Name of the Teacher Date Level of the class Length of lesson Annamique Tyler 15 November 2021 Pre-Intermediate 60 minutes Lesson Type: Grammar Lesson Lesson Topic: Giving Advice (Should and Shouldn’t) Lesson Aims: By the end of the lesson, students will be better able to…  Use modal verb should and shouldn’t to give advice in a positive or negative way. Example sentence: 1. You should brush your teeth everyday. (Positive advice) 2. She shouldn’t watch violent TV shows. (Negative advice) Lesson Outcomes: By the end of the lesson, students will have…  Expanded their ability to give positive and negative advice using modal verb should and shouldn’t.  Talked in pairs and gave each other advice on different aspects such as health.  Practiced the accuracy and fluency of using should and shouldn’t for giving advice by playing games such as the spinning wheel where a student goes up to the interactive board and clicks to spin the wheel on which a problematic sentence is displayed and reads the sentence aloud, other students will try to give him or her advice using should and shouldn’t. 2 i-to-i LOVE TEFL Lesson Plan Anticipated difficulties: 1. Topic related difficulties  Young learners at the age of 11 and 12 may lack interest in the topic and find grammar boring. 2. Language related difficulties  Students are all from different countries (Russia, France and Italy ) with different languages hence their first language might have different grammatical rules to English and this may confuse the student, such as in French it is common and acceptable to use a double negative yet in English it is considered to be slang.  The presence of multiple languages in the classroom may lead to a lot of confusion among the students. 3. Cultural differences.  Cultural differences may cause confusion and misunderstandings as learners may have problems communicating with each other and this may put learning at risk during a lesson. 4. Class management difficulties  Some of the students might be at the International Summer school because of the decision made by their Suggested solutions: 1. Make the lesson interesting by incorporating a lot of fun games and level appropriate charts that explain grammar in a clear ,highly visual way so the students can readily understand and be engaged . 2. Incorporate learning activities that help learners to process the correct and relevant grammatical forms and these activities need to take into account the degree of similarity between the target L2 and first language. A rule should be put in place at the beginning of the lesson that forbids the use of any other language other than the target language during lesson. This will reduce chances of confusion during lesson and as a bonus reinforce the use of English. 3. Create a physical environment that affirms differences, an emotionally positive classroom climate, this type of setting enables learners to feel worthwhile and cared for despite their cultural differences let them relax and focus on learning. Promote positive peer to peer interactions among students and maintain high expectations for all students. 4. Closely monitor the students and give leadership roles to the ones that seem to lack attention such as being the leader of a 3 i-to-i LOVE TEFL Lesson Plan parents not because of their own volition and this may lead to lack of attention that may disrupt the class. group or in charge of distributing and collecting worksheets from students, this might motivate the learner to pay more attention and be less disruptive during the lesson. Target language analysis: 1. What is the use or function of this language? (include a timeline if appropriate) The modal verb should and shouldn’t are used to give advice to someone. Should is used to give positive advice (affirmative form). Example: Mark: I have a toothache. Jane: You should see a dentist. (Jane is advising Mark to go and see a dentist for his toothache. ) Shouldn’t is used to give advice in a negative form. Example: You shouldn’t smoke ,it’s bad for you. 4 i-to-i LOVE TEFL Lesson Plan 2. In which context are you introducing the language? I am introducing the language in the context of giving health advice to someone. An example drawn from the current Covid 19 situation: 1. You should wear a mask in public 2. You shouldn’t touch your face and eyes. 3. Which concept checking questions will you ask to ensure students understand the meaning? Fig 1 Examples of CCQs  Is it a good idea or a bad idea? (Good idea)  Does he have a choice? (Yes)  Have you ever visited a dentist? (Yes /No + Extra information) 5 i-to-i LOVE TEFL Lesson Plan Fig 2 Examples of CCQs  Is it healthy to eat sweets? (No)  Does he have a choice? (Yes)  Do you like eating sweets? (Yes /No + Extra information) 6 i-to-i LOVE TEFL Lesson Plan 4. What is the form of the target language? (include positive, negative and question forms if appropriate) Positive or affirmative form: Subject + should + infinitive form( base form) + complement Fig 3 Negative form: Full Form: Subject + should not + infinitive (base) form + complement 7 i-to-i LOVE TEFL Lesson Plan Contacted Form: Subject + shouldn’t + infinitive (base) form + complement Fig 4 Question form: Should + subject + base form...? 5. How will your students work out the rules for the structure? In order for the students to work out the rules for the structure I will make use of the inductive approach also known as the guided discovery whereby I recite problematic health sentences such as “I have a headache” and ask learners to give advice using the target language. This requires learners to figure out the rules of usage for themselves. I will also ask guided questions to help them along without explaining the rules explicitly such as “What should I do?”. I will use the board as my main prop when attempting to elicit the structure and my own voice to prompt the students awareness of the grammatical forms 8 i-to-i LOVE TEFL Lesson Plan 6. What will you teach about the pronunciation of the structure? To teach the pronunciation of the structure I will have to break down the target language such as should [SHUUD] and shouldn’t [SHUUD] + [UHNT] and say it out loud while exaggerating the sounds until students can consistently produce them. I will also make use of the phonetic chart to encourage a natural pronunciation, Should - /ʃʊd/ Shouldn’t - /ˈʃʊd(ə)nt/ I will teach the learners about the letter “o” being a silent letter , help the Italian students with the pronunciation of a schwa in shouldn’t since the is no schwa in Italian by making use of YouTube videos as a way to strengthen their rhythm and stress to give a natural sounding pronunciation. https://m.youtube.com/watch?v=5U2HyipXeMQ&t=3s Stage Name Stage Aim Time Interaction Pattern Teacher’s procedure Students will… Warmer To engage the student’s interest in the lesson, raising the energy levels in the room involving all 10 minutes T-S S-S For this stage play the Race for the Truth game where Teacher draws a straight line and have each student stand on the starting line while a leader lists off general health facts such as “I Students will identify the lesson topic and will use their previous knowledge to make links to the topic. This activity will loosen tension and students get to know some health facts about