Action Points from previous teaching: 1. I’ll give concise and clear instructions.

2. I’ll focus on diversity of the working modes (pairs, groups, mingle)

3. I’ll give Ss more chances to speak

skills and content for teaching:

Language Development  Vocabulary related to personal problems: have got, can’t+inf., what’s the matter? (implicit)
 Grammar: Modals (should & had better)/ (explicit)
Functions/ Speaking  Appropriateness of discourse to social context

Main Objectives: SWBAT:

use the modal verbs should/had better to give each other advice during a class mingling activity.

Assumptions:
I expect them to know basic/medium knowledge of how to express personal problems.

Challenges/Opportunities for Teaching:

I believe that some learners will find difficulty to use the modal verbs correctly and to phrase
appropriate pieces of advice as required by the practice contexts. Also, Ss might have difficulty
maintaining conversations during the mingling activity.

Solutions for challenges:

By eliciting and clarifying the meaning of should/had better through clear and simple situations and by
equipping them with relevant and adequate vocabulary throughout the lesson tasks.

Assessment:
By monitoring and being attentive to whether Ss use the target language while speaking.

Framework
Focus:
ECRIF Activity, Procedure/Steps- the essence of the activity Materials/Aids
Time S; S-S;
And stage What will the Teacher say/do? What will the Ss hopefully say and do?
T; T-S
objectives
5 mns Activity or task:
A. Sharing two personal problems with class: T-S
Situation 1: eating a lot + negative effect
 what do you think I should do? (Getting suggestions
from Lrs)
Situation 2: not paying my debts + negative effect
8 mns E/C. Activity Wrap-Up:
Should, shouldn’t, had better (what’s the difference?) S-S
Should: recommendation, less serious Handouts/ BB
Had better: strong advice, more serious
B. Task 1: categorizing situations/degree of seriousness
(handouts & demonstration)
C. Task 2: Matching problems with pieces of advice
(handout)
Match each problem with an appropriate piece of T-S
advice.(2mns)
Steps: S-S
Teacher: Students:
1. Provide the instruction Recognize the use of
target model
2. Model Practice in pairs
3. CCQ Learn new Key vocab.
4. Monitor
D. Activity or task for Clarification
The teacher shows the difference between the elicited model
verbs, corrects faulty pronunciation (deferred correction).
 Pronunciation modeling (should-had better) / pair
practice
 Contraction of had better
 Focus on stress and intonation.
 2. Personalizing the target language T-Ss Pair practice
T. folds the handouts, Ss give their personal pieces of
8 mns R. Activity advice.
S-s
A. Work in pairs and give your personal pieces of advice Worksheets
to the situations (1-12)
B. Now, practice the exchanges (1-12) to get personal S-S
answers to the situations.(exchange roles)
Teacher: Students:
1. Provide the instructions. 1. Match conversation parts.
2. Model. 2. Write personal pieces of advice.
3. CCQ. 3. Practice conversation.
4. Monitor.

3. Activity or task: Vanishing/Disappearing dialogue

 T. models the activity T-S
Tami: Hi Clàudia, You look worried. What's the matter? S
Clàudia: Er.. it's nothing.
15 mns I. Activity Tami: Is it the university exam tomorrow? You shouldn't S-S Papers
worry. You'll pass easily.
Clàudia: I know.
Tami: Come on, tell me. What are you worried about?
Clàudia: OK... it's about my son, Mark. I think he has started
smoking. I was talking to him yesterday about this topic and he
told me that he isn't smoking.
Tami: That's serious. What are you going to do?
Clàudia: I'm not sure. What do you think I should do?
Tami: If I were you, I'd speak to his dad. He really must know
about this.
Clàudia: I don’t think this is a good idea. You know his dad
can kill him for this!
Tami: Well, I think you’d better tell him about Mark. He’s
his dad after all.
Clàudia: Ok, I will. Thanks anyway
Steps:
Teacher: Students:
1. Provide the instructions. 1. Practice the dialogue.
2. Model. 2. Rehearse & memorise
3. CCQ. 3.
4. Monitor.

4. Activity or task:
(Classroom Mingling Activity)
Ss write down three serious problems they have. They are then
20 mns F. activity told to stand up and move around stating their problems and T-S
seeking advice. They try to get as many conversations as they S-SS
can with their classmates.
Wrap-up: did you get any interesting pieces of advice for your
problems?
Which interesting problems did you hear?
Teacher: Student:
1. . 1. Prepare the problems
2. CCQ. 2. Maintain conversations