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)
Aims:
Syntactic: by the end of the lesson, students will be able to recognise the structure
of “should” (a modal auxiliary that is always followed by a bare infinitive).
Semantic: 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).
Cultural: by the end of the lesson, students will have been presented with customs
from different countries and, indirectly, will have been shown that there are other
people with other customs and that their culture (with its customs) is not the only
one. They will be shown cultural diversity.
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 to quickly write down a short to-do list for foreigners
to do before coming to our country. The teacher writes down “Before coming
to Argentina, you…” and tells the students to write it down as the title of
their lists. Once they finish, she teacher tells them that they are going to
use at the end of lesson to find out “The top ten things to do before coming
to Argentina.”
In the following lesson (there will be no time in this one), once the
recognition stage is finished and students were presented with “Should”,
they will be asked to go back to the lists they have created in this pre-
reading activity and carry out a survey to create “The top ten things to do
before coming to Argentina.” At this point, students will be asked to
rephrase the sentences they first wrote using should. E.g.: “Tourists should
study Spanish before coming to Argentina.”

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):

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

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. For the students to find it easier to complete the song, they will
be given the missing words but with scrambled letters and, of course, not in
the order in which they appear in the song. They have to unscramble the
letters and then they listen to the song for the second time.
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
There are some words missing in the song. Unscramble the letters of the following
words and then listen and complete.

DEN ENXT DESONCLNII OULBED

PHYAP ELT ETS ANWT
AYS THOLCES OUTRBEL

Darling, you got to _____ me know Should I stay or should I go now?

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?
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