Hussein Lababidi Hussein Lababidi

What's your advice
Pre Intermediate level


In this lesson, students learn about the modal verbs through guided discovery based on a reading text about problems. The lesson starts with a warmer of Jack's problem. Then, students will answer some questions to notice the function of those modal verbs (should, shouldn't and must). Afterwards there is a clarification stage that is followed by some controlled practice and freer practice activities.


Abc Gap Fill
Abc matching
Abc comprehension questions

Main Aims

  • To provide clarification of should, should not and must in the context of what's your advice
  • To provide clarification of should, should not and must in the context of what's the matter

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of wh


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

* Start the class by showing some pictures on the OHP and saying ‘I’ve got a problem’. e.g. ‘I have some work to do tonight but I really want to go out with my friends to the cinema’. Ask, ‘What should I do?’ * Give the students a few minutes to discuss in pairs and then ask for feedback.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

Give the students the handout where they have to fill in the gaps according to what they can see and understand from the text concerning the meaning and form of the modal verbs (should, shouldn't and must). It is to test how much they know about the target language. And they check their answers then with their partners.

Clarification (4-6 minutes) • To clarify the meaning, form and pronunciation of the target language

Draw a table on board with three category(should, shouldn't and must) After that, check them with the whole class and ask some CCQs like: Do we use should, shouldn't and must in the past or in the present? In the present. Can we use them in the future? Yes. With should and shouldn't do we have a choice? Yes. With must do we have a choice? No. Do we use should for advice? Yes. Do we use must for very strong advice? Yes. Drill the pronunciation and confirm that should is pronounced as /ʃʊd/ not /ʃʊld/

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

Give the students a new handout where they have to match between the problem.Model the the first problem with them and then let them read alone and then discuss with their partner. Afterward, write the answer key on the WB, and ask them if they need and clarification

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Give every student a problem, so they can tell their problems to each other and give advice. They have to speak at least to five people and get 5 advice. At the end, they will decide which advice is the best for their problem.

Free Practice (6-8 minutes) • To provide students with free practice of the target language

Divide the students into for groups. Then, ask them to work together and come up with the rules of a specific place such as school , apartment , classroom , restaurant , swimming pool etc. when they finish their projects , they will hang them on the wall. Then they have to exchange their ideas and talk about their projects.

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