In this entry I’ll describe two lessons I conducted in form 10 about modal verbs.

1. Lesson / task description - before

• Aim (what I want them to learn)
• In terms of subject       matter: Ss are aware of different forms of infinitive and see how they       function to express different time of the action
• In terms of thinking: Ss       can classify given modal verbs constructions using the parameter “time of       the action”
• Materials I am going to use: Walker, E., Grammar Practice for Upper      Intermediate Students with key. Longman: Pearson Education Limited. – 2000.      P.99-100
• Tasks I am going to use: Walker, E., Grammar Practice for Upper      Intermediate Students with key. Longman: Pearson Education Limited. – 2000.      P.99-100

2. Lesson / task description – after

First, Ss were given a worksheet where they were asked to insert the appropriate modal verb and the infinitive form. When Ss did the task, I showed them the answers. Ss corrected their variants.  The average score was about 3-4 correct answers out of 10.

When they were ready I asked them to formulate at least 2 questions the answers to which they would like to find by the end of our work with these modal verbs.

When Ss finished, I drew their attention to different infinitive forms that exist. We discussed the form of each infinitive.

After that the Ss were given a number of sentences. Ss were asked to read the sentences and to write next to each sentence what they think the time of the action is. When they finished, we compiled a table:

We discussed each answer with Ss. I didn’t correct them or give any hints. But there where ideas differed, we put a question mark.

Ss home task was to finish filling in the grid (parameter “time of the action”)

3. Overall reflection on the lesson / task

• Aim aspect (to what extent did we reach the      aims?) I think that the aim was achieved. Although I believe that the aim      should be extended from just “seeing” to “applying” or “transforming”.
• Tasks & materials aspect (how did we      work on the tasks to reach the aim? Please make specific references to the      steps of the thinking task framework)

We analysed the examples from the course book and compiled a table.

• Questions / conclusions for the future

1 What should I change in my lesson structure to make it more “thinking”?

2 How to work with “wrong” places in the Ss’s models? Should I select such sentences where the “right” answer would be obvious?

Lesson 2

1. Lesson / task description - before

• Aim (what I want them to learn)
• In terms of subject       matter: Ss are aware of different modal verbs and see when they are used       to express the particular degree of speaker’s certainty.
• In terms of thinking: Ss       can classify given modal verbs constructions using the parameters “degree       of probability” and “basis for assumption” using the given examples.
• Materials I am going to use: Walker, E., Grammar Practice for Upper      Intermediate Students with key. Longman: Pearson Education Limited. – 2000.      P.99-100
• Tasks I am going to use: Walker, E., Grammar Practice for Upper      Intermediate Students with key. Longman: Pearson Education Limited. – 2000.      P.99-100

2. Lesson / task description – after

In the beginning of the second lesson I asked Ss whether they have any questions about their home task. Several questions about the time of the action were asked. We discussed each answer with Ss. I didn’t correct them or give any hints. But there where ideas differed we put a question mark.

Then I gave to Ss the following sentences:

It must be Peter.

It should be Peter.

It may be Peter.

It might be Peter.

Ss were asked to try to formulate another parameter to compare the modal verbs. Different answers were given (“how sure is the speaker”, “personal ideas”, etc.) Finally, we formulated it as “degree of probability”. Ss were asked to read the sentences and to write next to each sentence what they think the degree of probability is. When they finished, we compiled a table:

  We discussed each answer with Ss. I didn’t correct them or give any hints. But there where ideas differed we put a question mark. It turned out that degree of probability depends on the “basis for assumption” or what influences the speaker’s degree of certainty. Thus, the 3^rd parameter was added and discussed “basis for assumption”.

Ss home task was to finish filling in the grid (parameters “degree of probability” and “basis for assumption”)

Next lesson I plan to give Ss sentences where they will have to insert the modal verbs and the appropriate infinitive form. But before that they’ll have to fill in the value of each parameter: time of the action, degree of probability and basis for necessity.

3. Overall reflection on the lesson / task

• Aim aspect (to what extent did we reach the      aims?) I think that the aim was achieved. Although I believe that the aim      should be extended from just “seeing” to “applying” or “transforming”.
• Tasks & materials aspect

We analysed the examples from the course book and compiled a table.

• Questions / conclusions for the future

1 What are the possible follow-ups?

2 How to organize Ss’s re-drafting of their models?