Osman Osman

SHOULD AND OUGHT TO-GIVING ADVISE
B2 level

Description

IN THIS LESSON, THE STUDENTS LEARN SHOULD AND OUGHT TO THROUGH GUIDED DISCOVERY BASED ON A CONVERSATION ABOUT BEING A WAITER

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of should, ought to in the context of the waiter

Subsidiary Aims

  • To provide clarification and review of restaurant
  • To provide gist and scan reading practice using a text about the waiter of the future
  • To provide fluency and accuracy speaking practice in a conversation in the context of the waiter

Procedure

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

T displays the image "Waiter" T: WHERE IS IT? WHO ARE THE PEOPLE?(CUSTOMERS AND THE WAITER) WHAT ARE THE WAITER'S DUTIES?(TAKING ORDERS, SERVING THE FOOD, MAKING SUGGESTIONS) WHAT IS THE CUSTOMER DOING?(HE IS TIPPING THE WAITER) WHEN DO YOU TIP THE WAITER?(AFTER GETTING THE RECEIPT) DO YOU USUALLY TIP IN THE RESTAURANTS? WHY DO YOU TIP? DO YOU USUALLY TIP THE WAITER PERSONALY OR DO YOU PUT THE TIP IN A TIP BOX?

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T gives the handout "Vocabulary" T: LOOK AT THE WORDS TELL EACH OTHER THE WORDS YOU KNOW LOOK UP IN THE DICTIONARY IF YOU DON'T KNOW THE MEANING WORK AS A GROUP ICQ: WHAT DO YOU DO? T: USE THE WORDS TO MAKE SENTENCES CHECK IF YOUR PARTNER USES THE WORD CORRECTLY ICQ: WHAT DO YOU DO? T monitors and notes the errors for correction T gives the handout "Listening Unit 2" T: LOOK AT PART A 1 LISTEN THE QUESTIONS TICK WHEN THE WAITER ASKS EACH QUESTION DO IT ALONE ICQ: WHAT DO YOU DO? T plays the audio "11" T: CHECK WITH YOUR PARTNER T reveals the key T: LOOK AT 2 LISTEN TO THE AUDIO MATCH EACH QUESTION A TO H WITH A REPLY 1 TO 8 DO IT ALONE ICQ: WHAT DO YOU DO? T plays the audio "11" T: CHECK WITH YOUR PARTNER T reveals the key T: LOOK AT 3 LISTEN TO THE AUDIO FILL THE GAPS DO IT ALONE ICQ: WHAT DO YOU DO? T plays the audio "12" T: CHECK WITH YOUR PARTNER T reveals the key T: LOOK AT PART B 1 LISTEN TO THE AUDIO TICK THE DISHES THE WAITRESS DESCRIBES DO IT ALONE ICQ: WHAT DO YOU DO? T plays the audio "13" T: CHECK WITH YOUR PARTNER T reveals the key T: LOOK AT 2 LISTEN TO THE AUDIO WRITE THE DISHES NEXT TO THE EXPRESSION DO IT ALONE ICQ: WHAT DO YOU DO? T plays the audio "13" T: CHECK WITH YOUR PARTNER T reveals the key T: IMAGINE YOU HAVE A FRIEND AND HE WILL START WORKING AS A WAITER WHAT WILL YOU ADVISE HIM TO DO? T writes the answers using should on the board.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T writes the marker sentence on the board: He should know how to deal with customers when an employee has made a mistake. T: WHAT IS THE MAIN VERB? WHAT IS THE FORM OF THE MAIN VERB? WHAT IS THE HELPING VERB?

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

T: WHEN DO WE USE SHOULD?(FOR ASKING/GIVING ADVISE AND OBLIGATION) T writes on the board "Should: for asking/giving an advise and obligation T writes (+), (-), (?) sentences on the board (+) You should be polite with the customers. T writes the form: (+) subject + should + main verb in base form (-) You should't be rude to the customers. T writes the form: (-) subject + shouldn't + main verb in base form (?) Should I offer complimentary drinks? T writes the form: (?) Should + subject + main verb in base form T: WE USUALLY USE SHOULD WITH I THINK/I DON'T THINK/DO YOU THINK T writes: I think you should be very polite. I don't think you should arrive late Do you think I should ve very polite? T: WHAT ELSE CAN WE USE SIMILAR TO SHOULD?(OUGHT TO) T writes on the board "ought to: for asking/giving advise and obligation" T writes (+), (-), (?) sentences on the board (+) You ought to be polite with the customers. T writes the form: (+) subject + ought to + main verb in base form (-) You ought not to be rude to the customers. T writes the form: (-) subject + ought not to + main verb in base form (?) Ought I to offer complimentary drinks? T writes the form: (?) Ought + subject + to + main verb in base form T writes on the board "ought to or should" 1) For negative sentences shouldn't is more common. Ought not to is very formal. 2) For question sentences should is more common. Ought not to is very formal. 3) use should when we want to say or ask what is the correct or best thing to do. It is a way of asking for or giving advice. In this meaning, we can also use ought to instead of should. The difference is that ought to is stronger in meaning. We use ought to to say what we consider to be the necessary or correct thing to do T: WHAT ELSE CAN WE USE TO GIVE ADVISE?(COULD) T writes the (+) sentence: You could ask to the waiter. T writes the form: (+) subject + could + main verb in base form CCQ: I OUGHT TO BE VERY POLITE WITH A CUSTOMER. IS IT IMPORTANT FOR ME TO BE VERY POLITE WITH A CUSTOMER?(YES) DO I HAVE A CHOICE NOT TO BE VERY POLITE WITH A CUSTOMER?(YES) IS IT A GOOD IDEA TO BE VERY POLITE?(YES)

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

T gives the handout "Unit 33" T: LOOK AT 33.1 CHOOSE THE CORRECT WORDS WRITE A SENTENCE USING OUGHT TO OR OUGHT NOT TO DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key

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

T: LOOK AT 33.2 WRITE SENTENCES WITH I THINK/I DON'T THINK AND SHOULD DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key

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

T splits the the students into A, B, C, D(the waiter) T: LOOK AT PART 3 READ YOUR ROLES AND DISCUSS USING THE LANGUAGE BOX WORK AS A GROUP ICQ: WHAT DO YOU DO? T monitors and notes the errors for correction T: LOOK AT PART 5 READ THE TEXT AND DISCUSS WITH YOUR PARTNER WORK IN PAIRS ICQ: WHAT DO YOU DO? T monitors and write the errors for correction. T: WHAT DO YOU THINK ABOUT USING ROBOTS AND OTHER TECHNOLOGICAL DEVICES IN THE REASTAURANTS? T: WHAT IS A CHORONIC CONDITION ASSOCIATED WITH ABNORMALLY HIGH LEVELS OF SUGAR IN THE BLOOD?(DIABETES) DO YOU KNOW ANYONE WHO SUFFERS FROM DIABETES? READ THE TIPS AND LOOK AT THE MENU TO DECIDE WHICH DISHES ARE GOOD FOR DIABETES. T splits the students into A's and B's T: LOOK AT PART 5 USE THE LANGUAGE BOX ASK THE WAITER FOR RECOMMENDATIONS FROM THE MENU AND ORDER YOUR MEAL. WORK IN PAIRS ICQ: WHAT DO YOU DO? T monitors and write the errors for correction.

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