• Embed Doc
  • Copy Link
  • Readcast
  • Collections
  • 2
    CommentGo Back
Download
 
Methods II – LCB TTC1
st
Lesson PlanAlejandra de Antoni2009
Coursebook: English in Mind 1 (Cambridge)Number of students: 25/30Level: IntermediateEstimated Age: 14/15 years old Time available: 40 minutes Teaching point: giving and asking for advice (should)Aim: by the end of the lesson, students will be able to notice (understand) the useof should for giving and asking for advice (this will be checked when the studentsare asked to analyse the use of should in the song).Materials: the coursebook (page 112) and the song “Should I Stay or Should I Go?”by The Clash
Warm up (5 min):
Hangman:
the teacher writes a “secret” sentence on the board for thestudents to guess. Once the game is over one of the students will be askedto read out the sentence and the other students will have to perform what itsays. The sentence is: “Let’s open the book on unit fourteen.”
Reading (20 min):
Pre-reading (5 min): students are asked to do exercise A. Once they finish,the teacher asks them what tourists ‘should’ do in Argentina so as to bewelcomed by the local people. So she starts eliciting answers by askingthem ‘it is a good idea for tourists to learn some Spanish before cominghere? ‘Should they study Spanish before coming?’ (In this way, the Tintroduces should to the students and exposes them to its use).While-reading (5 min): students are asked to read the quiz and match thecustoms with the countries.Post-reading (10 min): students are asked to compare their answers with apartner to see if there are any differences. Finally, the teacher plays thedialogues (exercise C) for the students to check their answers.
Listening (15 min):
Pre-listening (5 min): the teacher plays only the first two lines and asks thestudents if they can imagine what the song is about and asks them toprovide some ideas.While-listening – Global – (5 min): students listen to the song once andcheck their predictions.While-listening – Specific – (3 min): students are given a printed copy of thelyrics but with some words missing. The students listen to the song again tocomplete it. Depending on the time left, the teacher can write the missingwords on the board for students to be able to complete it more easily (if thestudents are not given the words, they will probably need to listen to it for athird time so as to have time for deciding on the spelling on the words and
1
 
Methods II – LCB TTC1
st
Lesson PlanAlejandra de Antoni2009writing them down. To avoid this third listening, the teacher can stop aftereach gap to give students enough time to write the words).Post-listening (2 min): finally, the students are asked why they think thewriter of the song decided to use “Should.”
Should I stay or should I go?The Clash
Some words are missing.Can you write them while you listen?
Darling, you got to _____ me knowShould I stay or should I go?If you ______ that you are mineI'll be there till the _____ of timeSo you got to let me knowShould I stay or should I go?I'll always tease, tease, tease You're ______ when I'm on my kneesOne day is fine and the _____ is blackSo if you ______ me off your backWell, come on and let me knowShould I stay or should I go?[Chorus:]Should I stay or should I go now?Should I stay or should I go now?If I go there will be ________ And if I stay it will be ________ So come on and let me know The _________’s bugging meIf you don't want me ________ me freeExactly who I'm supposed to beDon't you know which ________ even fits me?Come on and let me knowShould I cool it or should I blow?Cloze Key:
Darling, you got to
let
me knowShould I stay or should I go?If you
say
that you are mineI'll be there till the
end
of timeSo you gotta let me knowShould I stay or should I go?I'll always tease, tease, tease You're
happy
when I'm on my kneesOne day is fine and the
next
is blackSo if you
want
me off your backWell, come on and let me knowShould I stay or should I go?Should I stay or should I go now?Should I stay or should I go now?If I go there will be
trouble
 And if I stay it will be
double
So come on and let me know The
indecision
’s bugging meIf you don't want me
set
me freeExactly who I'm supposed to beDon't you know which
clothes
evenfits me?Come on and let me knowShould I cool it or should I blow
2
of 00

Leave a Comment

You must be to leave a comment.
Submit
Characters: ...
María de Antoni

Hi Gla! I wanted to answer to your comment before uploading my 3rd draft because I want you to know why I am not going to make certain changes. First, I've already done that warm-up activity with a large course in a school (for my practice lessons) and it actually worked wonders and, most importantly, it was done in no more than 5/7 minutes (: As regards the aims, I don't think I will include those aims in this lesson simply because I wanted to state achievable aims and knowing that it's a 40-minute lesson it is going to be rather difficult for us to achieve all the aims. I think that it is quite unreal to state so many different aims for such a short lesson in which I know there is not going to be enough time for everything. However, I decided to include a "Cultural" aim (: BTW, I really liked your idea of the scrambled letters! It will really help them solve the cloze and I won't be providing the answers myself so overtly (: As regards the pre-reading I do agree that there is no need for the teacher to introduce the target form. The text presents it clearly enough. Instead, I will ask students to create a to-do list for foreigners to do before coming to our country. In that way, they will be exploring their own culture and will try to see themselves from someone else's point of view. Thanks a lot for your suggestions, Gladys! I'll let you know when my 3rd version is uploaded. Ale

reply07 / 22 / 2009
Gladys Baya

Good improvement, Alez! Aims: clearly stated, though they're restricted to syntax and semantics. Sure you don't want to consider either phonology or lexis aslesson aims for this plan as well? Warm-up: have you tried to carry out this task with a class this size, and this level? My estimate would be the alphabet revision involved would take about 15 minutes of your lesson at least, and hardly help students get ready for what comes next. Pre-reading: why would the teacher make efforts to expose students to the target structure when the next task clearly presents it in context? Song task: an intermediate alternative between students having to get the words themselves and the T providing them could be scrambled letters, for instance. I agree with you that sts are unlikely to enjoy a 3rd listening, and this song is not easy to follow! If I had the chance to suggest further improvements, I'd look for ways to get students to produce some language, going beyond receptive skills to some form of production of the target form. Keep it up! Gladys

reply07 / 14 / 2009
You must be to leave a comment.
Submit
Characters: ...