Class on Modal Structure Verbs

A class on modal verb structures "Obligations & responsabilities"

Luana López Diosdado CFPI - UNAM

Presentation

Lesson plan development

The present class is based on the lesson plan designed for a group of seven students corresponding to the level A2. These students have a good range of vocabulary and grammar structure understanding. However, they still struggle with some grammar constructions and often misspell some of the words they work with.

Main objectives

Objectives for the development of the class

Wirting skills development

Classroom resource exploration

Lesson plan application

Grammar reinforcement

The focus of the module demands that the main skill to develop is the written aspect of language teaching. This will be reflected in the demo class.

The class will explore diverse dymanics to make the class more engaging and interesting for the students.

This sample class also has the objective of fulfilling the organization proposed in the lesson plan as accurately as possible.

This approach is meant promote the use of appropoate grammatical structures in the class as a crucial part of language learning.

Modal verb structures

English II - UNAM Language Center

What is something you do everyday?

obligations & responsabilites

What is something that you do everyday?

Think about the things that you do every day and that entail a responsability or an obligation, thes often come with a consequence if they are not performed. Such as.. I must go to school I should brush my teeth I have to clean my room I can't skip work

Learning a little more on the topic

How does this structure work?

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Some examples on the topic

Don't forget to check your grammar charts on the handouts

Aliens are here!

Aliens have arrived to try and pass as humans. They are asking for your help.

Write one or two sentences that can help the aliens to act as human as possibile. Use the structures that we just reviewed, specially using must and should. For example: You sholud always greet people, even if you don't know them.

Let's share our ideas!

Here goes your wonderful participation

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Let's practice a little

Analysing the functions of modal verbs

You'll have to answer a quick quiz in order to practice the use of the modal verbs we saw on the beggining of the lesson. Here are a few things to bear in mind: In the third person, "must" indicates a strong obligation or necessity, while "should" suggests a recommendation. "Have to" implies external obligation, and "can" signifies permission or ability.In the first person, the choice of modal verb reflects the speaker's perspective. "Must" conveys personal obligation, while "should" expresses a recommendation or suggestion based on the speaker's viewpoint.

Practice a little more with the following quiz. You have 5 minutes to do it.

Don't forget to check your grammar charts on the handouts

To keep working...

Homework

You'll have to anser the section 2 of the textbook page. The one coreesponding to Des O'brien opinion on the advantages and disadvantages of working from home. Also, if you want, you can re-attempt the quiz on your own time

Handouts link:

In your opinion... What is something people should not do?

Let's watch this video

What are yout thoutgs on the video?

Let's work with it.

Enter the Padlet and write a short paragraph describing something that you think people can't, don't have to, mustn't or shouldn't do. You'll have 4 minutes to complete this.

to wrap it up...

Conveying obligations and recommendations

Understanding the distinctions

Enhancing language proficiency

Signifying permissions and possibilities

Modal verbs such as "must," "should," "have to," and "can" express different degrees of obligation, necessity, permission, and possibility.

It enables writers to convey their intended meaning accurately and succinctly, ensuring clear communication with the reader.

By employing the appropriate modal verb, writers can effectively convey the level of obligation or recommendation they want to express.

Utilizing these modal verbs appropriately helps writers convey what is permitted or what is feasible in their writing.

any questions?

References

Bibliography

Dillon, D. A. (1989). Showing Them That I Want Them to Learn and That I Care About Who They Are: A Microethnography of the Social Organization of a Secondary Low-Track English-Reading Classroom. American Educational Research Journal, 26(2), 227–259. https://doi.org/10.3102/00028312026002227

Web links

https://drive.google.com/drive/folders/1qHlqGMHL7sB1lJGfzuF7FQdaOAX6rWVv

John, P. (2006). Lesson planning and the student teacher: re‐thinking the dominant model. Journal of Curriculum Studies, 38(4), 483–498. https://doi.org/10.1080/00220270500363620

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Pincas, A. (1982). Teaching English Writing. https://ci.nii.ac.jp/ncid/BA00610901

https://padlet.com/panchitalpz/what-is-something-you-think-people-shouldn-t-do-18s9xfbeidedw1zq

Romero, J. R., Tatto, M. T., & Irigoyen, E. N. P. (2014). English language teaching in public primary schools in Mexico: the practices and challenges of implementing a national language education program. International Journal of Qualitative Studies in Education, 27(8), 1020–1043. https://doi.org/10.1080/09518398.2014.924638

https://www.youtube.com/watch?v=gt-yzE0Q38s

Watson, A. (2015). Conceptualisations of ‘grammar teaching’: L1 English teachers’ beliefs about teaching grammar for writing. Language Awareness, 24(1), 1–14. https://doi.org/10.1080/09658416.2013.828736