Running head: TESL 545 MODAL PERFECT LESSON PLAN 1 TESL 545 Modal Perfect Lesson Plan Michael Westwood Azusa Pacific University
TESL 545 MODAL PERFECT LESSON PLAN 2 Modal Perfect Lesson Plan Lesson Description: Use of modal perfects in evaluating past actions/decisions Time Frame: 60 min Assumptions: Students will have some understanding of the modal perfect and its use from the previous day s lesson, which included an explicit grammar instruction and sentence scramble activity. Materials Needed/Preparation Steps: (in list format, be specific) Writing utensils Paper Textbook Whiteboard markers Eraser CD player CD with I Should Have Been True by the Mavericks Sample monologue for warm-up activity (See appendix A) Example sentences to written on the board (See appendix B) I Should Have Been True lyrics cloze exercise (See appendix C) Worksheets describing situations (See appendix D) Evaluation chart (See appendix E) Rubric for evaluation (See appendix F) Student Learning Outcomes: By the end of this lesson, students will be able to: Accurately produce the model perfect orally and in writing. Examine a reading worksheet describing decisions made in the past and evaluate the person s decision. Describe situation in which they had to make a difficult decision in pairs. Evaluate their partner s situation, comparing it with what they might have done in that scenario. Hook/Warm-up: (3 minutes) Enter the classroom and produce a dramatic monologue (See Appendix A) describing why you did not sleep well the previous night due to a neighbor s dog barking incessantly. Ask students what you should have done to manage the situation, scaffolding questions from easy (yes/no) to more difficult productions incorporating the modal perfect. For example, Jose, should I have called the police? and What else could I have done Manuel?.
TESL 545 MODAL PERFECT LESSON PLAN 3 Main Activities: Review (7 minutes, presentation phase: listening, speaking, and reading skills) Have eight sentences written on the board before class (see Appendix B), some in the model perfect and some in the simple past tense. Some of the modal perfect sentences should have errors. Go through the sentences, asking the students questions relating to meaning, asking them whether or not sentences are correct and then asking them to identify errors in sentences that are incorrect. If the students struggle to locate the errors, encourage them to look in their textbook on the page where this grammar point is found. This will serve as a review of the previous day s lesson, which involved explicit instruction on the modal perfect form. Through this activity, review concepts learned in the previous lesson and clarify areas of confusion that arise as students analyze and revise the sentences. Listening Cloze (10 minutes, practice phase, listening, reading, speaking and writing skills) Give each of the students the lyrics for I Should Have Been True by the Mavericks (See Appendix C) with words removed. Play the song one time as students fill in the blanks. After the listening, read through the lyrics and have students call out the missing words in unison. What would you have done? Worksheet (10 minutes, practice phase: reading and writing skills) Explain to students that you want them to complete the worksheet (see Appendix D) relating to the modal perfect, carefully considering the situations described and challenging them to be able to justify their answers. Then, hand out the worksheet. Students should work individually for 10 minutes and then submit the worksheet. Describing a difficult situation (15 minutes, production phase: speaking and listening skills) Put students in groups of two, with no group sharing the same language. Instruct them to describe to their partner a situation in which they had to make a difficult decision. Students should attempt to listen actively, asking for clarification and details. After 10 minutes, combine groups (creating groups of four) wherein the students will be instructed to share about their partner s situation. Wrap-up/Review: (15 minutes, evaluation) Ask each student about their partner using the following three questions: 1. Who was your partner? 2. What happened to him/her?
TESL 545 MODAL PERFECT LESSON PLAN 4 3. What do you think he should have done? After students respond, restate their answers to the final question, correcting any errors that have occurred in their production of the sentence. Assessment Plan: During student wrap up, use the attached evaluation form (See Appendix E) to rate each student on a scale of 1 to 5 (See rubric in Appendix F). Also, monitor students during peer discussion, noting overall fluency and perceived interest level. Finally, collect their worksheets and check them for accuracy.
TESL 545 MODAL PERFECT LESSON PLAN 5 Appendix A Introduction Monologue (presented with dramatic flair) I am so sorry if I am tired today class. Last night I didn t sleep very well. My neighbor s dog was barking all night long. I kept trying to sleep, but I just couldn t. I just stayed in bed and stared at the ceiling. I probably should have done something, but I just stayed there until my alarm clock went off this morning. What do you guys think I should have done? (now involving students) Should I have called the police? Should I have closed the window? What else could I have done? Does anybody else have a suggestion?
TESL 545 MODAL PERFECT LESSON PLAN 6 Sentences written on the board Appendix B 1. I got into a car wreck. 2. You should have driven fast. (replace should with shouldn t ) 3. I can t believe that we failed the test. 4. We should studied more! (missing have ) 5. My friend overslept and didn t come to class on time. 6. He should have set an alarm. (correct) 7. Jim cut himself. 8. He should have be more careful. ( be should be been )
TESL 545 MODAL PERFECT LESSON PLAN 7 Worksheet describing situations Appendix C Answer the following questions. Think carefully and be able to explain your responses. 1. Jim was trying to park a car and accidentally hit another car. It didn t do very much damage, only leaving a small scratch. Jim didn t think anyone would notice, so he drove away without telling anyone. What should he have done? a. He did the right thing. b. He should have called the police. c. He should have left a note. d. He should have burned his car. e. He should have. 2. Pam heard her friends Kelly and Angela talking and laughing. She wasn t really sure, but she thought they were talking about her. She felt embarrassed and uncomfortable. She hit them with a chair. What should she have done? a. She did the write thing. b. She should have punched them. c. She should have talked to them about it. d. She should have ignored it. e. She should have. 3. Dwight couldn t find his stapler. He thinks that Creed stole it because they don t like each other. Creed denied stealing the stapler and said Dwight was irresponsible for not taking care of his possessions. Creed then went to the bathroom and Dwight stole his stapler. What should he have done? a. He did the right thing. b. He should have looked through Creed s desk for his stapler. c. He should have stolen something more interesting. d. He should have told his manager. e. He should have. 4. Oscar and Kevin are friends who work together, but Oscar is always making jokes about Kevin that make him feel bad. One day, Kevin became very angry and punched Oscar. Oscar punched Kevin back and they had a big fight. The manager was very upset and fired both of them. What should Kevin have done before punching Oscar?
TESL 545 MODAL PERFECT LESSON PLAN 8 5. Andy was walking down the street and found a wallet with one thousand dollars. There was no identification in the wallet. Andy took the money and left the wallet in the street. What should he have done?
TESL 545 MODAL PERFECT LESSON PLAN 9 I Should Have Been True Appendix D You held my hand I was your man I know that I was to lie If I go back in time Back when you were mine I could hold you tight And be with you I should have been true I should been blue I shouldn't wonder why you're gone I known that I was wrong Your eyes your lips Your touch I'll miss The nights are long Since you've been If I could go back in time Back when you were mine I hold you tight And be with you I should have been true I should have been blue I shouldn't wonder why you're gone I should have that I was wrong If I could go back in time Back when you were mine I could hold you And be with you I should have been true I should have been blue shouldn't wonder why you're gone I should have known that I was wrong I should have been true I should have been blue
TESL 545 MODAL PERFECT LESSON PLAN 10 I shouldn't why you're gone I should have known that I was wrong Mavericksn (2004). I should have been true. On what a crying shame [CD]. Geffen Records.
TESL 545 MODAL PERFECT LESSON PLAN 11 Appendix E Evaluation Chart Student Names S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 Partner Work (1-5) Final Activity (1-5) Perceived Interest (1-5)