This Lesson Plan contains all the necessary information for a Grammar Lesson based on topic should and shouldn't.
It is well organised and set out & passed with good results.
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Use this document as an excellent guideline for your own assignme...
Name of the Teacher Date Level of the class Length of lesson
Alicia Oosthuizen 09/03/2022 Pre-intermediate (A2) 60-minutes
Lesson Type:
Grammar Lesson
Lesson Topic:
Giving advice about health and safety. (Using modal verbs should and shouldn’t)
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Understand and identify the use of modal verbs, particularly Had a conversation with a partner, where they talk about what
the words “should” and “shouldn’t”, in order to discuss and they think is right or wrong whilst advising each other about
be able to give advice in a positive or negative way, regarding what they should and shouldn’t do when it comes to
health and safety. maintaining their health and safety.
Example Sentence:
The Doctor said you should eat healthy food. (positive advice)
You shouldn’t run with any sharp objects in your hands.
(negative advice)
,Anticipated difficulties: Suggested solutions:
1. Language difficulties may be based on the fact that the 1. I will monitor all students' pair work activities closely. I will
students are all from different countries (Russia, France listen for errors and correct learners where necessary. I will
and Italy) with different languages hence their accents and assist students in the process of understanding each other
pronunciation might differ immensely due to the fact that and correct them if need be. A rule should be put in place
their first language might have different grammatical rules that forbids the use of any other language than English
to English, such as in French it is common and acceptable during the lesson.
to use a double negative yet in English it is considered to be 2. I will make it easy for students to understand when it is
slang. This will also make students tend to speak more of appropriate for them to apply either the word should or
their native language (L1) compared to English and this can shouldn’t. The modal verb “should” will be identified as
create confusion between students who cannot understand good (thumbs up) whereas “shouldn’t” will be identified as
each other when doing pair work. bad (thumbs down).
2. Students may become confused or struggle to advise their 3. Ensure to keep students engaged throughout the lesson.
peers about what they should and shouldn’t do. They Incorporate games and other fun activities to keep students
might not know when to apply the word “should” or interested and prevent them from losing focus during the
“shouldn’t” appropriately. lesson. Make the lesson as interactive as possible.
3. Grammar, for the most part, is considered not to be fun for 4. Pair students of similar age and backgrounds together if it
most students. Due to their age, there is a strong possibility feels necessary, also make use of the warmer to get
that there might be some motivational issues and students everyone interacting with each other. Remind students that
may get easily distracted. they are at a similar level of English language and
4. Cultural differences might occur due to the varying ages reinforce/encourage the idea of teamwork by making the
and genders, students may not feel comfortable with their activities fun and creating a physically and emotionally
classmates as the younger students would not have much positive environment that enables students to feel at ease
in common with the older group, and vice versa. This can and welcome despite their cultural differences.
cause confusion and misunderstandings as learners may 5. I will aim to keep each student motivated during lessons
have problems communicating with each other and this and also use a clear structure in lesson planning, which
may put learning at risk during a lesson. clearly shows what I will be teaching each day for the
5. As these are young students at an intermediate level, duration of their summer camp. This will help students see
students can easily lose motivation as it may be difficult for where they are going and reflect on how far they have
, them to see everyday progress and they can feel as if they progressed.
have reached a plateau and are no longer progressing. 6. Teachers can walk around in the class and observe, and ask
6. Students may decide to interact in their L1 during the if there are any problems or uncertainty as to why English is
warmer and Production: Freer Practice Stages as it would not being used, seeing that at their level they should be
come more naturally to them. able to interact and be spontaneous despite facing some
7. Topic related difficulties may include the fact that young problems with grammar and vocabulary.
learners at the age of 11 and 12 may lack interest in the 7. Make the lesson interesting and level appropriate. Present
topic and find grammar boring. The students may be the lesson in a highly visual and interactive manner in order
disruptive/noisy and not listening. for the young learners to be and stay engaged. I will also
set up a signal so that if the class gets noisy and disruptive,
this signal will alert the class that I want them to pay
attention to me. For example, I will raise my hand when I
want the class to quieten down and listen.
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