Abdulsalam Abdulsalam

Should I stay: Giving advices lesson-Using should lesson
Pre-intermediate level level


In this lesson, Ss will learn how to use Should in the context of giving advice. The lesson will start with a listening part, in which students have to listen to some people calling a radio program seeking some pieces of advice to their problems. Finally, the students will have a semi-controlled practice and then free speaking practice to use should perfectly as they have learned.


Abc Soundtracks of the book
Abc PPt slides
Abc Pictures
Abc English file, 4th edition Pre-intermediate level by Christina Latham-Koenig and CliveOxenden

Main Aims

  • For the students to practice and improve their listening skill in the context of giving advices with should.

Subsidiary Aims

  • For the students to practice speaking using should to give peices of advice.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

- T displays (slide1) showing a man who has a problem with his car and needs advice. -T asks Ss to think of some pieces of advice to give the man. -T tries to elicit as many pieces of advice as possible from the Ss. -T displays another man giving advice to the first (as an example).

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks through listening

-T displays (slide2) containing some pieces of advice to a certain problem of someone. -T gives some time to the Ss to read individually, then sends the Ss to breakout rooms to discuss in pairs/groups. -Ss discuss and try to guess what the problem is, as T monitors them subtly. -T closes the breakout rooms and asks the Ss what they think the problem is. -Ss try to express what the problem is, as T listens to them.

Pre-teach Vocabulary (2-4 minutes) • To maintain the listening pace of the students.

-T introduces new words using images. -T displays (slide3) showing a picture. T asks the Ss what they think it is. T tries to elicit the answer. T shows Ss the new word using a sentence. T drills the word and then shows them where the stress is. -T displays (slide4). T does the same as above.

Listening part1 (4-7 minutes) • For students to practice gist listening in the context of giving advice using should and shouldn't.

-T displays (slide5) containing a listening exercise (4-b page 63)/ questions to help the Ss listen carefully. T explains that Ss will listen to 3 different people, each at a time, who are calling for advice from an expert. -T tells the Ss to grab a piece of paper and listen carefully to the listening exercises. -T confirms that Ss understood the instruction s/he gave by re-asking them. -T plays the soundtrack,Ss listen and take notes. -T asks the Ss if they understood well. T makes sure of that by asking the written questions they ought to answer. -T displays (slide6) containing 3 pieces of valid advice. Ss need to pick what they think is best for solving the problem. T listens to the Ss and then agree with the best Ss' answer.

Listening part2 (3-4 minutes) • For Ss to practice listening for details skills in the context of giving advice with should and shouldn't..

-T displays (slide7) containing the following listening exercise(4-e page 63) about the 2nd caller. -T tells the Ss to listen carefully and take notes. -T plays the soundtrack and Ss take notes. -T asks Ss some questions to make sure the Ss listened and understood well. -Ss choose the most suitable advice for the given problem. -T plays the other sound so Ss know if they answered correctly.

Listening part3 (4-5 minutes) • To provide more opportunities for students to improve their listening skills in the context of giving advice using should/shouldn't.

-T displays (slide8) containing 3 different advice suggestions for the third caller(Jane). -T tells the students to listen carefully and take notes. T plays the soundtrack, Ss take notes, then T starts asking questions to make sure the Ss understood the listening well. -T gives some time for Ss to choose the best advice in pairs/groups in breakout rooms. -Ss start telling T what they think is the best advice for the last caller.Then T displays the right answer.

Productive Task(s) (7-10 minutes) • For students to practice speaking in the context of giving advice using should and shouldn't,

-T displays (slide9) containing the idea of practicing the free practice stage. -T explains that S1 will pretend to have a problem and S2 will try to give him some pieces of advice. Then they swap roles. -Ss do this in breakout rooms as T monitors them in case they have some trouble. -S1 tells T about their partner's problem and S2 tells him about what their partners advised them to do.

Flexi-stage (jeopardy game (5-10 minutes) • For students to entertainingly practice speaking using should / shouldn't in the context of advice.

-T displays the Jeopardy game. -T splits the students into two groups , Team1 and Team2. -T explains the rules of the game to Ss. -Ss try to use what they have learned.

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