Instructor: Rufat Shikhili Course:_intermediate Textbook: New Cutting edge Intermediate

Weekly Objectives:
1. Students will identify and demonstrate their knowledge about the present and past forms of permission/ obligation modal verbs.
2. Students will express their opinions and demonstrate their reading, listening comprehension about rules, laws, and rights.

Monday Tuesday Wednesday Thursday Friday

Objectives: Students will recognize Objectives: Students will identify the Objectives: Students will present Objectives: Students will Formal assessment:
modal verbs for obligation and past tense of modals for obligation their opinions about laws and rights demonstrate their reading
permission in the present tense. and permission. by using related vocabulary. comprehension about Students will choose any
Students will demonstrate their Students will express their opinions Students will discuss controversial "compensation culture"
country's laws and rules and
knowledge about obligations and about the rules and permissions in statements about laws and rights. Students will identify linking
make presentations about it.
permissions by using modal verbs. their past. words.
Students will demonstrate their Warm-up and objective discussion: Students will identify common uses Students' presentation skills will
knowledge about rules and express Warm-up: a quick quiz about present students will check the phrases about of "do". be evaluated.
their opinions. obligation and modals the stricter laws and rights. (Ex 1a/ A new lesson will not be taught.
Students will demonstrate their [Link] p.116) Warm up: Students will check the
listening comprehension about the points/b1/have-to-must-should/ Ask them to tell the laws and rights meaning of the text's title and
annoying rules. After checking the answers, elicit the about their countries using the discuss. (Ex 1./ p 118).
information about the past form of phrases. Have them write their
Warm-up: 1. Ask students to make these modals. sentences for each phrase on the Objective discussion: explain the
a list of one or two rules for each of board. They will refer to them in the meaning after having their answers.
the following places in pairs. (Page Objective discussion: Write down discussion stage later. Explain what will you expect from
112/Ex1 students' answers about the past forms Students will identify positive and them.
2. Ask the students to do exercise 1b of modals (obligations and negative phrases for laws (ex1.b/p
on page 114. permission) on board. 116). Instruct and model: 1. Students
Ask them to say a rule about their will work in pairs to identify the
Objective discussion: Let's have primary school using the modals on Instruct and model: Students will meaning of the words.
some examples based on the board. Discuss the objectives. read 14 ideas (ex2/ p 116-117). Instruct after having their answers.
activities you have done. (Have them Teacher will tell couple of ideas that Ask them how they might be
to come with their examples and Instruct and model: Have some are already lows in her country and connected to the "compensation
highlight the modal verbs) students to write their sentences on write them on board. culture" (ex2/ p118)
In what aspects of life would you board. Ask them to underline the past Mark the statements if you agree or [Link] will identify the
use obligation and permission tense of modals. Elicit the formation disagree (ex 2a/ p116). Use the category of linking words.(ex.1/
modals? (Ask students to discuss of past modals for phrases and show them. p119)
with their pairs) obligation/permission from students. Check the answers and explain
Discuss the reasons for these rules Guided: Students will do the same each category.
Instruct and model: 1. Ask with students. Which of them are activity for all 14 ideas in pairs. (Ex
students to look at exercise 3 (p112) strange or funny? Share your opinions 2a.b./p116-117). Guide them and Guided: [Link] will read the
and underlined modals. Elicit and have their opinions answer questions during the text and complete the table
information by asking to find the discussion. individually. (Ex 3/p118).
correct category for each modal. Guided: students will match the Explain what they will do before
2. Ask students to listen to track 11.3 examples with pictures. Less guided: Students will plan how starting.
(textbook CD) and take notes of six Ex. 1(114) to discuss controversial statements Walk around the class in case of
people complaining about a rule they Students will answer questions in that they would like to discuss in questions and difficulty.
find annoying pairs. (Ex2/115) groups (ex 1a.b./ p 117). They will [Link] will complete the gaps
use "Useful Language box" (p.117) using a suitable words/phrase
Guided: Have students to make Less guided: ask students to identify (ex.2/p119)
pairs. While choosing the pairs, which modals do not have past forms Independent practice: Students will 3. students will add the phrases to
make sure your weaker students are (analysis page 115) finally discuss controversial ideas and the correct section. (ex 1/ page 120)
with stronger ones. Ask them to look After their answer, ask them to listen their views about them in groups. (ex
at the ex 1 (ex3 p. 113) the track and complete the practice 2.p.117) Less guided:
As soon as they have finished the exercise (ex1/ track 11.4/ page 115) Ask them to choose a speaker for [Link] will discuss the
first discussion, ask them to make presenting the group's viewpoints. questions in small groups (ex.4 p
three groups and use the modal verbs Independent practice: Students will 118)
(ex 1) for exercise 2 (p113). discuss their childhood rules about Assessment: speakers will present the 2. Students will listen to the
particular things in groups (ex2 a./ views to the class. (ex 3/p117) questions and make a note of
Less guided: The groups should page 115) answers (ex 2.a./ p120)
make a list of rules for their place of Homework: Ex 10/11 page 86 on
work or study; town/ city/ country; Assessment: Students will make a workbook. Independent practice:
the place where they live small speech individually by asking Students will write a few sentences
(region/neighborhood). Walk around questions (ex2 b. / page 115) about the controversial topics (ex3/
the class to make sure they are on p119).
task and in case of questions. Homework: Ex. 6/7/8 page 84-85 on
workbook.
Independent practice: Write the Assessment: Students will
names of places on small pieces of listen/read to the stories and
paper (ex1. Page 112) and turn their complete the exercises. (ex 12.
faces down. Ask each group to Page 87 on workbook)
choose three of them.
Then ask them to make the 5 most Homework: Ex. 13/14 page 88 on
important rules for each of the workbook.
places. After discussion, ask them to
read their rules to other groups to
guess the place.

Assessment: Ask them to make a list

of rules about their parents'
workplace.

Homework: Ex:1,2,3,4,5 from

workbook (page 83-84)
 1. Who are the students in this course? (elementary school children, high schoolers, university students, etc.)
2. What is their level? (beginner, intermediate, advanced, etc?)
3. What is the content of the course? (Reading, writing, listening, speaking, grammar, other?)
4. 1-3 weekly objectives
5. Assessment(s) that relate to the objectives and test students' knowledge

My students are intermediate university students who try to improve their language skills. They already have background
knowledge. As we are using a comprehensive coursebook- Cutting Edge, all are combined; thus, there are reading, listening,
full of speaking, writing, and grammar part.
Objectives: Students will identify and demonstrate their knowledge about present and past forms of permission/ obligation
modal verbs.
Students will express their opinions and demonstrate their reading, listening comprehension about rules, laws, and rights.
Assessment: Students will choose any country's strange laws and rules and make presentations about it.