The use of should and shouldn't is used in i've got a sore throat. The lesson Aims to get the students involved in the topic. To develop students' listening skills and writing skills.
The use of should and shouldn't is used in i've got a sore throat. The lesson Aims to get the students involved in the topic. To develop students' listening skills and writing skills.
The use of should and shouldn't is used in i've got a sore throat. The lesson Aims to get the students involved in the topic. To develop students' listening skills and writing skills.
Level: Intermediate Unit 9: Ive got a sore throat Topic: The use of must and must not Skills: speaking, writing, reading, listening Methods: conversation, explanation, dialogue, exercise Classroom interaction: individual work Teaching aids: blackboard, chalk, handouts, cd typed Students book: Welcome 2 Time: 50 minute Aims: to get the students involved in the topic; to give Ss practice in using should and must ; to develop students listening skills; to develop students writing skills; to develop students communication skills; Evaluation: - continue through activities, observation, error correction - final through feed-back
Stage of the lesson/ Timing
Teacher activity
Students activity
Interaction
Skills and methods
Materials used
Aims 1. Organizational moment/ 2 min Teacher enters in the class greets the students, and then T asks if there are any absentees. The T asks if the Ss had homework to do. Then T asks one of the Ss to say who didnt do the homework. The students greet the teacher and tell the absentees if there are any. A student says to the teacher who did the homework and who did not. The Ss say that their homework was exercises 3 and 4 from the page 37 from the workbook and they check their homework at the blackboard helped by the teacher. T-Ss speaking questioning blackboard chalk book notebooks To assure the introductive part of the lesson
2.Cheching the previous knowledge and the homework/10 min The T and Ss check the homework together. The T asks then the Ss what they have done the previous lesson when they met. Then the T asks the Ss to remember the use of should/shouldnt and to give examples. After checking the homework, the Ss will answer what they have studied the previous time and they will give examples with the use of should and shouldnt. Ss alone writing reading explanations
chalk students notebooks and books -the situation to read their homework -to capture the Ss interest and attention 4.Warmer-up 3 min The T shows to the Ss an image with a boy who is ill. The T asks students to watch at this picture and give advice for the recovering of the boy. The students think at the possibilities to help Bob using the construction of should and shouldnt.
T-Ss Ss-T conversation To assure that the Ss are knowing the form of should and shouldnt 5. Introduction of the new topic/3min Once they have remembered about the use of should/shouldnt, the T tells the Ss that they will move on to speak about the use of must. Thus, the T writes the title on the blackboard and the rule of must: We use must to express a certainty or to give instructions. Then the teacher gives some examples. Then the T asks the Ss to translate the sentences. The Ss write the example with should and shouldnt in their notebooks. Afterwards, they will write the title and the new lesson in their notebooks. T-Ss Ss alone speaking writing reading explanations blackboard chalk studentsnote -book To inform Ss about the topic they are going to learn. 6.Listening and reading and acquiring the new topic/12min The T tells the Ss to open their books on page 58 and to look at the text. First the T gives the audio variant of the text then the T asks Ss to read the text and to identify the forms of must and mustnt Ss are listening the text. Then Ss read the text and identify the forms of must/mustnt T-Ss Ss alone listening reading speaking students notebooks -to improve the pronunciation -to get familiarized to the text, and to put the Ss in the situation of getting implied in the topic. -facilitate the acquisition of the new vocabulary and topic.
7. Feed-back and discussion/17 min T gives the Ss a handout with exercises where they have to underline the correct form. ( annex 1). The teacher gives the feed-back and discuss about the exercise. Ss receive the handouts and work on the given exercises. Then some of the Ss go to the blackboard and write the correct form. T-Ss Ss alone Ss - T Reading Writing handouts blackboard chalk -to put the Ss in the situation of using the new acquired topic. 8. Homework/1 min The T tells the Ss that for next time they will have to circle the correct form of must on the exercise 5 on the page 37 from workbook. The Ss write in their notebooks their homework for the next English class T-Ss Ss alone listening writing students workbook and notebooks -to consolidate and use the new acquired topic 9. Evaluation/2 min
T appreciates Ss activity verbally-praising them. Then the T says Good- bye and leaves the classroom
Ss greets the teacher
T-Ss
-speaking
-self-confidence and encourage them in their study of English
Annex 1: Underline the correct answer!
you must /mustnt do your homework You must/mustnt stop at the red light
You must not/must smock in the museum
You mustnt / must do noise in the classroom We must / mustnt brush our teeth