To provide practice of should, ought and why don't you in the context of giving advice.
To provide practice of vocabulary in the context of conversations about health and well-being.
Procedure (44 minutes)
T elicits one problem from each students where people might need advice, e.g. too much homework or not getting enough sleep at night. T writes on Jamboard, to return to for Free Practice and DEC.
Learners complete 6-sentence multiple-choice Google quiz, using should/shouldn't + one verb from suggestions box.
T reviews MFPA of should, ought, and why don't you, and introduces example sentences using these forms.
Learners change 6 advice sentences to should/shouldn't/ought/why don't you. T reviews answers, CCQs of sentences and vocabulary. With "should," do you use infinitives like "to see, to go, etc"? (No) Do you use "to ... " with ought? (Y)
In pairs, learners consider situations where someone may need/ask for advice, referring to learner-generated Jamboard examples from lead-in stage. Learner A states problem and Learner B gives them advice using the 3 different forms of TL, e.g. A “I am so tired all the time” + B “You should go to bed earlier.” T demonstrates with an example and, later, conducts OCFB.
T and SS review key errors in Jamboard examples.