Natalia Foster Natalia Foster

Copy of Grammar, Should
Elementary level


In this lesson, students are going to learn about should/shouldn't through PPP in the context of advice for health problems.


Main Aims

  • By the end of the lesson, students will have been introduced and exposed to the target grammar should and shouldn't for giving advise. At the end of the lesson, the students will be able to give advise on health problems.
  • To provide clarification and practice of the model verb, should in the context of health problems

Subsidiary Aims

  • To provide gist and specific information listening practice using a dialog between a doctor and a patient in the context of healthy and unhealthy situations.
  • To provide accuracy in speaking in a conversation in the context of health problems.
  • To provide practice of the target vocabulary in the context of health


Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

T elicits the word Healthy and Unhealthy. Warm up/Lead in: My friend smokes too much. He drinks too much alcohol. Do you think his health is good or bad. Yes he is very ill. What about your health Can? Is it good? Yes. What is another way to say our health is good? Good. Can is very ....... HEALTHY What is the opposite of UNHEALTHY Teacher writes the topic, Health on the WB and show the part of speech of Health, Healthy, Unhealthy T gives a matching activity to elicit the following words. Instruction: Match the words with the pictures. Work in pairs. HO1 -- Matching Activity Do exercise, Lose weight, Stop smoking, Get stressed, Get fit, Go to the gym, Have a heart attack, Eat fried food, Drink alcohol, High/low in fat Check your answers with the other group. Are they the same? FB: T gives the answer key on the back of the activity sheet. T ask the Ss to write the healthy and unhealthy ones. Instruction: Which ones are healthy, which ones are unhealthy? HO2 Healthy Lifestyle: do exercise, lose weight, stop smoking, get fit, go to the gym, low in fat. Unhealthy Lifestyle: Get stressed, have a heart attack, eat fried food, drink alcohol, high in fat. FB: Answer key is on the back of activity sheet.

Exposure (9-11 minutes) • To provide context for the target language through a diaolog

Instruction: Listen to the conversation between Mr. Taylor and the doctor. T shows the picture. This is Mr. Taylor and the....... Listening 10.1. T asks the Ss." Is Mr taylor heathy or unhealthy? What do you think? Why / Why not. Discuss in groups. ICQ: Are you going to write anything? No. FB: WC Instruction: Listen again and answer the questions. Individually. HO3 ICQ: Are you going to work with your partner? No. How much does he weigh? How often does he do exercise? How often does he eat red meat? When did he stop smoking? How often does he drink alcohol? What advice does the doctor give him? Check your answers with your partner. FB: Answer key is on the back of the worksheet.

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

T elicits advice from Ss. I want to lose weight what can I do? ..... Oooo good Advice. Teacher writes the answer on the WB. T checks the meaning with a CCQ: Do you have advice for a headache? T writes the following sentences on the WB and focuses the ss on the examples and ask the following CCQs? You should do more exercise. You should not drink alcohol. T elicits the question form. What is the question form? Should I go to the doctor? CCQ: Do we use "should" and shouldn't when everything is okay? Look at the first sentence CCQ: Do we use should to say something good or bad? Look at the second one CCQ: Do we use shouldn't to say something good or bad? CCQ: How do we ask for advice? CCQ: Do we use the question form for giving or asking for advice? T shows the form on the WB. You should do more exercise. Subject + Should (modal verb) + Verb (base form, without to) CCQ: What is the verb? CCQ: What is the subject? You should't drink alcohol Subject + Should not (modal verb) +Verb (base form, without to) + Object Short form of Should not: Shouldn't Should (model verb) + Subject + Verb (bare form, without to) + Object Should I go to the doctor? to ask for advise. Pronunciation: T drills from Ss. You should do more exercise. T asks the Ss "where is the stress"? Should is not stressed. /'ju.ʃəd/ /ˈek.sə.saɪz/ (if needed) You should not drink alcohol vs You should't drink alcohol. T uses his fingers to show the pronunciation of Should not -- Shouldn't You should not . T asks the Ss "where is the stress"? The stress is in the second syllable /ʃəd.'nɒt/ --- You shouldn't /ˈʃʊd.ənt/ T asks the Ss where the stress is? Shouldn't is stressed as it is a negative auxiliary. T asks the students "Repeat" You should not drink alcohol You shouldn't drink alcohol. /ˈæl.kə.hɒl/ (if needed)

Controlled listening practice (3-3 minutes) • To enable student to reinforce their knowledge of pronunciation forms of target language.

Instruction: Listen and circle the word you hear. HO4. -- R10.2 ICQ: Are you going to write anything? No Check the answers with your partner. FB is provided on the back of the activity sheet.

Controlled and Free Speaking Practice (10-12 minutes) • To provide an opportunity to practice target productive speaking skills for accuracy.

T gives a short dialog of a doctor and patient having a conversation about health problem. Student A reads the doctor, Student B reads the patient. T groups. Instruction: Read the dialog with your partner. S A is the Doctor. S B is the patient. Doctor: What is the problem? Patient: I can't sleep. What can you advise? Doctor: You should drink milk before you go to bed. Patient: But I like coffee. What should I do? Doctor: You shouldn’t drink coffee. Patient: Okay. What else should I do? Doctor: You should rest more and go to bed early. Patient: How many hours should I sleep? Doctor: You should sleep 7 hours at least. Patient: Thanks Doctor. Role play. T regroups the Ss. Assign different health problem scenarios to pairs. T monitors and takes notes. Write the errors on the WB. Instruction: I have scenario cards with different health problems. Work in pairs. Student A is the doctor, student B is the patient. You will speak to each other. The patient asks for advice and the doctor gives advice. Take turns. HO5 T groups. A. B A. B ICQ: Who is the doctor Who is the patient You have 5 minutes. There is a dialog. You can use it as an example. Scenario 1 : I can't sleep Scenario 2 : My hair is falling out. Scenario 3 : I have a stomachache. Scenario 4 : I feel tired. Scenario 5: I have a headache. Scenario 6: I have an ear infection. Scenario 7: I burnt my hand with hot water. Scenario 8: I have a fewer Do a demo and also provide a demo dialog on the back of the activity sheet. Feedback: Teacher monitors, takes notes and writes incorrect grammar use on the WB and give a WC feedback.

Free Practice Productive speaking task for fluency (5-7 minutes) • to provide students with free practice of the target language

T gives this activity If time allows. T writes it on the WB. Instruction: Work in pairs and tell each other 2 sentences on how to get fit using should or shouldn't. T gives an example. You should do exercise. Instruction: Ss work in groups and choose the four best advice. Each group share their top 4 sentences with the class.

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