Methods II – LCB TTC 1st Lesson Plan Alejandra de Antoni 2009

Coursebook: English in Mind 1 (Cambridge) Number of students: 25/30 Level: Intermediate Estimated Age: 14/15 years old Time available: 40 minutes Teaching point: giving and asking for advice (should) Aims: Syntactic: by the end of the lesson, students will be able to recognise the structure of “should” (a modal auxiliary that is always followed by a bare infinitive). Semantic: by the end of the lesson, students will be able to notice (understand) the use of should for giving and asking for advice (this will be checked when the students are asked to analyse the use of should in the song). Cultural: by the end of the lesson, students will have been presented with customs from different countries and, indirectly, will have been shown that there are other people with other customs and that their culture (with its customs) is not the only one. They will be shown cultural diversity. 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 the students to guess. Once the game is over one of the students will be asked to read out the sentence and the other students will have to perform what it says. 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 to quickly write down a short to-do list for foreigners to do before coming to our country. The teacher writes down “Before coming to Argentina, you…” and tells the students to write it down as the title of their lists. Once they finish, she teacher tells them that they are going to use at the end of lesson to find out “The top ten things to do before coming to Argentina.” In the following lesson (there will be no time in this one), once the recognition stage is finished and students were presented with “Should”, they will be asked to go back to the lists they have created in this prereading activity and carry out a survey to create “The top ten things to do before coming to Argentina.” At this point, students will be asked to rephrase the sentences they first wrote using should. E.g.: “Tourists should study Spanish before coming to Argentina.” While-reading (5 min): students are asked to read the quiz and match the customs with the countries. Post-reading (10 min): students are asked to compare their answers with a partner to see if there are any differences. Finally, the teacher plays the dialogues (exercise C) for the students to check their answers. Listening (15 min):

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Methods II – LCB TTC 1st Lesson Plan Alejandra de Antoni 2009 Pre-listening (5 min): the teacher plays only the first two lines and asks the students if they can imagine what the song is about and asks them to provide some ideas. While-listening – Global – (5 min): students listen to the song once and check their predictions. While-listening – Specific – (3 min): students are given a printed copy of the lyrics but with some words missing. The students listen to the song again to complete it. For the students to find it easier to complete the song, they will be given the missing words but with scrambled letters and, of course, not in the order in which they appear in the song. They have to unscramble the letters and then they listen to the song for the second time. Post-listening (2 min): finally, the students are asked why they think the writer of the song decided to use “Should.” Should I stay or should I go? The Clash
There are some words missing in the song. Unscramble the letters of the following words and then listen and complete. DEN PHYAP AYS ENXT ELT THOLCES DESONCLNII ETS OUTRBEL OULBED ANWT

Darling, you got to _____ me know Should I stay or should I go? If you ______ that you are mine I'll be there till the _____ of time So you got to let me know Should I stay or should I go? I'll always tease, tease, tease You're ______ when I'm on my knees One day is fine and the _____ is black So if you ______ me off your back Well, come on and let me know Should 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 ________ And if I stay it will be ________ So come on and let me know The _________’s bugging me If you don't want me ________ me free Exactly who I'm supposed to be Don't you know which ________ even fits me? Come on and let me know Should I cool it or should I blow?

Cloze Key:
Darling, you got to let me know Should I stay or should I go? If you say that you are mine I'll be there till the end of time So you gotta let me know Should I stay or should I go? I'll always tease, tease, tease You're happy when I'm on my knees One day is fine and the next is black So if you want me off your back Well, come on and let me know Should 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 me If you don't want me set me free Exactly who I'm supposed to be Don't you know which clothes even fits me? Come on and let me know Should I cool it or should I blow

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Methods II – LCB TTC 1st Lesson Plan Alejandra de Antoni 2009

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