Name of the Teacher Date Level of the class Length of lesson
Annamique Tyler 15 November 2021 Pre-Intermediate 60 minutes
Lesson Type:
Grammar
... [Show More] Lesson
Lesson Topic:
Giving Advice (Should and Shouldn’t)
Lesson Aims:
By the end of the lesson, students will be better able to…
• Use modal verb should and shouldn’t to give advice in a positive or negative way.
Example sentence:
1. You should brush your teeth everyday. (Positive advice)
2. She shouldn’t watch violent TV shows. (Negative advice) Lesson Outcomes:
By the end of the lesson, students will have…
• Expanded their ability to give positive and negative advice using modal verb should and shouldn’t.
• Talked in pairs and gave each other advice on different aspects such as health.
• Practiced the accuracy and fluency of using should and shouldn’t for giving advice by playing games such as the spinning wheel where a student goes up to the interactive board and clicks to spin the wheel on which a problematic sentence is displayed and reads the sentence aloud, other students will try to give him or her advice using should and shouldn’t.
Anticipated difficulties:
1. Topic related difficulties
• Young learners at the age of 11 and 12 may lack interest in the topic and find grammar boring.
2. Language related difficulties
• Students are all from different countries (Russia, France and Italy ) with different languages hence their first language might have different grammatical rules to English and this may confuse the student, such as in French it is common and acceptable to use a double negative yet in English it is considered to be slang.
• The presence of multiple languages in the classroom may lead to a lot of confusion among the students.
3. Cultural differences.
• Cultural differences may cause confusion and misunderstandings as learners may have problems communicating with each other and this may put learning at risk during a lesson.
4. Class management difficulties
• Some of the students might be at the International Summer school because of the decision made by their Suggested solutions:
1. Make the lesson interesting by incorporating a lot of fun games and level appropriate charts that explain grammar in a clear
,highly visual way so the students can readily understand and be engaged .
2. Incorporate learning activities that help learners to process the correct and relevant grammatical forms and these activities need to take into account the degree of similarity between the target L2 and first language.
A rule should be put in place at the beginning of the lesson that forbids the use of any other language other than the target language during lesson. This will reduce chances of confusion during lesson and as a bonus reinforce the use of English.
3. Create a physical environment that affirms differences, an emotionally positive classroom climate, this type of setting enables learners to feel worthwhile and cared for despite their cultural differences let them relax and focus on learning. Promote positive peer to peer interactions among students and maintain high expectations for all students.
4. Closely monitor the students and give leadership roles to the ones that seem to lack attention such as being the leader of a
parents not because of their own volition and this may lead to lack of attention that may disrupt the class. group or in charge of distributing and collecting worksheets from students, this might motivate the learner to pay more attention and be less disruptive during the lesson.
Target language analysis:
1. What is the use or function of this language? (include a timeline if appropriate) The modal verb should and shouldn’t are used to give advice to someone. Should is used to give positive advice (affirmative form).
Example:
Mark: I have a toothache.
Jane: You should see a dentist.
(Jane is advising Mark to go and see a dentist for his toothache. )
Shouldn’t is used to give advice in a negative form.
Example:
You shouldn’t smoke ,it’s bad for you.
2. In which context are you introducing the language? I am introducing the language in the context of giving health advice to someone.
An example drawn from the current Covid 19 situation:
1. You should wear a mask in public
2. You shouldn’t touch your face and eyes.
3. Which concept checking questions will you ask to ensure students understand the meaning?
Fig 1
Examples of CCQs
• Is it a good idea or a bad idea? (Good idea)
• Does he have a choice? (Yes)
• Have you ever visited a dentist? (Yes /No + Extra information)
Fig 2
Examples of CCQs
• Is it healthy to eat sweets? (No)
• Does he have a choice? (Yes)
• Do you like eating sweets? (Yes /No + Extra information)
4. What is the form of the target language? (include positive, negative and question forms if appropriate) Positive or affirmative form:
Subject + should + infinitive form( base form) + complement
Fig 3
Negative form:
Full Form: Subject + should not + infinitive (base) form + complement
Contacted Form: Subject + shouldn’t + infinitive (base) form + complement
Fig 4
Question form:
Should + subject + base form...?
5. How will your students work out the rules for the structure? In order for the students to work out the rules for the structure I will make use of the inductive approach also known as the guided discovery whereby I recite problematic health sentences such as “I have a headache” and ask learners to give advice using the target language.
This requires learners to figure out the rules of usage for themselves. I will also ask guided questions to help them along without explaining the rules explicitly such as “What should I do?”.
I will use the board as my main prop when attempting to elicit the structure and my own voice to prompt the students awareness of the grammatical forms
6. What will you teach about the pronunciation of the structure? To teach the pronunciation of the structure I will have to break down the target language such as should [SHUUD] and shouldn’t [SHUUD] + [UHNT] and say it out loud while exaggerating the sounds until students can consistently produce them. I will also make use of the phonetic chart to encourage a natural pronunciation,
Should - /ʃʊd/ Shouldn’t - /ˈʃʊd(ə)nt/
I will teach the learners about the letter “o” being a silent letter , help the Italian students with the pronunciation of a schwa in shouldn’t since the is no schwa in Italian by making use of YouTube videos as a way to strengthen their rhythm and stress to give a natural sounding pronunciation.
https://m.youtube.com/watch?v=5U2HyipXeMQ&t=3s
Stage Name Stage Aim Time Interaction Pattern Teacher’s procedure Students will…
Warmer To engage the student’s interest in the lesson, raising the energy levels in the room
involving all
10
minutes
T-S
S-S For this stage play the Race for the Truth game where Teacher draws a straight line and have each student stand on the starting line while a leader lists
off general health facts such as “I Students will identify the lesson topic and will use their previous knowledge to make links to the topic. This activity will loosen tension and students get to
know some health facts about
students and activating their prior knowledge of the topic. wash my hands before eating.” And if the stated fact is true for any of the students , that student moves forward with one step and whoever crosses the finish line first wins. each other. Their confidence level will rise and feel more comfortable around their classmates after such an active game.
Presentation:
Meaning This stage is aimed at enabling learners to deduce the meaning of the target grammar using their own analysing skills.
8
minutes
T-S OCFB
Ss- 1. Present a Should and
shouldn’t worksheet for health advice to the students (Fig. 5).
2. Recite all the sentences on the worksheet to the students and get the students to discuss in pairs which statement matches the correct picture of a sick person.
3. Draw a table with two columns on the board and in the first column write should and in the second write shouldn’t. The students will actively think about the grammar meaning and structure and after reviewing some examples presented to them by the teacher ,they will figure out the rules of usage and derive their own understanding of the target language.
4. Next ask the learners questions about each of the person on the picture such as “What is he doing wrong?”, “How can he be helped?”. Eliciting correct answers from the class and writing it into the respective column on the table.
5. Use questions such as “What should she do?” to help the students who are still not sure until you elicit correct grammatical sentences from the class.
6. Now give the student an example of a giving advice scenario (Fig 1) and ask the CCQs related to the example.
Use visual representation of the target structure to consolidate and reinforce their understanding of the grammar. Students will also answer the CCQs demonstrating their comprehension to the target language.
Presentation:
Form This stage is aimed at allowing the learners to correctly establish the written structure of the grammatical form.
7
minutes
T - S Present the target structure on the board in the form of:
Positive form:
Subject + should + infinitive form( base form) + complement.
Negative form:
Full Form: Subject + should not + infinitive (base) form + complement.
Contacted Form: Subject + shouldn’t + infinitive (base) form +complement.
Question form:
Should + subject + base form...? Using the correct grammatical structure of the target language that is displayed on the board, students will apply that knowledge and produce meaningful sentences from the words on the worksheet
Present the students with a worksheet (Fig 6) to put words in the correct order so as to make a meaningful sentence using the target language.
Presentation:
Pronunciation To enable students to identify the contractions used in the target structure and making sure they can be able to pronounce the target structure correctly and naturally.
5
minutes
T-S 1. Using the chorus drilling technique, chorus example sentences using the displayed form already on the board.
2. Pay special attention to the contractions within the structure, that is should + not = shouldn’t.
3. After choruses use CIC to isolate sounds and contractions and ensure the students sounds
natural. During CIC students will have to reproduce the sounds chorused by the teacher and sound more natural.
Practice: Controlled Practice To strengthen the student’s knowledge
of the target structure and be able to say , listen and use it.
15
minutes
Ss-Ss 1. Divide the class in to two groups of six and give each group a target structure such group A (should) and group B
(shouldn’t).
2. Using an interactive wheel like Fig 7, a student from group A goes and click the wheel on which problematic health sentences are displayed.
3. The student reads the sentence that is pointed after spinning and one student from the opposite group should come up with advice for the problem using the right form of their group such as “She is thirsty.”
Group A responds “She Practice to give advice in both negative and positive form using the target structure.
Each student will also get a chance to physically produce advice using both forms.
should drink water.” And if Group B responds “She shouldn’t play in the sun.”
4. Repeat until each student in each group has given advice and record a score table for each group.
5. Switch the target structure, group A use shouldn’t group B uses should and repeat till each student has used the other target structure.
Practice:
Freer practice To build and boost the student’s confidence to use and experiment with the target structure with minimal support.
10
minutes
Ss-Ss 1. Write on the board five problematic statements which require advice as an illustrative example for this activity.
2. Put students into pairs and ask each of the student to write down five
problematic statements. Students will talk freely with a partner using pre-existing vocabulary, grammar and utilising the newly learnt target structure.
They will develop confidence which will allow them to execute it in the real world.
3. Each student will then read out loud one statement at a time to his partner and the partner will give appropriate advice .
4. The partners will then exchange roles and repeat the same process.
5. Move around the classroom and monitor for struggling students.
6. Prompt and elicit correct vocabulary, pronunciation and target structure for struggling students followed by a sounding praise when they eventually get it right [Show Less]