Name of the Teacher Date Level of the class Length of lesson

Laura Gervais 2021-11-03 Pre-intermediate - A2 60 minutes

Lesson Type:
Grammar

Lesson Topic:
Giving Advice – Using Should and Shouldn’t

Lesson Aims: Lesson Outcomes:

By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Talked with a partner and given them advice about what they should do to
understand and use should/shouldn’t for giving advice. prepare for a party.

Example sentence:
Claude should come to the party.
Jennifer should not be here.
Anticipated difficulties: Suggested solutions:

1. Because the students are young learners and the lesson is a grammar 1. Within the lesson, I will try to use lots of games and activities to keep
lesson, there may be some problems with distraction and motivation. the students engaged and entertained, giving them rewards that
appeal to their extrinsic motivation.

2. There may be some cultural issues due to the students’ nationalities 2. I will foster an environment of equality where should can understand
and cultural background. that no nationality, culture or language is superior to another.

3. 3.
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Target language analysis:

1. What is the use or function of this Should is an auxiliary verb that is mainly used to: give advice or recommendations, talk about an
language? (include a timeline if obligation, talk about probability and expectation, express the conditional mood, and replace a
appropriate) subjunctive structure.

2. In which context are you introducing What Do You Recommend? – discussion around if an action is good or bad to do.
the language?

3. Which concept checking questions will Frank smokes 20 cigarettes a day.

you ask to ensure students understand Is smoking a good thing? (no)
the meaning? How many times does he smoke? (20 times)
Do you think he should stop smoking? (yes/no)

4. What is the form of the target The basic structure for should is:
language? (include positive, negative
and question forms if appropriate) positive
subject + should + infinitive verb
He should come to the party.

negative:
subject + shouldn’t + infinitive verb
He shouldn’t be in the office.
5. How will your students work out the The language will be introduced through different scenarios that allow the students to deduce the rules
rules for the structure? through guided discovery and inductive exercises to allow them to give advice.
The board will be used as the main prop when I am trying to elicit the structure from the students and
prompt the students with my voice if they are unaware of this grammatical form.
6. What will you teach about the The teacher will focus partly on the contraction of should not to shouldn’t.
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 pronunciation of the structure?
Some focus would be given on certain vowel sounds and phonemes which would be missing in the
Russian Language to give some help to the Russian students.
e.g. This sound /ɜ:/, in particular, gives Russian speakers the greatest difficulty when pronouncing English
words.

Stage Name Stage Aim Time Interaction Teacher’s procedure Students will…
Pattern

Example: Example: Example: Example: Example: Example:

Warmer To engage the 10 T-S Draw on the board a table with rows Students will identify the lesson topic
learners in the minutes labelled “Good things to do” and “Bad Learners will use their previous
lesson, to activate things to do” and columns labelled “At knowledge to make links to the topic
the learner’s prior T-S School”, “At home” and “In town”. regarding good and bad decisions and
knowledge of the From the jar of names on the table giving advice about what they think
topic randomly select student to complete should be done.
the table by asking questions like
“What is a good thing to do at school?”
T-Ss Ask the students why is it a good/bad
thing to do.
Ask students to copy the filled table
into their notebooks.

Presentation To allow the 10 T-S 1. The teacher will present to the

Meaning students to deduce minutes OCFB class “Claude’s Life”.
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 the meaning of the 2. On the board, T will stick a
target grammar picture of Claude with the
using their own different choices that Claude
analytical skills. does.
3. T will elicit from randomly
selected students whether the
choice was a good choice or a
bad one.
4. Place students in groups of
twos and threes and ask them
to rewrite some ways that
Claude can correct his bad
choices, in other words “What
should/shouldn’t Claude do?”
and answer “Claude
should/shouldn’t...”
Presentation: To allow the 5 T-S T will present the target structure on See the correct target form and apply
Form students to establish minutes the board in the form of: this knowledge when they are making
the correct written a choice in the given worksheet.
structure of the Positive Structure:
grammatical form.
Subject + should + Infinitive…

Negative Structure:

Subject + should not + Infinitive.

Subject + shouldn’t + Infinitive.

Question Form

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 Should + subject + Infinitive
T will hand out worksheet (fig. 2)
where students will have to decide if
an action should/shouldn’t be done.
Presentation: To enable the 5 T-S T will chorus example sentences using Reproduce the sounds chorused the
Pronunciation students to identify minutes the already presented form on the teacher and sound more natural
the contractions board. T will pay special attention to through drilling the contractions during
the structure’s contractions where the CICing.
should + not = shouldn’t.
Teacher will use CIC to isolate sounds
and contractions and ensure the
students sound more natural.
Practice: To allow the 10 Ss-Ss 1. T will divide the class into to Practice their listening and
Controlled students to practice minutes two teams and line them up reproduction of sentences using
Practice saying the target, one after the other, each facing should or shouldn’t as quickly as
structure, listening forward. possible. Every student will be given a
to it and finally 2. At the front of the class, the chance to build a sentence physically
building it for visual teacher will place two piles of when they are at the front of the
purposes word cards which will form a queue.
recommendation of what one
should or shouldn’t do.
3. T will then whisper a sentence
to the three of the students at
the back of the line who then
have to whisper that sentence
to the next student until that
sentence reaches the student
in the front.

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 4. The students at the front then
have to scramble to put
together the sentence they
thought they heard.
5. The first student to put the
sentence closest to the answer
will earn a point for their team.
6. The students who were at the
front will go the back and the
game will continue until
everyone has had a turn.
Production: To allow students to 15 Ss-Ss 1. Divide the class into group into Talk freely within the groups using pre-
Freer Practice develop the minutes groups of three and gets a dice existing vocabulary and grammar and
confidence to use and a copy of the board game using the new target structure.
the target structures (fig 3). They will develop confidence using the
with minimal 2. Each student takes turns new structures which allow them to
support from the throwing the dice and use it in the real world.
teacher. depending on where it lands,
he/she either take the action (if
it is an action square) or
suggests advice for the problem
on the square. If the other
members are happy with the
answer then it is the next
person’s turn. If not, he/she has
to give better advice, until the
group accepts the answer.
3. The first person to reach the
end wins the game.

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 4. The T will monitor the class
while the students are playing
and note any errors to look
over later and make sure that
they are evaluating each
other’s advice fairly.
Cooler To allow the 5 T-S Students will be placed in the teams Be witness the students improved use
students to reflect minutes they were in the Practice stage to and understanding of their use of
on the progress allow for a continuation of the score should/shouldn’t.
made throughout tally. Feel positive ending the lesson with a
the lesson and leave T will read a statement and the first positive game.
on a positive note. team that responds if with the
applicable response (good/bad thing)
wins the point. The team then
formulates a statement to the
corresponding action.

Eg I eat 5 burgers a day.

Response (bad thing)
You should not eat 5 burgers a day.
Lesson Rationale (700-1000 words):

Method:

I chose to use the PPP format for my lesson because it is a systematic approach on taking in new information. It is my belief that it will help the learners to
become aware of certain aspects of the new target language and, due to this, the learners will more likely to grasp these new features in real life situations,
giving this method a huge amount of utilisation. However, there are some disadvantages of using PPP, the rigid structure can be somewhat restrictive as it
relates to the student’s exploration of the new language. Because of this, I chose to implement within the “Presentation: Meaning” stage, a guided
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discovery activity that will allow the students to discover the rules of the grammatical structure inductively. It is my belief that this will more likely
encourage a higher level of comprehension of the target structures since the learners will be given the opportunity to discover the language for themselves.
Since this method is strongly recommended for students who already have a base in the language, it is my belief that the guided discovery is a highly
suitable activity for students who have some previous knowledge in the language, that is for my students of the pre-intermediate level.

Structure

The warmer activity is used to get the students into the frame of mind to learn English, and also it encourages students to engage in a thought provoking
activity. In this activity there is no real right or wrong answer, but the activity will be used to open discussion about what they think is a good thing to do or
a bad thing to do by the choices they make. Students may just need to give a reason why they think it’s good or bad.

After, we move into the most important stage of the lesson: the guided discovery in the Presentation stage. This lesson is structured with more rigid rules
than a vocabulary lesson. It is now up to me as a teacher to carefully engage the students with these new rules. It may be somewhat challenging to
motivate young learners to follow rules due to their lack of intrinsic motivation. Allowing my students to deduce the rules inductively will allow them to fit
them into their existing mental structures (Thornbury 1999), rather trying to forcing them to learn the rules.

In the Presentation Meaning stage, it gives the students the opportunity to discover the concept of giving advice using should and shouldn’t for themselves.
This gives the teacher the support knowing that the general structure will be cemented in the students’ minds because they would understand how it is on
applied.

The Form stage allows the student to establish what the correct grammatical structure is, along with the contraction where should not becomes shouldn’t.
This stage brings up the any difficulties that may arise due to the different grammar forms (positive, negative and question). The students’ completion of
the worksheet would give them a greater understanding of the different forms.

The Pronunciation stage then focuses on the contraction (shouldn’t). I believe the students will only have a minimum problems with pronunciations due to
their pre-existing knowledge of English (A2). By presenting the target words in their phonemic form on the board and from doing CIC drilling, the
contractions and sentence fluency will become more easily.
The aim of the lesson will be probably achieved in the Production stage where students will identify and use the modal verbs should and shouldn’t to give
advice. Even though the students may have a moderate knowledge of English, I expect their knowledge to be sufficient for them to have somewhat limited

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but fluid conversation. I will start the game with giving a couple examples to help any students who may issues understanding what to do within the game.
With freer practices like this one, I know that some students may have problems with some creativity, hence the reason for giving the examples. I will allow
the students to take control in this segment of the lesson and I will monitor them, giving helping tips if needed and noting any errors to be corrected in the
cooler session.

In the final stage of the lesson, the Cooler, I will go through with the students any noted errors in the Production so that students will have leave with a
correct understanding of any misconceptions. I also want the students to have fun while finally cementing the grammatical structure in their minds by
applying it in a more relaxed way. I think they should leave the lesson thinking they a great time.

I would have like to include one more worksheet to give the students another opportunity to practice the grammatical structure, cementing it within their
minds more. However, due to the time restraints, it would not be feasible to include it in the lesson. To help students combat any issues, I will allow
students to use their dictionaries to check meaning of words they don’t know or understand.

Bibliography (if needed):

Thornbury, S. (1999). How to teach grammar. Edinburgh: Pearson Education Limited. pp.34

Grammar, Should - www.englishclub.com

Giving Advice - www.liveworksheets.com/jb1290278ma

Using Should for Advice - www.i-to-i.com/wp-content/uploads/2020/09/itoi_lessonplan-usingshould.pdf

Should and Shouldn’t - https://teflgeek.files.wordpress.com/2011/04/teflgeek-should-and-shouldnt.pdf

Materials (include all physical copies of the materials you plan to use in your lesson, referenced):

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 CLAUDE

Claude smokes 20 cigarettes a day Claude eats cheeseburgers for

breakfast

Claude takes the dog for a walk Claude eats a lot of fruit
twice a day

Claude spends a lot of money on Claude watches 6 hours of TV a

new clothes day

fig. 1 – Claude’s Life

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 Look at the pictures. In the space provided, place should (if it is a good choice) and shouldn’t (if it is a bad choice).

Fig 2. Should/shouldn’t Worksheet

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Ricky Should Go For A Walk .

I Shouldn’t Like To Eat So Many Sweets

Claude Shouldn’t Smoke Twenty Cigarettes A Day

Should Frank Eat Lots Of Fruit ?

Teri Shouldn’t Run When It Is Dark

Elaina Should Watch Only Three Hours Of TV

Words for the word pile game.

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Fig 3. Giving Advice Game

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