1. Lesson Plan
•Cristiane Tinôco
•Ligia Farnezi
•Relva Caroline
Universidade Federal de Minas Gerais
Gramática Pedagógica
Professor Deise Prina Dutra
2. Class
• English course class;
• Teenagers;
• Intermediate level;
• From sixteen to twenty students;
3. Linguistic items to be
focused
• Usage of the modal verbs “can” and
“could”;
• Indirect speech
4. 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.
10. 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.
11. 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.
12. 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?
13. 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?
14. 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?
15. Class: step 4
• After the explanations, students
should write one sentence for each
function found and explain their
choice for “can” or “could”.
16. 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.
