New lesson plan: Common health and everyday problems, Should for advice

Khatereh Tabar

Common health and everyday problems, Should for advice - A1/A2 (Elementary) level

Common health and everyday problems, Should for advice
A1/A2 (Elementary) level

Description

In this lesson, Ss will learn some health problems and they will be invited to complete a conversation about a man's problem whose photo is on the board. After eliciting Should, they will be invited to give advice about the problems on the walls in groups. This stage will be followed by another speaking activity about everyday problems and solutions. Ss will work in groups and take turn for stating problems which are written on papers. If time allows, Ss will watch a video about a disorganized person and discuss their solutions in groups. The session will end up in an O/C FB.

Materials

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pictures

Main Aims

To provide accuracy speaking practice in talking about everyday problems and offering solutions

Subsidiary Aims

To provide clarification and practice in using should

Procedure (34-40 minutes)

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

- Give an example of health problem like cold. - Show health problems on WB and elicit the words. - Teach any words Ss don't know based on MFP order. - Ask CCQs to make sure they're clear on words.

Exposure (5-6 minutes) • To provide a model of production

- Put a picture of a man who has a headache and a woman on WB. - Start a conversation by eliciting the sentences from Ss. - Elicit the word Should and complete the conversation.

Useful Language (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

- Highlight the sentence which should is included in. - Focus on stress and negative form. - Ask Ss to repeat the sentence considering the correct intonation and stress. -

Productive Task (1) (6-7 minutes) • To provide an opportunity to practice target productive skills

- Put health problems on the walls. - Group Ss in 3 and ask them to stand up and advise one positive and one negative point for each picture. - Lead them to go through all the pictures. - Monitor and take notes of any mistakes heard.

Productive Task (2) (9-10 minutes) • To engage Ss to use the language about more general problems

- Group Ss in 4 or 5. - Ask them to put the problems face down. - Ask them to take turns and choose one problem to state. - Ask other group mates to advise. - Monitor and take notes of mistakes.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

- In an O/C FB, write the problems on WB. - Ask Ss to think about the problems in pairs. - Ask one or two students to correct the mistakes on WB. - Provide any correction needed.