students through classroom discussions, allowing them to share their experiences and prior knowledge on the subject.
• Promote students' self-confidence in using modal verbs, encouraging them to experiment and improve their language skills.
• Foster autonomous study practice, providing students with resources and tasks for content review and practice after the lesson.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher starts the lesson by reviewing previous concepts related to verbs in English, such as tense, aspect, and voice. This review is crucial to ensure that all students have a solid foundation for the introduction of modal verbs. The teacher can ask direct questions to students to assess previous understanding and address any remaining doubts. (3 - 5 minutes)

2. Problem-Solving Scenarios: After the review, the teacher presents two problematic situations involving the use of modal verbs. For example, he can present a situation where a student needs to ask for permission to leave school early and another where a student needs to express the possibility of winning a soccer game. The teacher asks students to try to solve the situations in small groups, using their prior knowledge and intuition. (5 - 7 minutes)

3. Contextualization: Next, the teacher contextualizes the importance of modal verbs, explaining that they are widely used in the English language, both in speech and writing, to express a variety of subtle meanings that cannot be easily conveyed in other languages. The teacher can provide examples of modal verbs in real texts, such as news, songs, or movie dialogues, to illustrate this point. (2 - 3 minutes)

4. Capturing Students' Attention: To spark students' interest, the teacher can share fun facts about modal verbs. For example, he can mention that the English language has only nine main modal verbs (can, could, may, might, must, shall, should, will, would), but they can be combined in various ways to express a wide range of meanings. Another curiosity is that, unlike many other English verbs, modal verbs do not have infinitive, passive, or participial forms. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory - Presentation of Modal Verbs (10 - 12 minutes):

   • The teacher introduces modal verbs, highlighting that they are used to express attitudes such as abilities, permissions, obligations, possibilities, requests, and advice.
   • He explains that modal verbs are used differently from other verbs in English, as they are not followed by "to" and do not have infinitive, passive, or participial forms.
   • Next, the teacher presents the nine main modal verbs (can, could, may, might, must, shall, should, will, would), briefly explaining the meaning and usage of each one.
   • During the presentation, the teacher provides examples of sentences with each modal verb, so that students can see how they are used in context.
   • The teacher can also use cards or slides with the modal verbs, so that students can visualize them and become familiar with the appearance of each one.

2. Practice - Identification and Usage Exercises (10 - 12 minutes):

   • The teacher hands out a list of sentences containing mixed modal verbs with other verbs. Students must identify the modal verbs in each sentence and explain the meaning they express.
   • The teacher circulates around the room, offering help and clarifying doubts as needed.
   • Then, the teacher asks students to create their own sentences using modal verbs. This allows them to practice applying modal verbs in different contexts and develop their written expression skills.
   • The teacher can divide students into small groups to carry out this activity, promoting collaboration and discussion among them.
   • To conclude the practice, the teacher can ask some students to share their sentences with the class, allowing everyone to see additional examples of how modal verbs can be used.

3. Exercise Correction (5 - 7 minutes):

   • After the exercises are completed, the teacher corrects them together with the class, highlighting common errors and offering additional explanations when necessary.
   • During the correction, the teacher can take the opportunity to reinforce important concepts and clarify any remaining doubts.
   • The teacher can also use this opportunity to provide feedback to students on their modal verb usage skills, praising what they did well and offering suggestions for improvement.

By the end of this stage, students should have a basic understanding of what modal verbs are and how they are used in English. They should also be able to identify and explain the meaning of modal verbs in sentences and create their own sentences using modal verbs.

Feedback (10 - 12 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher gathers all students and promotes a group discussion. At this stage, students have the opportunity to share their answers, ideas, and insights on the use of modal verbs in English.
   • The teacher can ask open-ended questions to encourage everyone's participation, such as "What were the main difficulties you encountered when using modal verbs?" or "What are the everyday situations where you think modal verbs would be useful for communicating in English?".
   • The teacher should ensure that all students have the chance to speak and that the discussion is respectful and constructive.

2. Theory Connection (3 - 4 minutes):

   • After the discussion, the teacher makes the connection between the practice carried out and the theory presented. He reviews the concepts of modal verbs, emphasizing how they were applied in the exercises and in the sentences created by the students.
   • The teacher can highlight some examples of sentences created by students that demonstrate a good understanding of modal verb usage, reinforcing the importance of modal verbs in effective communication in English.
   • Additionally, the teacher can revisit the most common errors identified during the exercise correction, explaining again the correct way to use modal verbs in such situations.

3. Individual Reflection (2 - 3 minutes):

   • Finally, the teacher suggests that students reflect individually on what they learned in the lesson. He asks questions like "What was the most important concept you learned today?" and "What questions have not been answered yet?".
   • The teacher gives students a minute to think about their answers. Then, he can ask some students to share their reflections with the class, allowing everyone to learn from each other's experiences.
   • The teacher can also collect students' reflections in writing, so that he can review them later and adapt future lessons according to students' needs and interests.

By the end of this stage, students should have a clear understanding of what they learned in the lesson, how the acquired knowledge applies in practice, where they can find more information on the subject, and the importance of the topic for their daily life and future English studies.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes):

   • The teacher recaps the main points covered in the lesson, reiterating the definition of modal verbs and the variety of attitudes they can express, such as abilities, permissions, obligations, possibilities, requests, and advice.
   • He reminds the nine main modal verbs (can, could, may, might, must, shall, should, will, would) and the particular way they are used in the English language, without the presence of "to" after the verb and without infinitive, passive, or participial forms.

2. Theory-Practice Connection (1 - 2 minutes):

   • The teacher emphasizes how the lesson provided students with the opportunity to apply theory into practice, through the exercises of identifying and using modal verbs.
   • He reinforces that practice is fundamental for the development of language skills, and that understanding and correct usage of modal verbs are essential skills for effective communication in English.

3. Additional Materials (1 - 2 minutes):

   • The teacher suggests some extra resources for students who wish to deepen their knowledge of modal verbs. These resources may include language learning websites, such as Duolingo and Babbel, which offer interactive lessons on modal verbs, and English grammar books, which usually contain detailed explanations and many examples of modal verb usage.
   • Additionally, the teacher can recommend English movies, TV series, music, and podcasts, which are great sources of natural exposure to modal verbs and other aspects of the English language.

4. Topic Importance (1 minute):

   • To conclude the lesson, the teacher emphasizes the importance of modal verbs in everyday communication in English. He explains that by mastering the use of these verbs, students will be able to accurately express a wide variety of ideas and attitudes, thus becoming more effective communicators in the English language.
   • The teacher can illustrate this importance with examples of real-life situations where the correct use of modal verbs is crucial, such as job interviews, academic discussions, and informal conversations with native English speakers.

By the end of this stage, students should have a clear and concise overview of what they learned in the lesson, how the acquired knowledge applies in practice, where they can find more information on the subject, and the importance of the topic for their daily life and future English studies.