Lesson plan of Verbs: Introduction to Modal Verbs

Objectives (5 - 10 minutes)

1. Introduction to Modal Verbs: The teacher should introduce the concept of modal verbs, explaining that they are auxiliary verbs that modify or complete the meaning of other verbs in the sentence. It should be emphasized that modal verbs are used to express abilities, permissions, obligations, requests, advice, and possibilities.

2. Identifying Modal Verbs: The teacher should teach students how to identify modal verbs in a sentence, highlighting that they are always followed by a verb in the infinitive without "to". The teacher should also emphasize that modal verbs do not have the -s form in the third person singular of the present simple.

3. Knowledge of the Main Modal Verbs and their Uses: The teacher should present students with the main modal verbs (can, could, may, might, must, shall, should, will, would) and explain in what situations each of them is used. It should be emphasized that each modal verb has its own rules of use and specific meanings.

Secondary Objectives

1. Practice of Modal Verbs in Context: The teacher should propose activities that allow students to practice using modal verbs in varied contexts, in order to solidify learning and understanding of the topic.

2. Development of Listening and Speaking Skills: During the practical activities, students should be encouraged to use modal verbs in their answers, thus improving their English listening and speaking skills.

3. Review of Previous Concepts: The teacher should briefly review the concepts of regular and irregular verbs, since modal verbs are always followed by a verb in the infinitive, which is the basic form of the verb. This will help students to correctly identify modal verbs in a sentence.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the class by reminding students about regular and irregular verbs in English, since modal verbs are always followed by a verb in the infinitive, which is the basic form of the verb. This can be done through a quick quiz or word game on the blackboard. (3 - 5 minutes)

2. Initial Problem Situations: The teacher can propose two initial situations to arouse students' interest. The first situation could be: "How would you express the idea of asking for permission in English? And the idea of asking for something politely?" The second situation could be: "How would you express the idea of expressing a possibility in English? And the idea of talking about an obligation?" This will help to contextualize the use of modal verbs and to arouse students' curiosity about the topic. (3 - 5 minutes)

3. Contextualizing the Importance of the Topic: The teacher should then explain the importance of modal verbs in everyday English. For example, it can be mentioned that modal verbs are often used in everyday conversation, in formal and informal written texts, and in English proficiency tests, such as TOEFL and IELTS. In addition, it can be emphasized that the correct use of modal verbs can make the difference in the clarity and effectiveness of communication in English. (2 - 3 minutes)

4. Curiosities and Related Stories: The teacher can share some curiosities about modal verbs to further capture students' attention. For example, it can be mentioned that modal verbs in English have diverse origins, coming from different languages, such as French, German, and Old Norse. In addition, it can be highlighted that, unlike many other verbs in English, modal verbs do not have an infinitive or past participle form. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Role-Play Activity (10 - 12 minutes): The teacher should divide the class into groups of 3 or 4 students. Each group will receive a different situation to dramatize, which will require the use of modal verbs. For example, one situation could be "In a restaurant, a customer asks for permission to use the bathroom" or "In a store, a customer asks a salesperson to show a product". Students should use the appropriate modal verbs (can, could, must, should, etc.) in their interactions. After the dramatizations, the teacher should promote a class discussion about the situations and the students' responses, highlighting the correct use of modal verbs.

2. Board Game Activity (10 - 12 minutes): The teacher should prepare a board game that includes questions and challenges related to the use of modal verbs. Each player should roll a die and advance on the board. When a player lands on a space, they must answer a question or complete a challenge. Questions might be like "Complete the sentence with the appropriate modal verb: I _____ go to the party, but I have to study for the test." Challenges might include creating a sentence with a specific modal verb or dramatizing a situation that involves the use of a modal verb. The game should be designed so that students have several opportunities to practice using modal verbs.

3. Dialogue Creation Activity (5 - 7 minutes): The teacher should ask each group of students to create a short dialogue that includes the use of several modal verbs. The dialogues should be written on pieces of paper and then mixed up. The teacher should distribute the mixed-up dialogues to the groups and ask them to rearrange the dialogues in the correct order. After the activity is completed, the teacher should review the dialogues in class, highlighting the correct use of modal verbs and correcting any errors.

4. Story Writing Activity (5 - 7 minutes): The teacher should ask each group of students to write a short story that includes the use of at least five modal verbs. The stories should be written in a set amount of time. Afterward, each group should read their story to the class. The teacher should correct any errors and praise the correct use of modal verbs. Additionally, the teacher can ask the other students to identify the modal verbs in each story, thus reinforcing the skill of identifying modal verbs.

Feedback (10 - 15 minutes)

1. Group Discussion (3 - 5 minutes): The teacher should gather all the students and promote a group discussion about the solutions or conclusions found by each group during the activities. The goal is for students to share their perceptions, difficulties, and strategies used for solving the activities. This discussion can be started with questions like: "What were the main challenges you faced when using modal verbs in the dramatizations?" or "How did you decide the correct order of the dialogues in the rearrangement activity?" The teacher should ensure that all students have the opportunity to actively participate in the discussion.

2. Connection with Theory (3 - 5 minutes): After the group discussion, the teacher should revisit the theoretical concepts presented at the beginning of the class and make the connection with the practical activities carried out. The teacher should explain how the theory of modal verbs was applied and reinforced during the activities. For example, the teacher can mention that, during the dramatizations, the students had to use the appropriate modal verbs to express permission, possibility, obligation, etc.

3. Individual Reflection (2 - 3 minutes): The teacher should propose that students individually reflect on what they learned in the class. The teacher can ask questions like: "What was the most important concept you learned today?" or "What questions have not yet been answered?" Students should write down their answers on a piece of paper. This individual reflection will allow students to consolidate what they have learned and identify any doubts or questions they may still have.

4. Sharing of Reflections (2 - 3 minutes): To wrap up the class, the teacher can propose that some students share their reflections with the class. This will allow students to learn from each other and for the teacher to identify any gaps in the students' understanding. The teacher should ensure that the environment is welcoming and respectful, encouraging all students to participate.

5. Feedback and Final Orientations (1 minute): Finally, the teacher should thank everyone for their participation and provide guidance for the next class. The teacher can also invite students to send any questions or doubts they may have via email or through an online learning platform. This will allow the teacher to provide individualized feedback and clarify any questions that may have arisen during the class.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2 - 3 minutes): The teacher should summarize the main points covered during the class, reminding students about the concept of modal verbs, how to identify them in a sentence, and the main modal verbs and their uses. The teacher can do this through a quick review on the blackboard, highlighting the most important information. In addition, the teacher should reinforce the importance of correctly applying modal verbs for effective communication in English.

2. Connection between Theory and Practice (1 - 2 minutes): The teacher should explain how the class connected the theory, practice, and applications of modal verbs. It should be emphasized that the practical activities, such as the dramatizations, the board game, and the story writing, helped students to apply the theoretical concepts in an interactive and fun way. In addition, the teacher should emphasize that regular practice of modal verbs will help students to feel more confident and fluent in English.

3. Extra Materials (1 minute): The teacher should suggest some extra materials for students who want to deepen their knowledge of modal verbs. These could include English learning websites, such as EnglishClub and BBC Learning English, which offer detailed explanations and interactive exercises on modal verbs. In addition, the teacher can recommend English grammar books, such as "English Grammar in Use" by Raymond Murphy, which contains a section dedicated to modal verbs.

4. Importance of the Topic for Daily Life (1 minute): To wrap up the class, the teacher should emphasize the relevance of modal verbs for the students' daily lives. It can be mentioned that modal verbs are often used in everyday situations, such as making requests, expressing possibilities, talking about obligations, etc. In addition, it can be stated that a good command of modal verbs can significantly improve students' ability to communicate effectively in English, in both informal and formal contexts.

5. Closing (1 minute): Finally, the teacher should thank the students for their participation and effort during the class. The teacher should encourage students to continue practicing the use of modal verbs at home and to bring any doubts or questions to the next class. The teacher can also remind students about any homework or readings that need to be completed before the next class.