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Objective: by the end of the lesson the Ss will be able to express different degrees of certainty when talking about a situation

- Presentation: T writes three sentences on the IWB with the three modal verbes to elicit their usage. Then T explains the rules.
- Practice: Ss are asked to do some excercise on the board and then in pairs.
- Production: Ss have to think about a situation and write down three sentences about it using must, may, might

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T.T.T.

MUST / MAY / MIGHT

1 LESSON OBJECTIVE:

At the end of the class students will be able to express obligations / possibilities / suggestions

ACTIVITIES:

TEST – reading a short dialogue and asking questions about recognition of obligations, possibilities and suggestions

TEACH – T. shows a mental map with images with the different degrees of the modal verbs

TEST – a dialogue reading with a matching exercise at the end

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1. T shows some pictures on the IWB with different captions. SS are asked to think which captions suites them best. (e.g. He must be hungry. It might rain today...)
2. T presents the general rule.
3. In pairs: SS are required to do the same task as before but with different pictures (matching captions and pictures). Gifted students are paired.

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MUST-MAY-MIGHT - upper secondary, 2nd year, 26 Ss (2 gifted)
I chose PPP
Objective: by the end of the lesson, I'd like my Ss to be able to use the 3 modals correctly in some context (Magda suggested: making predictions - thank you)
Activities: 1 P: I write 3 sentences with the 3 modals and ask my Ss to translate and try to understand what they mean
2P: I correct mistakes, if any, then I explain the form (subj + modal + base form of main verb...)
)I had not enough time to go on, so I don't have a 3 P (production)

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Objectives

Students will be able to

understand how to use the modal verbs must, might, make deductions about the present or the past

understand the difference between the uses of the modal to express varying degrees of certainty,

presentation,

the T presents the context and shows a reading comprehension containing the use of Must, may, might. The ST read it together and try to guess the rule using an inductive approach.

production

Then learners use prompts to complete sentences, exercises with gap fillin with the correct forms of the modal verbs.

They have the chance to practice accuracy.

This is an example:

3If Suzan said that, it ______ true. She never lies.

-migth

-may

-must

practice

ST have the chance to practice their fluency.

T shows some picture of famous people at the IWB, ST are asked to choose one favourite and to draft a list of deductions about this person, using both MUST, MIGHT, MAY.

So the deduction should go from the most certain deduction to the less likely.

They can share what they have produced to the class

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TTT Lesson plan (Year 3 lower secondary school)

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TTT Lesson plan (Year 3 lower secondary school)

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Test: Watch a video with 3 students talking about what they must study and suggesting each other how to do it. Students should answer a T or F to test if they understood the functions.
Teach: Focus on each function (expressing obligation, suggestion, possibility) and on the grammar (modal verbs) and then do exercises of increasing difficulty like drills, gap filling etc. up to the creation of free sentences.
Test: Students in group of 3 prepare a draft for a role play where they talk about what they must do and give suggestions, like in the video they watched at the beginning. Then they play it in front of the class.

Objectives: understanding the meaning of expressions with must/may/might; suggesting; talking about possibilities; expressing obligation

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PPP lesson plan 3rd year lower secondary school

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PPP lesson plan 3rd year lower secondary school

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Aims: bu the end of the lessos SS will know the difference between may/might/ must.
SS will be able to write simple sentences using may might or must

Presentation: T writes 3 sentences on in the IWB and T highlights the verbs.
T elicits the grammar rules and then the difference in the usage of these verbs.

Practice: exercises in pairs

Production: SS have to invent three sentences (tahta are true for them) using the verbs must / might /must

At the end of the activity the 2 gifted students check if the exercises are correct and they explain some doubts.

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By the end of the lesson students will have understood the meaning of the 3 modals and how to use them
1) teacher would give a brief text about "netiquette" and students are asked to guess /find the meaning of must/may/might

2) teacher would explain the rules, writing more sentences

3) Students are asked to talk about the previous text and to find other examples where it is clear the connection between "must" and "may-might" (example: "I must behave in a certain way, otherwise people might misunderstand")

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Aim: using the three modals correctly understanding the situation

Must/may/might. PPP.

-       The litter must be taken out, or it will stink

-       It may rain tomorrow

-       I might be available for the meeting, I’m not sure

Exercise

That woman drives a very expensive car. She _____

(have) a lot of money.

It _____(be) cold outside. That man in the street is wearing a coat.

I haven’t been to London in ages. I ______ (come) back one day.

Production:

Students need to write a small paragraph of around 100 words, using sentences with must, may and might to talk about one obligation they have in their lives (eg. Rule), something that may happen in the near future and something less certain. Students then will exchange this piece of writing with one another, noting down mistakes, giving feedback and choosing a sentence that speaks the most to themselves.

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TTT lesson plan : 1) Class context, 2) procedures three stages;  3)Test the class and their knowledge, 4) Explain again the difference between Must/may, obbligation and  probabilities( rules in sport and pollution risks);  5 ) Test again the students( write about your future plans, your must and your might. 6) facilitate gifted students:preferring short and easy tasks.

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TTT lesson plan : 1) Class context, 2) procedures three stages;  3)Test the class and their knowledge, 4) Explain again the difference between Must/may, obbligation and  probabilities( rules in sport and pollution risks);  5 ) Test again the students( write about your future plans, your must and your might. 6) facilitate gifted students:preferring short and easy tasks.

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I thought about doing a TTT since it is the option I feel less confident with.

Class contest
2nd year upper secondary school, liceo scientifico opzione scienze applicate.

Lesson objectives,

The ss will be able to tell the difference between must/may/might

The ss will be able to use must/may/might to make assumptions on their classmates

Lesson plan (TTT)

1 TEST Fill the gap exercise showing students sentences containing assumptions made with the three modals, using wordwall or similar.

2 TEACH Check their answers, feedback and eventually explain the difference by using practical examples such as this:

Yesterday we had a staff meeting. I looked around the room and noticed my co-worker Anna was not there. I asked, "Where's Anna?" and got three answers from my co-workers.

Jonathan answered, "Oh, she may be making a video in the studio."

Kelly said, "She might have stayed home today."

Adam told us, "She called me to say she was doing an interview at the Capitol this morning. So she must still be working over there."

Source: https://learningenglish.voanews.com/a/everyday-grammar-may-might-must-modals-certainty/2887387.html#:~:text=May%20shows%20the%20speaker%20is,She%20must%20be%20working%20there.%22

3 TEST Test them asking questions and telling them to make assumptions on their classmates using the three forms we learned.

Inclusive practices

Simpler fill in exercises according to their needs

Maps and tables

Flexible timing

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Lesson objectives: by the end of the lesson, the students will have become familiar with the form of reported speech; the students will be able to form sentences in reported speech in controlled conditions.

- Presentation: The teacher shows the students four example of reported speech on the IWB. She explains the rule to form sentences in reported speech

- Practice: The students do some sentence transformation exercises in which they have to use reported speech.

- Production: In pairs, the students interview each other about their past, present and future lives. Each student then writes a report on what their partner said using prompts like «he said that...»