1. LESSON PLAN
Name:
Edward J. McDonnell III
Date:
08 November 2017
Week:
Third week
Lesson number:
TP6
Lesson type:
Listening
Level:
Pre-intermediate
Length of lesson:
Forty (40) mintes
Number of students:
Lesson Aim(s) Specifyyour main aims and sub-aims, including anytarget language you aim to clarify
By the end of the lesson, students will have developed further use of the the modal verb “should” and
the associated contraction “shouldn’t” in the context of giving advice.
Tutor:
Appropriate lesson aims?
(please circle)
YES NO
Materials (What you will needinthis lesson) Write title, author, year, publisher and page number here and on all your
Clive Oxenden and Christina-Latham Koenig, American English File 2B, Oxford University Press,
Oxford, U.K., 1997, p.71, 136.
Betty Azar and Stacy Hagen, Understanding and Using English Grammar, Azar Associates, Hoboken,
U.S.A., 2017, p.267.
Jim Scrivener, Teaching English Grammar, Macmillan Education, London, 2010, pp. 218-221.
Tutor:
Sources acknowledged?
(please circle)
YES NO N/A
Language Analysis:
I have completed a) a language analysissheet (grammar)
(please check b) a language analysis sheet (vocabulary)
all that apply) c) a language analysis sheet (functions)
Tutor:
Sufficient language analysis?
(please circle)
YES NO N/A
Trainer’s comments:
Points to work on (action points):
Comments on the lesson plan and language analysis:
Overall grade for this lesson: BELOW AT ABOVE standard for this stage of the course

2. Tutor _____________________________ Signature ________________________
Assumptions What do you expect the students will already know about the language/content of your lesson?
Guiding assumptions include the following.
1. Students have limitedknowledge of Englishvocabulary.
2. Students will be familiarizedwith the target language duringthe prior lesson.
3. Students understandthe concept of giving advice andthe differences indegree (i.e., that “should/ shouldn’t” wouldbe on the firmer
side ofa “could/ might do” versus “must do” cline.
Anticipated problems (skills andclassroommanagement – NOT
language. E.g. problems withtiming, grouping, instructions, topics,
logistics, etc.)
P1: time management goes by the boards due to teacher-talking
time
P2: there will not be enough to do.
P3: dominance by the better / more assertive learners
P4: anxious and jumping in instead of monitoring.
P5: missing the opportunities for language feedback.
Solutions to these problems:
S1: script and stick to it
P2. Be sure to catch enough errors to prolong language feedback (or
whatever the euphemism is.
S3: in discussion phase, call on those who did not seem engaged in the
brainstorming or writing phases; do not call on the readers.
S4: keep that candy ready to keep me from talking.
S5: have a bull-pen of four ready.
Personal Aims - What action points from your previous lesson(s)
are you working on?
 Try to get familiar withthe class
 Make sure everyone is clear on the taskandon the should
/ shouldn’t focus
 Use more ICQs
 Monitor andlisten attentively
 Class management / control
Where are these on your lesson plan? What is your strategy to
improve in these areas?
 Lead-in
 Lead-in
 Every stage except Lead-in
 Writingandbrainstorming
 Throughout but focussed onerror correction.
Board Plan:
Board work will start with the only designed to re-inforce the idea of should versus shouldn’t as part of a CCQ.
As students read their e-mails, I will write four story headings on the board so students cue up and go to their seats.
Write two bullet points under each e-mail as people read.
Students mark off their preferred e-mail response.
Write one error under each story title and then a second as time permits.
Use for contingent error correction; common errors with should be addressed on the board.
Using the incorrect modal verb. A mother says to her child who wants to touch a hot stove, “You could not touch the
stove” or “You might not touch the stove.” Both statements need to be lengthened to incorporate more context: “You
can’t touch a stove when it’s hot.” OR “You might not want to touch a hot stove.”
Not using strong enough language. The extended sentences are likely to be too weak to induce the child not to touch
the stove. The mother, in this context, will likely say, “You must not touch that hot stove!” OR “You really shouldn’t touch
that stove!”
Incorrect tense. “should not have touched”, if the child touched it in the past (if only a few minutes in the past).
Confusion of form. Using the wrong should (the form for indiomatic uncertainty) like, “Should you happen to touch the
stove, cry out and let us know.” VERSUS “You should not touch that stove!”

3. TIME INTERACTION STAGE& AIM PROCEDURE TRAINER’S COMMENTS
5 min. Teacher-
Students
WCFB
LEAD-IN
AIM-1: introductions of
students
AIM-1: confirm
concepts ofprevious
through re-introduction
oftarget language
Page 19
Overhead ofa clinebetween ‘could youpossibly,maybedo this?’on the
left hand and ‘you mustdo this’ ontheright.
SCRIPT: Many thanks toTamika for covering a lot in her lesson onadvice
and the auxiliary verb ‘should’.Let’s takea momentfor me toget
familiar with each ofyou. Pleasetell meyouname, whereyouarefrom
and one thing I should orshould not do inyourcountry.
CCQ: Is everyone clear onwhat should and shouldn’tmean? Where on
this graph would you place advice using these terms?
5 min Teacher-
Students
Reading for Detail;
AIM: engagethe
students in the
material.
AIM: monitor, if
possible, to seewho
reads quickly andwho
does not.
Group the studentsinto 2sand 3 and then hand out e-mailsto each
group.
Stefan / Aura / Eri (lending money)
Mercedes / Suji / Maksim(missing cat)
Giulsah / Valentina (exercise)
Yumei / Johana (girlfriend)
SCRIPT: Read the e-mails carefully and by yourselves. As youfinishthe
e-mail use your remaining timeto thinkofwhat youranswer should be.
ICQ: Is it time to speakwith group members yet? NO!
Go ahead you have four minutes.
1 min Teacher-
Students
Clarification /
transition.
AIM: make sure
everyone gotthegist of
their e-mail. Assign the
groups for the next
stage.
Check that each student understandsthe basic content ofthee-mail.
While thee-mail writing goes on,write ontheboard:
‘The Missing Cat’
‘The Girlfriend’sBirthday’
‘The Gym Hater’
‘Lending Money’
SCRIPT: Good work. Are weclear onwhat thesee-mails aresaying and
what advicethey seek?
ICQ: Make sure you are huddled together because youwill be working
together.
5 min Students-
Students
Brainstorm
AIM: stimulate the
students toexchange
and talk freely.
AIM: language
feedback fodder
Page 19
Make sure people arehuddled so they can talk and I give feedback.
SCRIPT: Okay everyone,with your partners, begin discussing the e-mail,
what you think itis asking and whatyourinitial advicewouldbe.Then
talk throughthevarious thoughts. Youhave four minutes.

4. facilitatedthrough chair
formation.
ICQ: Now when I ask youto brainstorm, does that mean youare writing
a response yet? NO! Can youtake notes for lateron? Of course!You have
five minutes
10 min
Teacher-
Students
Students-
Students
Writing Task
SCRIPT: Well done. Nowis thetime really toput pen topaper as youand
your partners writeouta response for advice. Theanswerneednot be
more thanfive short sentences, orthreelongerones.
ICQ: Quick hint: whatwords shouldyoube using inyour e-mails?...[ifno
answer], are you to include should or could?....Yes, youshould----use
should!…And whatabout shouldnot? Yes, Is it better touse should not or
shouldn’t?
ICQ: lastly, is one person supposed to be writing and saying whatgoes
into the group e-mail?...Ha-ha…in fact, everyone should participate. And,
people, this should is more thanadvice…it is a requirement.
You have seven minutes.
Okay, in these last two minutes, reviseyour e-mails so they can beread
to the class.
ICQ: Remember, should this e-mail be very long? No.
10 min
Student-Student
WCFB
Speaking: read e-mails
aloud; discuss
AIM: give studentsa
chance to speak.
Page 19
As the groups read,note two keypoints while monitoring. Monitor for
error correction. Askquestions ofthosewhohave not read or written.
Ask students to vote for their favoritee-mail.
SCRIPT: Fine, any brave volunteers among the groups togo first?...[ifno
one volunteers]…okay, you all look like you’re ready toread…
And now you two….
And now you two….
And finally youthree.
Did I capture the key points? Okaytake a moment toplace a ‘check-
mark’ under the email you think gave the best advice.Add a point ifl
missed any.
Well, it seems that theadviceon _____is the favoriteamong us.
5 min Teacher-Student
WCFB
Error correction In front ofthe students, placeoneor two errors noted under each story
title and discuss themistake andask the students tosolveit themselves.
Asking questions toguide their discoveryofthe answer.Do should
mistakes first andthen generalor common ones later. No morethan
eight.

5. Language Analysis Sheet – Vocabulary
List the w ords /
collocations/ phrases
you plan to teach or
that may be
problematic for learners
in your lesson. Indicate
the part of speech
How w ill you convey and check
meaning?
(Script CCQs w ith expected answ ers
here if relevant)
Transcribe the
pronunciation, indicate
stress and any issues
w ith connected speech.
What problems might Ss have w ith
the meaning, pronunciation and
form? What w ill you do if these arise
in class?
Example:
I can’t stand it (verb
phrase/collocation)
I will convey meaning using a cline.
 --------------------------------------- x
I’ll elicitthat x =I can’tstand it
CCQs
Is it strongeror weaker than I don’tlike
it? (Answer: Stronger)
What is something you can’tstand?
(answers vary)
o O
/kæntˈstænd/
(‘t’ is usually softened or
omitted orreplacedwitha
glottal stop)
P1: Ss may think “I can stand it” = I
like it.
S1: CCQ - Can I say “I can stand it”
w hen Ilike something? (Answer: No)
P2: Ss may omit the object
S2: Tell Ss it’s a transitive verb and
record on the board as a chunk
Word/phrase Convey and checkmeaning Pronunciation Problems and solutions
Should / Shouldn’t Modal verb: used to express that it is
necessary, desirable, or important to
performthe action of the follow ing
verb
/ ˈʃʊd /
/ ˈʃʊd·ənt /
CCQ: in the lead in w ith the
overhead.
girlfriend a w oman w ith whomyou have a
romantic relationship, or a female
friend
/ˈɡɜrl·frend / P1 possibly obsure.
S1: before you a w oman is a w ife,
w hat is she to the man.
anyw here In, to, or at any place w hatever or
(esp. in negative statements and
questions) a place, but w ithout saying
w hich place
/ ˈen·iˌhweər, -ˌweər/ P1: possibly onvscure.
S1: elicit: is something can be
everywhere it can be____
desperate Show ing a w illingness to take any risk
in order to change a bad or dangerous
situation
/ ˈdes·pər·ət / P1: Possibly obscure
S1: Brazil is beating Germany by four
goals in the World Cup w ith five
minutes left. Which team is
desparate?
borrow / lend Take something fromsomeone w ith
the intention of giving it back after
using it.
To give something to someone for a
short period of time, expecting it to be
given back:
/ ˈbɑr·oʊ, ˈbɔr- /
/ lend /
P1: possibly onscure.
S1 CCQ: Stefan gives me a dollar
today and I re-pay him tomorrow .
What is Stefan doing w hen he gives
me the dollar? What am I doing w hen
I take that dollar for a day?
To get in shape To make body more beautiful; bring
body to peak physicalcondition; get
stronger, become physically strong;
get in good physicalcondition.
/ ‘gɛtɪnʃeɪp / P1: possible obscurity.
S1: Which fellow wants to get in
shpe? The one running ten kliks a
day or the one w atching 10 TV
show seach day?
List the w ords /
collocations/ phrases
you plan to teach or
that may be
problematic for learners
in your lesson. Indicate
the part of speech
How w ill you convey and check
meaning?
(Script CCQs w ith expected answers
here if relevant)
Transcribe the
pronunciation, indicate
stress and any issues
w ith connected speech.
What problems might Ss have w ith
the meaning, pronunciation and
form? What w illyou do if these arise
in class?