English Lesson Planner | TP4

Ryan P. Stroud

TP4 - Grammar - Pre-Intermediate level

TP4 - Grammar
Pre-Intermediate level

Materials

No materials added to this plan yet.

Main Aims

To provide clarification, review and practice of Should/shouldn't, Have to/don't have to, can/can't in the context of Using the words correctly within context of importance and with conversation.

Subsidiary Aims

To provide fluency and accuracy speaking practice in a Conversational speaking with peers in the context of Using the words correctly within context of importance and with conversation.

Procedure (32-43 minutes)

Lead-in (3-5 minutes) • To set lesson context and engage students

1 a. Ask Students to discuss the picture provided of Mayo. Lead students with concept of should/shouldn't, have to/don't have to, can/can't and discuss what students think she is studying? BOR - 2.5 Min) 2. Presentation through text: Students will be asked to read a short paragraph and discuss what that person should/shouldn't do. (BOR - 2.5 min) Students discuss in breakout rooms

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Target Language: Should/shouldn't, Have to/don't have to, can/can't Meaning: Should/shouldn't - Advice. Have to/don't have to - Mandatory. Can/can't - Permission. Form: ________ + verb + ____________ Order of importance : Mandatory, permission, Advice. Teacher models: You have to be at the airport at 9. We should go now. She can't go to the dance. Pronunciation: CAn/CAn'T SHOuld/SHOuldn'T HAVe to/DON'T HAVe to I CAN'T go out. You SHOULD pick that up. I DON'T HAVE TO be there.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students will complete the fill in the blank activity individually (p.26 & 27 grammar) Then Teacher will conduct OCFB for answers. Students will then go into BOR to compare and discuss correct or incorrect answers. OCFB

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Students will be given statements about a normal day to discuss by using the target language. (p.27) The statements are: Wait for other people to use the bathroom. Leave home after 8 o'clock. Catch the bus. Make my own breakfast. Study in the evening. Send emails. Cook a meal for my family. Sit in front of a computer. Teacher will model. Students will work in BOR answering these statements and peer checking for target language.

Feedback and DOC (5-8 minutes) • To provide corrected used of meaning, form and pronunciation from the day's lesson.

Students will read a series of statements from the day's class and will be asked if they are the correct form or incorrect. If incorrect, students will be asked to correct the statements.