Methods II – LCB TTC

1st Lesson Plan

Alejandra de Antoni
2009

Coursebook: English in Mind 1 (Cambridge)

Number of students: 25/30
Level: Intermediate
Estimated Age: 14/15 years old
Time available: 40 minutes
Teaching point: giving and asking for advice (should)
Aim: by the end of the lesson, students will be able to notice (understand) the use
of should for giving and asking for advice (this will be checked when the students
are asked to analyse the use of should in the song).
Materials: the coursebook (page 112) and the song “Should I Stay or Should I Go?”
by The Clash

Warm up (5 min):

Hangman: the teacher writes a “secret” sentence on the board for the
students to guess. Once the game is over one of the students will be asked
to read out the sentence and the other students will have to perform what it
says.
The sentence is: “Let’s open the book on unit fourteen.”

Reading (20 min):

Pre-reading (5 min): students are asked to do exercise A. Once they finish,

the teacher asks them what tourists ‘should’ do in Argentina so as to be
welcomed by the local people. So she starts eliciting answers by asking
them ‘it is a good idea for tourists to learn some Spanish before coming
here? ‘Should they study Spanish before coming?’ (In this way, the T
introduces should to the students and exposes them to its use).

While-reading (5 min): students are asked to read the quiz and match the
customs with the countries.

Post-reading (10 min): students are asked to compare their answers with a
partner to see if there are any differences. Finally, the teacher plays the
dialogues (exercise C) for the students to check their answers.

Listening (15 min):

Pre-listening (5 min): the teacher plays only the first two lines and asks the
students if they can imagine what the song is about and asks them to
provide some ideas.

While-listening – Global – (5 min): students listen to the song once and

check their predictions.

While-listening – Specific – (3 min): students are given a printed copy of the

lyrics but with some words missing. The students listen to the song again to
complete it. Depending on the time left, the teacher can write the missing
words on the board for students to be able to complete it more easily (if the
students are not given the words, they will probably need to listen to it for a
third time so as to have time for deciding on the spelling on the words and

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 Methods II – LCB TTC
1st Lesson Plan
Alejandra de Antoni
2009
writing them down. To avoid this third listening, the teacher can stop after
each gap to give students enough time to write the words).
Post-listening (2 min): finally, the students are asked why they think the
writer of the song decided to use “Should.”

Should I stay or should I go?

The Clash
Some words are missing.
Can you write them while you listen?

Darling, you got to _____ me know

Should I stay or should I go?
If you ______ that you are mine
I'll be there till the _____ of time
So you got to let me know
Should I stay or should I go?

I'll always tease, tease, tease

You're ______ when I'm on my knees
One day is fine and the _____ is black
So if you ______ me off your back
Well, come on and let me know
Should I stay or should I go?

[Chorus:]
Should I stay or should I go now?
Should I stay or should I go now?
If I go there will be ________
And if I stay it will be ________
So come on and let me know

The _________’s bugging me

If you don't want me ________ me free
Exactly who I'm supposed to be
Don't you know which ________ even fits me?
Come on and let me know
Should I cool it or should I blow?

Cloze Key:
Darling, you got to let me know
Should I stay or should I go?
If you say that you are mine
I'll be there till the end of time
So you gotta let me know
Should I stay or should I go?
I'll always tease, tease, tease
You're happy when I'm on my knees
One day is fine and the next is black
So if you want me off your back
Well, come on and let me know
Should I stay or should I go?
Should I stay or should I go now?
Should I stay or should I go now?
If I go there will be trouble
And if I stay it will be double
So come on and let me know
The indecision’s bugging me
If you don't want me set me free
Exactly who I'm supposed to be
Don't you know which clothes even
fits me?
Come on and let me know
Should I cool it or should I blow

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Methods II – LCB TTC
1st Lesson Plan
Alejandra de Antoni
2009