Modals 8 grade EXCEL book

Unit 8. Travel&Transport

Teacher’s name: G.Zhiyengaliyeva

Date: 25.02.25

Grade: 8 Z

Number present:

absent:

Theme of the lesson: Modals

Learning objectives(s) that this lesson is contributing to

8.S.7. Use specific grammatical structures accurately within the context of most general and some academic topics.

8.UE.5. Use questions which include a variety of modal forms on a range of familiar curricular topics.

8.UE.13. Use a variety of modal forms for a range of functions: obligation, possibility, permission, offers, prohibition on a range of familiar curricular topics.

8.L.6. Identify with support the meaning in context of an extended conversation on general and curricular topics.

Lesson objectives

SWBAT

Learners will be able to:

8.S.7. accurately use various modal verbs (can, could, may, might, should, must, etc.) to express ability, possibility, permission, advice, or obligation in different contexts.

8.UE.5. formulate and ask questions using modal verbs to inquire about possibilities, obligations, or permissions related to the unit's theme.

8.UE.13. demonstrate their understanding of modal verbs by using them appropriately to express different functions in various situations.

8.L.6. listen to dialogues or conversations where modal verbs are used and be able to identify their functions and interpret the speaker's intended meaning.

Plan

Planned timings

Teacher activity

Learner activity

Assessment

Resources

Introduction

0-5’

Greeting. Asking the home task.

Brainstorming: T pays Ss attention to the following sentences and questions: What do these sentences have in common?

You must wear a seatbelt.

You can swim in this pool.

You should eat more vegetables.

What words do we use when we give advice, express permission, or talk about ability?

T writes the topic and presents the lesson objectives.

Ss greet and tell their home task.

(W/P)Ss identify the topic and answer the questions by reading the sentences.

Ss listen to the introduction and understand the lesson objectives.

T monitors and gives feedback.

Observe Ss’ engagement and participation in the brainstorming.

PPT

Main part

6-35’

T explains the task and explains the meanings of the words (possibility = sth that may happen, necessity = sth that is required, obligation = to have a duty to do something, permission = to be allowed to do sth, prohibition = to not be allowed to do something, request = sth that is asked for, suggestion = sth put forward for consideration, advice = guidance).

Then elicits which modals express which function.

T explains different group tasks and reads out the example.

• Give Ss time to complete it.

• Then check Ss’ answers around the class.

Listening task. T explains listening task and gives intructions to work in groups and choose the correct answer.

T explains the task, distributes cards, and provides examples.

(W/I, 8.UE.5.) Learners listen to the teacher’s explanation and take notes on the meanings of the words. They actively participate by thinking about the definitions and trying to connect them with real-life situations. Ss actively participate in the discussion, sharing their understanding and insights.

Answer Key

possibility = can

necessity = have to, need

lack of necessity = don’t have to, needn’t

obligation = must, have to

permission = can, may, might, could,

prohibition = mustn’t, can’t

request = can

suggestion = can

advice = must (strong), should/ought to

(G, 8.UE.13.)Students listen to the teacher’s explanation, complete the task in group and share their answers when checked in class.

Ex 2. 2 doesn’t have to

3 don’t have to 4 have to 5 has to

6 doesn’t have to 7 mustn’t 8 must

Ex 3. 2 can/may 3 should 4 may/might 5 Can/May/Might 6 should 7 can’t 8 Can

Ex 4 1 may 2 mustn’t 3 have to

4 don’t have to

Ss listen to the audio, discuss in groups and choose the correct modal verb to complete the blanks.

Ss individually read the prompt, think of a response and say their answer using a modal verb.

Monitor Ss’ comprehension through observation and questioning.

Collect and assess student responses to comprehension questions.

Assess Ss’ participation and contribution to the discussion.

Assessment Criteria: -understand and identify the meanings of key modal verb functions and match them with the appropriate modals.

Descriptor: The learner:

-demonstrates comprehension of modal verb functions by correctly associating them with their respective modals during class discussion.

T monitors and gives feedback.

Assessment Criteria: accurately uses modal verbs to express different functions in various situations.

Descriptor: The learner: demonstrates understanding by correctly completing the task and using appropriate modal verbs in context during group discussion.

T observes group interactions and assesses their ability to work.

Assessment Criteria: Identifies the function of modal verbs and interprets the speaker’s intended meaning correctly.

Descriptor: The student accurately recognizes modal verbs in a dialogue and determines their function in context.

T listens to students’ answers, provides feedback, and corrects errors if needed.

Assessment Criteria: Accurate use of modal verbs in spoken responses.

Descriptor: The student correctly applies modal verbs to express different functions.

PPT

Student`s book p 78

Modals for advice - YouTube

Worksheet 1

Modal verbs - - Speaking cards

Conclusion

35-40’

Reflection:

Review the modal verbs they have studied today.

Home work: SB ex 5.6 p79

Ss participate in reflection and take note of the homework assignment.

Review Ss’ homework for understanding, completion, and application of descriptive and analytical skills.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?

Question #1

Question #2

Question #3

In number 3, why does the person say they "ought to" cross at the traffic lights?

In number 9, what advice is the person giving themselves?

In number 10, what is the person thinking of doing to make their baby happy?

A. They are in a hurry and don't want to wait.

B. They know it's the safest place to cross.

C. They want to show off to their friends.

D. They are trying to get to a meeting on time.

A. They should ask their boss for a raise.

B. They should find a new job where they can work from home.

C. They should try to be more productive at work.

D. They should talk to their boss about their concerns.

A. They are thinking of buying their baby a new toy.

B. They are thinking of taking their baby to the park.

C. They are thinking of singing a song to their baby.

D. They are thinking of calling a doctor.

Question #4

Question #5

Question #6

In number 2, why does the person think they should buy a bright colored bag?

In number 4, what does the person say they "have to" do?

In number 5, what advice do the people give each other?

A. They want to be fashionable.

B. They want to show off their new bag.

C. They want to make it easier to find their bag.

D. They want to match their clothes.

A. They have to get a new computer.

B. They have to fix their old computer.

C. They have to learn how to use their computer.

D. They have to ask for help with their computer.

A. They should go shopping for new bags.

B. They should call a taxi.

C. They should go home and rest.

D. They should buy some food.

Question #7

Question #8

Question #9

In number 7, why does the person say they "have to" explain to the other person?

In number 8, what does the person say they "must" do?

In number 1, what does the person mean when they say they "must" be more careful with their money?

A. They want to be polite.

B. They want to make the other person feel better.

C. They want to stop the other person from talking too much.

D. They want to impress the other person.

A. They must forget about the girl and find someone new.

B. They must talk to the girl about their feelings.

C. They must try to win the girl back.

D. They must tell the other guy to leave the girl alone.

A. They think it would be a good idea to be more careful.

B. They have to be more careful because they are in trouble.

C. They want to be more careful because they are saving for something.

D. They are worried about losing their job.