New lesson plan: Grammar, Should

canan aydin

Grammar, Should - Pre-Intermediate level

Grammar, Should
Pre-Intermediate level

Description

In this lesson, students are going to learn about should/shouldn't by giving advice to daily life problems.

Materials

English File Student Book

English File Student Book

Main Aims

Students will be introduced to the grammar should and shouldn't for giving advise. At the end, the students will be able to give advise.

Subsidiary Aims

To provide the students the opportunity to find solutions to daily life problems by giving advice.

Procedure (39-51 minutes)

Warmer/Lead-in (4-6 minutes) • To prepare ss for the concept of solving daily life problems and to provide an opportunity to brainstorm.

1. Show 3 picture to students (one by one). 2. Discuss what they see. 3. Drill some questions: a. Whats wrong? Is there a problem? Whats the problem? b. What do you think we can do? How can we solve it? Whats your opinion? What do you think? Whats your advice? 4. Elicit answers from students.

Exposure (3-5 minutes) • To elicit and remove any potential misunderstandings.

1. Write an example from the student on the board. 2. Example sentence: You should go to the dentist. 3. Ask ccq: is it a good thing? (Yes) Will it solve the problem? (Yes) Is it your advice? (Yes) 4. Write another example from student on the board. 5. Example sentence: You should eat healthy food. 6. Ask ccq: what’s the verb? (Eat) what’s the subject? (You) Is the verb in the base form? (Yes) 7. Example sentence: You shouldn’t listen to loud music. 8. Ask ccq: Will it solve/end the problem? (Yes) Is this advice? (Yes) How can we make a question? (Should I listen to…?)

Clarification (6-8 minutes) • Practice pronunciation and introduce "ought to"

1. Show ss the examples on the board. 2. Elicit more example sentences from ss. 3. Practice sentence pronunciation by back chaining. 4. Repeat all together and one by one. 5. Drill and elicit the meaning of "ought to" 6. Ss use "ought to" in a sentence

Controlled Activity (10-12 minutes) • To encourage ss to use the target grammar.

1. Ss divide into two groups 2. "should/shouldn't" is on the wall for each group 3. Ss are given strips of paper with different statements written 4. Ss are given one minute to discuss 5. Ss are given one minute to put them in the correct place 6. The group that finishes first wins 7. Ss read the sentences. Discuss. Are they correct?

1st Practice Task (8-10 minutes) • To encourage ss to use the target grammar.

1. Daily life problems written on small pieces of paper will be faced down and put on the board. 2. T demonstrates and example with a student. 3. In pairs one ss picks a card. States a problem and asks, “What should I do?” 4. Other ss gives advice. 5. Ss answers with one of the following: a. That’s a great idea. b. Thank you great c. Thank you but I don’t think it’s a good idea.

2nd Practice Task (8-10 minutes) • To focus the ss on the target grammar and to encourage ss to work in a group.

1. Divide the class into two groups. 2. Give each group paper. 3. Give the ss the topic “I want to live a healthy life. What Should I do?” 4. Ss are given one minute to think and talk to their partners. 5. Ss are given 3 minutes to write as many advices as they can find. 6. Groups exchange paper and check the other groups answers 7. Correct any error. 8. Whichever group has the most correct statements wins.