Javad Javad

Advice, should & shouldn't
Elementary level

Description

In this lesson, students learn to use "should" & "shouldn't" to give advice for different problems.

Materials

Main Aims

  • To provide clarification and practice of Should, Shouldn't, Why don't you....? in the context of Advice

Subsidiary Aims

  • To provide gist reading practice using a text about Advice in the context of Advice
  • To provide fluency and accuracy speaking practice in a Discussion in the context of Advice

Procedure

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

Project three photos onto the board. Elicit the activities in each picture. Ask Ss to find the connection between photos and me in groups. Ask the whole class to share their ideas.

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

Show Ss some handouts and tell them to read their handout in pairs to find out what is wrong with the person in the text. Ask one or two students to tell the class what the problem is but not in details. Ask Ss to read them one more time but this time for more details in pairs. Then Ss stand up, go to a different student and share what they read about and give details. Elicit the word "advice" using the handout with problems. Project a photo of an advice columnist and tell Ss she knows how to help them. Show them some handouts and tell them to read quickly to see how she can help each person. Ss check their ideas in pairs. Random Ss tell the whole class what they have talked about in their groups.

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

Ask Ss to say where in the text they can find the solutions to the people's problems in pairs. Write the advice on the board and highlight "should" and "shouldn't" plus "Why don't you.....?"

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

Ask Ss some CCQs to check the meaning of "should" or "shouldn't" and "Why don't you...?" in the text. 1. Is it a good idea to ask Adam why he was with Jodie? (yes) 2. Is it a bad idea to tell Samantha first? (yes) 3. Does it mean it is better for her to tell her husband how she feels? (yes) 4. Does it mean it isn't really ok to put the child to bed together? (no) Write the form on the board & highlight the fact after "should" & "shouldn't" the following verb is always an infinitive no matter what pronoun is placed before them.Plus "Why don't you...?" is a piece of advice, not a quesion. Use the advice in the paragraphs to drill the sentences chorally and individually. Point out that "Why don't you....?" with "don't you" we tend to lose the sound at the end of the first word. Plus the pronunciation of "should" /ʃəd; strong ʃʊd/ gets drilled chorally and individually to ensure it's not mistaken with /ʃuːd/. Ss read the advice on the board to a partner.

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

Project the exercise onto the board and tell them to use "should" & "shouldn't" to complete the sentences in pairs. Give them the handout. Ask them to check their answers with different pairs. Ask one or two students to write their answers on the board. Check the answers with the whole class, then project them onto the board. Error correction whenever possible.

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

Show Ss a handout and tell them to read and find the problem and give advice to the problem in groups. Ss stand up, go to a different person and give advice to the problem. Monitor + note down errors. One or two Ss share their ideas with the whole class. Error correction whenever possible.

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

Group Ss (3 groups if there are 15 Ss, 4 groups if there are more). Tell them how to do the activity by giving a demo to the whole class. Ask one student from each group to stand before his or her group. He or she runs to a desk with the cut-ups on it, gets back to their group reads the problem and other Ss in their group give them advice using "should" or "shouldn't". Monitor closely + note down errors. In the end, ask for some advice for some of the problems from the whole class. Error correction.

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