Lesson Plan for 5.10.11: "Permission, Obligation, and Prohibition"

English For All – CLASS NAME: Intermediate

DATE: 05/10/2011

Teacher(s): Marie Palisky

Lesson Objectives	Students will be able to tell the difference between sentences expressing permission, obligation, and prohibition. Students will be able to create examples of these different type of sentences. Students will be able to use sentences granting permission, declaring obligation, or announcing prohibition to describe signs and body language gestures. Students will be able to discuss international signs (and describe what they mean) using modals.
Materials	Chalkboard and chalk Computer (PowerPoint) - Presentation Paper for charades game Interchange textbook Third Edition Cambridge, Jack Richards with Jonathan Hull and Susan Proctor Images/Pictures - Images
Procedure	Review (20 min.) Objective: allow students to go over the topics of last week’s class of body language and put them into use by guessing out the action T will explain the rules of the game to the Ss. T will ask Ss if they know what Charades is, if they don’t she will describe that you have to act out an action, using your body and facial expressions to try and get the other Ss to guess what it is you are doing. Ss will pick a piece of paper from a hat and on the paper will be written out an event or emotion. T will also tell Ss that there is to be no speaking from the Ss acting out the events or emotion.   Evaluation: Ss will be evaluated on how well they remember talking about body language and gestures by their participation in the game and whether or not they are able to convey something without speaking Transition: T will say “Now that we have practiced gesturing with the body, using signs, let’s talk about other types of signs. Who can think of a sign that you can see and without even having to read it you just know what it means?” T will draw an octagon on the board and talk about a stop sign, and then ask Ss to turn to page 95 in their books. Review/ Pre-Presentation(15 min.) Objective: to introduce idea of sentences for permission, obligation, and prohibition to the Ss and also to discuss the message of international signs. T will ask the Ss to share their answers from pg. 95 of Interchange 2 book together as a class. All Ss will have worked individually and will take turns providing answers. After the class has gone over all of the answers as to the meanings of the signs in the book the T will read part 2. Instead of doing this activity as pair work, the T will try and facilitate a discussion with the Ss and have them talk about where each sign could be found with the class asking them to use modal verbs. T will provide an example: “This sign SHOULD be found in all cars and highways because everybody SHOULD always buckle up. Transition: T will point out the words can, aren’t allowed, can’t, have to, etc. from activity A and ask the Ss about these words. T will explain that not only are they examples of modal verbs like we talked about last week, but they are used to grant permission, state an obligation, or prohibit something. T will then talk about grammar point. Evaluation: T will monitor Ss as they work in their workbooks. Ss participation and ideas in the discussion will also serve as an evaluation Break (10 min) Presentation: permission, obligation, prohibition (15 min.) Objective: to discuss the concept of sentences which grant permission, show obligation, and prohibit something by looking for key words within a phrase. T will pull up a Powerpoint which illustrates the points from pg 95 in Interchange textbooks. She will describe how there are key words (which will be bolded in the slide) which can be used to indicate the type of sentences; however, sentences will not always have these words. Most of the times these words will be modal verbs and they will indicate whether or not something is prohibited. For example, “can’t” generally displays prohibition while “must, or have to” show obligation.  T will ask Ss to come up with at least 2 sentences for each type of sentence and share them with the class, going category by category. 1st, permission, next obligation, then prohibition. T will have some examples too in case the Ss need more explanation. *Some foreign students have difficulty pronouncing/hearing the glottal stop at the end of can't. Teacher will make sure Ss are pronouncing the negative form correctly. Evaluation: Ss ability to create their own sentences which illustrate each category of sentence by using key words will show how well they understand the concepts of permission, obligation, and prohibition. Practice (15 min.) Objective: to practice the different types of sentences in the context of signs which display or convey a message. T will ask Ss to go back to their books now that they have talked about permission, obligation, and prohibition and work on pg. 95 section A. After Ss have been given time to read over the sentences and come up with answers, the class will go over them together as a whole. While going over answers, T will ask the Ss to identify the types of sentence whether it is granting permission of something, stating an obligation, or prohibiting a certain action. T will ask Ss if they can think of any signs they remember seeing around campus or back at home and what they look like and mean. Evaluation: Ss will be evaluated on whether or not they are able to identify the category each type of sentences is to gauge how well they understand the grammar point. Production (25 min.) Objective: Ss will practice creating sentences of permission, obligation, and prohibition in the context of specific areas and places. Pre-Speaking: T will ask Ss to get into pairs. T will hand out pictures to Ss of places and ask them to come up with sentences saying what are allowed to do there, what you are not allowed to do there, and what you must do there. T will ask Ss to write these sentences down as they will later present them to the class. While-Speaking: T will ask each pair to come to the front of the room to share their sentences with the class. The Ss presenting will not show their pictures to the class but instead read their sentences and have their classmates try to guess the place. Post-Speaking: T will take notes on the presentation and then put up some of the sentences produced by the pairs (one for each pair). These sentences will be an obligation, permission, or example of prohibition. T will ask students to try and create a sign that represents each sentence. Evaluation: T will walk around and make sure that students stay on task and are coming up with sentences. Ss will also be evaluated by making sure to come up with at least one example of each category of sentence
Assessment	The production activity will serve as an assessment for the day.
Anticipated Problems	Ss may not remember talking about modal verbs last week or understand what they are Ss may not want to participate in the charades game Ss may not elicit the forms I am looking for in the pre-presentation/review portion of the lesson plan Ss may understand concept very quickly and finish early with activities