Lesson Plan Universidade Federal de Minas Gerais Gramática Pedagógica Professor Deise Prina Dutra Cristiane Tinôco Ligia Farnezi Relva Caroline
Class • English course class; • Teenagers; • Intermediate level; • From sixteen to twenty students;
Linguistic items to be focused • Usage of the modal verbs “can” and “could”; • Indirect speech
Examples • The examples would come from comic strips, so that the topic would be lighter to be presented and discussed. • Students could also bring, for another class, examples from different species, such as texts, songs or sitcoms.
Class: step 1 - input • The class would be divided in groups of four; • Each group would get some (2 to 4) comic strips; • They would look up new words and read the comic strips to their group partners.
Class: step 2 - output • Each one of the group should write a report about what happened in a chosen comic strip. This way, they would practice indirect speech. • One of the written reports should be chosen to be told to the class by one of the members of each group.
Class: step 3 - Language analysis • After students report, the teacher would ask him/her and the class about the situation. • Was it a conversation between two friends or between mother and son? • Is it formal or informal? • Were the characters in the comic strip being polite? • Were they talking about abilities and skills?
Class: step 3 - Language analysis • Ask students to find and underline the modals “can” and “could”; • Sentences where they appeared should be written on the board and analyzed: which differences between the usage of both verbs could the students notice?
Class: step 3 - Language analysis • Ask students to find out the function of the modals: offer, request, permission, possibility. Write the functions on each strip. • Lead students to see the pattern of modal verbs by asking questions: • What comes after modal verbs in the sentences? • What is the form of the verbs after modals?
Class: step 4 • After the explanations, students should write one sentence for each function found and explain their choice for “can” or “could”.
Language analysis • Language analysis would be done again after the production activity so that students would get a chance to check the usage: the meaning and the form.