EIS Lesson Script - What might have happened?

7/27/2019 EIS Lesson Script - What might have happened?

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EIS Teaching – Learning Strategies / Procedures

Fundamental English Secondary 4 (Grade 10) ,

duration 55 mins.

Topic : Man and Nature .

By Mr. Thanisorn Lekthip, English Staff, Suratpittaya School .

Sub Topic: “What might have happened? ”.

Strand

Strand 1: Language for Communication

.

Standard

F1.1: Understanding of and capacity to interpret what has been heard and read from

various types o media, and ability to express opinions with proper reasoning

F1.2: Endowment with language communication skills for exchange of data and

information; efficient expression of feelings and opinions

Indicators/Learning Outcome

F 1.1 M4-6/4: Identify the main idea, analyse the essence, interpret and express

opinions from listening to and reading feature articles and entertainment

articles, as well as provide justifications and examples for illustration.

F 1.2 M4-6/4: Converse and write to exchange data about themselves and various

matters around them, experiences, situations, news/incidents and issues of

interest to society, and communicate the data continuously and

appropriately

Background Knowledge

The use of some auxiliaries; must, may, might, could, couldn’t, can’t (auxiliary +

infinitive form)

Ex. I can swim. I may go swimming with my friends this evening.

Interesting Words

may, might, could, speculate, speculation, sure, possible, impossible, etc. .

No.

Teaching-Learning Strategies / Procedures Resources /Materials

TimeFrame

1 Starting the Lesson : (warm- up)

Teacher shows a picture and let studentsshare ideas by asking some questions

1. What can you see in the pictures?

2. In your opinion, what nationality is

the lady?

3. Can you remember this event?

4. How was she feel?5. Where this event happened?

6. What might have happened?

Teacher write the students’ ideas on the

5 Mins



2

board; for example,1. We can see a lady, a house and cars.

2. A lady might be an Asian. She might

be a Japanese or Chinese.

3. She might have felt lonely or sad.

4. This event might have happened inChina or Japan.

5. There might have been a hurricane.

6. There might have been tsunami.

2 Lesson Procedure

Teachers asks students to look at picture1 – 7 on Mega Goal 4, page 92 and asksthe questions;

o What happened in each picture?

Teachers lets students read eachsentence (a - g) on Mega Goal 4, page 92loudly

After reading sentences, teachers asksstudents to match each picture to thecorrect sentence

Teacher asks students to underline theVERB PHRASE in each sentence

a. There must have been ahurricane or a tornado.b. It can’t be a reallocomotive. It must be anadvertisement.c. He might have teasedthe bull.d. The driver must havelost control of the truck.e. It might be a newdesign of sunglasses.f. It must be a crater of avolcano, or maybe ameteorite could havefallen.g. It could be somethingfrom another planet.

Teacher writes all auxiliaries on the board

Teacher asks if students know the

meaning of all auxiliaries. If the studentsdon’t know some of them, teacher have toexplain clearly

Teachers asks if the students know how touse each auxiliary by pointing the use of it

Mega Goal 4, page92 - 94

30 Mins



3

in sentence a – g

Teacher lets students have a look ongrammar explanation on Mega Goal 4,page 94, and lets the class conclude theuse of auxiliaries together;

Use “must” to say we aresure of something

Use “can’t or couldn’t” tosay that we thinksomething is impossible

Use “may, might or could”to say that something ispossible

Teacher lets volunteers say sentencesusing each auxiliary as examples;

We must come to class inon time. (Present)

We must wear helmetwhile driving. (Present)

We can’t eat snacks inclass. (Present)

We may go to the toiletwhile the teacher isteaching. (Present)

If you don’t drive carefully,you might have anaccident. (Present)

Teacher asks students to notice the verbused following auxiliaries

Teacher tells the students that “If there isonly one verb (in infinitive form) after anauxiliary, that is PRESENTSPECULATION”

Teachers explains more aboutSPECULATE and SPECULATION

“Speculate” is to say or expressyour opinions

Teachers tells students that we can alsospeculate events in the past

Teacher writes the table of speculation onthe board

Speculate

something

Speculate

something



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in the

present

in the past

It can’t be a

reallocomotive. It

must be an

advertisemen

t.

It might be a

new design

of sunglasses.

It must be a

crater of a

volcano.

It could be

something

from anotherplanet.

There must

have been ahurricane or a

tornado.

He might

have teased

the bull.

The driver

must havelost control of

the truck.

A meteorite

could have

fallen.

Teacher lets students read each sentenceloudly and notice the difference of verbused after auxiliary

After discussing about the difference of verb used after auxiliary, teacher letsstudents conclude the form of

speculation

Speculate

something

in the

present

Speculate

something

in the past

S + aux. +

infinitive

S + aux. +

have + V3



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3 Closure

Teachers let students work in group of 4-5to speculate what might have happenedin each picture by using PRESENT andPAST SPECULATION

Students, each group, present their ideasin front of class

sample picture

- He might havegotten drunk.- He might have beenfainted.

- Pictures forspeculation

20 Mins

4 Extension

Teacher asks students to search for 3

pictures of unusual or exciting events and

speculate each picture

Website, Internet

access

Homework

/

Assignmen

t time

5 Assessment

Group work observation

Speculation ideas, creativity

Presentation language

Teamwork skills

Extension assignment



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EIS Lesson Script - What might have happened?

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