Teaching English modal verbs through debates: a lesson plan for second-year students majoring in Japanese studies

Abstract

The publication presents a methodological scenario for a practical session within the course "Learning English Modal Verbs" designed for second-year students majoring in Japanese studies. The proposed plan encompasses several stages: introducing students to modal verbs, preparing for debates, practising argumentation skills, engaging in role-play, and discussing grammatical aspects. The primary topic of the debates was gender equality in Ukraine, allowing students to explore socio-cultural aspects while simultaneously improving their language skills. The tasks assigned to students aimed at developing their speaking, argumentative, and communicative abilities. Students learned to use modal verbs to express their beliefs and possibilities and construct logical and persuasive arguments. Throughout the preparation process, students had the opportunity to analyze the problem from various angles, fostering the development of their critical thinking. The debate results indicated that students became more confident in using the English language, enhanced their argumentation skills, and expanded their active vocabulary. The methodology of employing debates confirmed its effectiveness as a means of boosting motivation for learning English and developing language competencies.