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Diego R

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Language Focus: Deductions about the present. Must, have to and can't.

0. In preparation for this lesson SS watch the following video at home: https://www.youtube.com/watch?v=u6hEQdGGMuc&ab_channel=BBCLearningEnglish

Exposure.

1. SS look at the following picture https://cmte.ieee.org/futuredirections/wp-content/uploads/sites/44/2020/05/7_Emotions.jpg and try to guess how the man is feeling in each photo. The teacher models their answer by using modals of deduction. e.g. he must be very angry. He can't be happy. He has to be sad.

They then read the autocorrect fails on page 77 and guess how the people who made each mistake must be feeling after making that mistake.

Analysis

2. The teacher writes some of the answers SS gave in the previous stage and ask them to explain the difference between "must" and "can't"  in those examples, based on the information they gathered form the video they watched at home.

Controlled practice

3. SS complete exercises 10 and 11 on page  78. and the following activity at https://wordwall.net/resource/5082693/modals-of-deduction-present. and then go to breakout rooms to compare their answers.

Free practice

4. Each student will be assigned a secret profession for their classmates to guess. The teacher will give students a set of questions available at https://www.allthingsgrammar.com/uploads/2/3/2/9/23290220/atg-infogap-yesnoq.pdf for them to ask each other questions about the profession they were assigned. SS will complete the activity in groups of four or five people and must take notes of their partner's answer to justify their guess. After they have spoken for 10 minutes. They will share their deductions with the group by using modal verbs. e.g. ____ must be a _______  because _______. _______ can't be a ________ because________.

Review

5. SS will watch the first 40 seconds of the following video https://www.youtube.com/watch?v=HzLP6VIjFsc&ab_channel=NewsAndOffersNow and then, in breakout rooms, they will come up with theories about the strange phenomenon described in the video using modals of deduction. They will then share their theories with the rest of the group. After listening to every group's theory, SS will watch the rest of the video and react to the real explanation for this mysterious event.

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1. SS will be asked to write as many words as they can with the verb get. This will have different stages. Stage one; they will write as many nouns as they can such as e- mail, letters, a computer, a book, etc. On the second stage they will write adjectives (angry, happy, sad, etc); and on the third stage, SS will write other objects they can use for the given verb “get”. They will have a minute per stage.

2. A discussion  will take place and SS will be asked for the meaning of get related to the words written. They will identify the meaning on their own.

3. After that, SS will go to breakout rooms and, in pairs, do activity 2 and 3.

4. Once they have finished the activity, a picture with collocations of get will be shown and SS will use some of those sentences to create a short story.

5. It will be shown in class and peer assessment will take place to chek if their classmates' stories have sense

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Lesson Plan 2.3

Activity 1: Students will check some images related to the topic of the lesson. They will give some ideas about the pictures. Then I will ask specific questions about some images to check on their general knowledge.

Activity 2: Students will read (individually) a short reading from the book (Page 22) and then in the breakout rooms they will discuss in pairs or groups of three on what they read. They will also take notes on the new vocabulary to review it later with the rest of the class.

Activity 3: Students will work on exercises 5 and 6 (Page 22) from the lesson. The aim is to reinforce the grammar topic which is "Used to - Didn't use to and Did+ Subject + use to?"

Activity 4: Studens will go to the breakout rooms and share with a partner some personal experiences from the past. They will make use of: Used to, Didn’t use and Did you use to?

José Jiménez

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Part 1: Ss will watch the following video at home and will make notes about which words with get they noticed during the video . Then in the class we will discuss the ones they wrote and if they know other different from the ones in the video

https://www.youtube.com/watch?v=RiIelyDds9k

Part 2: Ss will read the box on page 76 "Vocabulary development: Collocations with get" and they will try to connect the collocations they saw on the video to the three categories the box shows. They will identify the tense.

Part 3: Ss will work on activity on page 72 "Build" using get and the words in the box they need to complete the sentences. The idea it's to practice and learn new collocations.

Part 4: Using the following link, Ss will match the collocation with the meaning.

https://app.nearpod.com/?pin=N8M9A

Part 5: in pairs Ss will choose 5 collocations from the last activity, then they will discuss different real-life situations about what can happen when you move to a new place. they'll create a presentation in canvas to explain those situations to the class.

Example. It can be easy for people to get lost because they don't know how to move around the city

https://www.canva.com/es_419/

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Following the stages to teach language and the concepts seen today, plan the activities to tackle language of a specific lesson.​

Focus only on one language aspect.​

Include the materials and type of interaction. ​

Be explicit in the plan, so readers can identify the stages.​

Post it no later than March 31st here.

Do not forget to write the author's name.

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B1 Level, Wide Angle 3, page 78.

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B1 Level, Wide Angle 3, pages 76 and 77.