Age: 13-14
Level: Intermediate
Duration: 20 minutes
Number of Students: 24
Skills: Reading, speaking,
writing
Materials: Flashcards, pictures, handouts, electronic
devices, role cards.
Objectives: By the end of the lesson, students will have
learnt the form, the meaning and the function (making simple suggestions) of
“should”. They will be able to use this grammar structure.
LEAD-IN
Aims:
-to motivate students to get to the topic
-to activate learner’s schemata
-to contextualize the grammar structure
-to have students realize the new grammar structure
Procedure: The teacher comes to the class and greets students. Then he starts his lesson with some electronic
items. He tries to introduce the class the lesson’ topic by talking about the
items on the table, and he helps students grasp the topic. Then he gives the passage
to students.
Duration: 2 minutes
READING COMPREHENSION
Aims:
-to help students
understand the main idea of the passage
-to lead students
scan the passage to find the correct answers
Procedure: The teacher gives a reading passage and handout to
students. Firstly, he wants students to read the passage
quickly to get the main idea.
Then he ask students to read the passage in a detailed way to answer the
context questions on handout.
Duration: 4 minutes
Context Questions:
1- What is the passage about?
- The passage is about
the waste of electrical and electronic equipment.
2- What is the WEEE man?
- It is a 23 fit high
sculpture that include the waste electrical and electronic equipment in it.
3- What does the WEEE
man consist of?
- Five fridges, 35
mobile phones, five sandwich toaster and four lawnmowers. Computer mice are its
teeth, vacuum cleaner tubes are its neck and an old washing machine is part of
its spine.
4- What can we do to
make the world a better place?
- We should maintain appliances for as long as possible.
- We shouldn’t throw away old appliances if they are
still in working condition.
- We should repair them, sell them or donate them.
- We should recycle parts whıch we can’t repair.
5- What does Paul Bonomini
remind us?
- He reminds us that “we should make less waste.”
ELICITATION
Aims:
-to lead students to the meaning of the grammar
structure
-to explain the usage of the grammar structure with the
help of the passage
-to explain the form of the grammar structure
Procedure: The teacher shows a sample sentence which contains the
target structure. In order to lead students to the meaning and the usage of the
structure, the teacher asks concept checking questions about the sample
sentence. Then he tries to elicit the form of the grammar structure from
students by asking the other concept checking questions.
Duration: 7 minutes
Steps:
1- The teacher wants students
to look at the sentence taken from the passage and he asks some concept
questions to students to get the meaning and the usage of the structure.
- Is there any obligation to make less waste? (No)
- Is this a good or bad behaviour? (Good)
- Is it a right thing to do? (Yes)
- Is this formal or informal? (Both of them)
- Is this advice or necessity or an opinion? (Advice)
- Where do we use it in daily life? (When we are making suggestions)
2- After concept
questions, the teacher says “we use ‘should’ to make simple
suggestions.”
3- He asks another concept
questions to elicit the form from students.
- Is it possible to change the order of “should” and verb? (No)
- Is there any auxiliary verb in this sentence? (No)
- Do we use gerund after “should”? (No)
4- After eliciting the
form, he also shows a substitution table to students.
5- Finally, the teacher asks
students to find other sentences in the passage that include this grammatical
pattern.
RESTRICTED OUTPUT
Aim: to lead students use the new grammar structure
Procedure: The teacher want students to read the situations and
complete the sentences with “should” or “should not.” After students do the
exercise, they checks the answers together. The teacher makes error correction
if it needs.
Duration: 4 minutes
AUTHENTIC OUTPUT
Aims:
-to provide them a communicative activity
-to check students’ perception capacity in the target
language
-to lead students use their creativity
-to provide them an entertaining environment when they
use a new grammar structure
Procedure: The teacher wants
student to work in groups of three. He gives each group a role card. There is a
nick name and also a country name on it. They are in an international
conference. The teacher is an administrator and students are participants from
different countries. The teacher wants students to write a couple of
suggestions according to these countries culture. They may be imaginary or
realistic. For example: “You should always be on time for all appointments in
Italy”, “You shouldn’t give an even number of flowers to anyone in France.” And
then, the teacher makes the opening speech of the conference. When the teacher
call any of students’ nick name, student makes his/her suggestions about
his/her country to the other participants of different countries.
Duration: 3 minutes
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