LESSON PLAN

UNIT 8: HEALTH AND MEDICINE (CONT.)

GRAMMAR:
USING MODAL VERB ‘SHOULD/SHOULDN’T’ TO GIVE ADVICE
I. Background information
1. Description of students:
- The students are non-English majored undergraduates at Pre-intermediate level (A2).
- They enjoy learning by doing and interacting with their classmates. Moreover, they are
curious and willing to discover new knowledge on their own.
2. Setting:
- Room 406, 4th Floor, Open University, Ho Chi Minh city.
- Duration: 45 minutes
- Number of students: 12
- The previous lesson: Unit 8: Health and medicine (Vocabulary).
3. Materials:
- Mindset for IELTS - Students’ Book Foundation
4. Teachers:
- Nguyễn Thị Nhật Lệ.
- Trần Thị Minh Anh.
- Hồ Ngọc Kim Ngân.

II. Lesson aims:

By the end of the lesson, students will be able to:
- Make sentences using should/ shouldn’t to give advice based on the given cues.
- Ask for advice and give advice to other people in certain situations.
- Choose activities and food that are good for their health.

III. Teaching aids:

- blackboard, computer, microphone, projector and screen, mini boards, markers.
 IV. Teaching methods and approaches:
- Communicative Language Teaching approach.
- Inductive grammar teaching approach.

V. Procedure:

Stage & Teacher’s Activities Students’ Activities Purposes Anticipated

estimated time of Problems and

Activities Solutions

Warm Up Activity: Hidden

(7’) pictures
- T introduces activity: - To get Ss
Hidden pictures ready for the
lesson and
- T divides class in - Ss move into their recall Ss’
groups of three groups vocabulary of
the previous
lesson.

- T gives instructions: - Ss listen to the T’s Problem 1: some

+ There will be a instruction carefully Ss may not pay
picture of an activity attention
they learned in the Solution 1: T asks
previous lesson hidden them to repeat the
behind 9 small squares. instruction and
+ T will randomly click reminds them to
on each square to reveal pay more attention.
the picture while Ss try
to guess and raise their
hands to answer. Problem 2: some
 + One correct answer is Ss may not
worth one point understand clearly
+ Only the first person about how to do the
to raise his/her hand and activity
have the correct answer Solution 2: T
can get the point for makes an example
their group.
+ The group with
highest points will be
the winner

- T starts the activity - Ss try to guess and Problem: Some Ss

raise hand to answer may not actively
(correct answers: do participate in the
yoga, play tennis, watch activity.
TV, go cycling, play Solution: T calls
volleyball) them to answer if it
is their group’s
turn.

Lead-in - T introduces the new - Ss listen to T - To introduce

lesson. carefully the theme of
the lesson

Presentation - T plays a video - Ss watch video and - To help Ss

(8’) containing the grammar take notes visualize the
point and asks Ss to presented
watch and take notes of grammar point
advice in the video in
full sentences.
- T invites one student - Ss volunteer to come Problem: some Ss
to come to the board and to the board and write may not be able to
write his/her answers answers write full sentences.
Solution: T asks
(Correct answers: I the rest of the class
should change my diet, I to give alternative
should eat healthy, I answers.
should stop drinking
coffee, I should also eat
more vegetables.)

- T guides Ss to draw up - Ss identify the word - To Problem: Ss may

the grammar point. ‘should’ in all inductively not work out the
sentences and infer the teach the rules
use of modal verb grammar point Solution: T asks
‘should’ in giving more questions to
advice. help them clarify

- T shows grammar - Ss take notes and ask Problem: Ss may

point ‘should/shouldn’t’ questions if necessary not understand the
- T clears up their structure but they
questions are shy to ask
Solution: T
randomly asks Ss to
make an example to
check their
understanding
Practice (10’) Activity:
- T asks Ss to work in - Ss listen to the T’s - To let Problem: Ss may
groups and gives each instructions carefully. students not understand
group a mini board and practice clearly about how
a marker. making to do the activity
sentences using Solution: T
- T assigns each ‘should/should explains how the
member of each group a n’t’ to give activity is
number from one to advice in a conducted as
three. controlled way clearly as possible
and gives an
- T gives instructions: example of how to
+ T shows some do it if necessary
vocabularies that were
reviewed in the warm-
up activities. T reminds
Ss to use them for the
activity.
+ T shows a picture
each turn and asks Ss to
make sentences using
‘should/shouldn’t’ to
give advice, making use
of the previously
mentioned verbs.
+ T asks the students
to make affirmative,
negative and
interrogative forms.
+ T calls a random
number from one to
 three to assign a student
from a group to write
the answer.
+ One correct answer is
worth one point
+ Only the first person
to raise his/her mini
board and have the
correct answer can get
the point for their group.
+ The group with
highest points will be
the winner

- T starts the activity.

- Ss who has the
number being called
write a sentence on the
mini board as quick as
possible and then raise
the board.
- T gives feedback on
Ss’ answers and decides
the winner.

Production Activity: Role-play

(13’) - T asks Ss to work in - Ss find their partners. - to give
groups of three. students
opportunities to
- T gives instructions: - Ss listen to T’s apply
+ All members will play instructions carefully. ‘should/should
the role of characters in n’t’ to ask for
4 situations given by the and give advice
teacher. to others in
+ Ss will have 3 minutes real-life
to prepare for their situations
performance.
+ T will invite a random
group to act in front of
the class in 3 minutes.

- T does the - Ss pay attention to the

demonstration on how teacher’s
to do the task. demonstration.

- T shows 4 situations to
the class and elicits each
situation:
Situation 1: Parents
come to see the teacher
to ask advice about
improving their
children’s performance.
Situation 2: Two
students come to seek
scholarship advice from
a schooling counselor.
Situation 3: Two
friends give advice to
their friend after his/her
breakup.
Situation 4: Parents
give advice to their
children after a sibling
conflict.

- T assigns the situation

to each group by - Ss pay attention.
spinning the wheel.

- T lets Ss to work in
their groups and practice - Ss work in groups. - to give Ss Problem 1: some
role-playing. opportunities to Ss may not actively
work in groups work in groups
Solution 1: T
walks around to
observe and
encourage them to
work with their
partners

Problem 2: some
Ss may not have
enough vocabulary
to express their
ideas
Solution 2: T
provides help when
needed.
- T invites a random
group to come in front - Ss perform their role- Problem 1:
of the class and perform. Ss may be shy
 play. when acting in
front of their
classmates.
Solution 1: T
encourages them by
keeping the other
students from
laughing loudly,
which interrupts the
students who are
acting.

Problem 2: Ss
keep preparing for
their presentation
and ignore their
classmate’s on-
going performance.
Solution 2:
T asks some
questions about the
groups’ advice to
check the
understanding of
the others
- T gives feedback on
students' performance.
- Ss listen and take
notes.

Consolidation - T shows a mind map - Ss look at the mind - to provide the

(2’) related to the usage and map. students with
structure of the synthesis of
‘should/shouldn’t’ with the knowledge
several blanks. about the usage
and structure of
- T asks Ss some - Ss answer the ‘should/should
questions to help them questions and fill in the n’t’.
to fill in the blanks. blanks by themselves.

Homework - T assigns Ss - Ss listen carefully, - to help Ss

Assignment homework: Exercise 12/ take notes their practice the
page 96/ Mindset for homework and ask lesson at home
IELTS, Students’ Book questions if needed
Foundation

VI. References:
Archer, G., & Passmore, L. (2017). Mindset for IELTS: An Official Cambridge IELTS Course.
Student's Book. Foundation. Cambridge University Press.
Jack C. Richards & David Bohlke (2012). Speaking Now 2: Communicate with Confidence.
Oxford University Press.
Uddin, J. (2017). Cambridge English: Mindset for IELTS: Foundation Teacher's Book.
Cambridge University Press.

VII. Appendix
- Lesson content:

- Video used for Presentation activity:

https://www.youtube.com/watch?v=J7bTO82ZAps&list=PL4U5sFETWHa6JVsUo-
N4Dps7757a1rVmc&index=3&ab_channel=THEGIOIMOI