Using Modal Verbs Should and Shouldn't to Give Advice - Prof. Buyu, Exams of Nursing

Download Using Modal Verbs Should and Shouldn't to Give Advice - Prof. Buyu and more Exams Nursing in PDF only on Docsity! QUESTIONS AND ANSWERS i to i TEFL assignment 2 - NEW TOPIC (2024) grammar- Passed with great feedback TESTED AND CONFIRMED A+ ANSWERS 1 i-to-i LOVE TEFL Lesson Plan Name of the Teacher Date Level of the class Length of lesson Annamique Tyler 15 November 2021 Pre-Intermediate 60 minutes Lesson Type: Grammar Lesson Lesson Topic: Giving Advice (Should and Shouldn’t) Lesson Aims: By the end of the lesson, students will be better able to…  Use modal verb should and shouldn’t to give advice in a positive or negative way. Example sentence: 1. You should brush your teeth everyday. (Positive advice) 2. She shouldn’t watch violent TV shows. (Negative advice) Lesson Outcomes: By the end of the lesson, students will have…  Expanded their ability to give positive and negative advice using modal verb should and shouldn’t.  Talked in pairs and gave each other advice on different aspects such as health.  Practiced the accuracy and fluency of using should and shouldn’t for giving advice by playing games such as the spinning wheel where a student goes up to the interactive board and clicks to spin the wheel on which a problematic sentence is displayed and reads the sentence aloud, other students will try to give him or her advice using should and shouldn’t. 4 i-to-i LOVE TEFL Lesson Plan 2. In which context are you introducing the language? I am introducing the language in the context of giving health advice to someone. An example drawn from the current Covid 19 situation: 1. You should wear a mask in public 2. You shouldn’t touch your face and eyes. 3. Which concept checking questions will you ask to ensure students understand the meaning? Fig 1 Examples of CCQs  Is it a good idea or a bad idea? (Good idea)  Does he have a choice? (Yes)  Have you ever visited a dentist? (Yes /No + Extra information) 5 i-to-i LOVE TEFL Lesson Plan Fig 2 Examples of CCQs  Is it healthy to eat sweets? (No)  Does he have a choice? (Yes)  Do you like eating sweets? (Yes /No + Extra information) 6 i-to-i LOVE TEFL Lesson Plan 4. What is the form of the target language? (include positive, negative and question forms if appropriate) Positive or affirmative form: Subject + should + infinitive form( base form) + complement Fig 3 Negative form: Full Form: Subject + should not + infinitive (base) form + complement 9 i-to-i LOVE TEFL Lesson Plan students and activating their prior knowledge of the topic. wash my hands before eating.” And if the stated fact is true for any of the students , that student moves forward with one step and whoever crosses the finish line first wins. each other. Their confidence level will rise and feel more comfortable around their classmates after such an active game. Presentation: Meaning This stage is aimed at enabling learners to deduce the meaning of the target grammar using their own analysing skills. 8 minutes T-S OCFB Ss- 1. Present a Should and shouldn’t worksheet for health advice to the students (Fig. 5). 2. Recite all the sentences on the worksheet to the students and get the students to discuss in pairs which statement matches the correct picture of a sick person. 3. Draw a table with two columns on the board and in the first column write should and in the second write shouldn’t. The students will actively think about the grammar meaning and structure and after reviewing some examples presented to them by the teacher ,they will figure out the rules of usage and derive their own understanding of the target language. 10 i-to-i LOVE TEFL Lesson Plan 4. Next ask the learners questions about each of the person on the picture such as “What is he doing wrong?”, “How can he be helped?”. Eliciting correct answers from the class and writing it into the respective column on the table. 5. Use questions such as “What should she do?” to help the students who are still not sure until you elicit correct grammatical sentences from the class. 6. Now give the student an example of a giving advice scenario (Fig 1) and ask the CCQs related to the example. Use visual representation of the target structure to consolidate and reinforce their understanding of the grammar. Students will also answer the CCQs demonstrating their comprehension to the target language. 11 i-to-i LOVE TEFL Lesson Plan Presentation: Form This stage is aimed at allowing the learners to correctly establish the written structure of the grammatical form. 7 minutes T - S Present the target structure on the board in the form of: Positive form: Subject + should + infinitive form( base form) + complement. Negative form: Full Form: Subject + should not + infinitive (base) form + complement. Contacted Form: Subject + shouldn’t + infinitive (base) form +complement. Question form: Should + subject + base form...? Using the correct grammatical structure of the target language that is displayed on the board, students will apply that knowledge and produce meaningful sentences from the words on the worksheet 14 i-to-i LOVE TEFL Lesson Plan should drink water.” And if Group B responds “She shouldn’t play in the sun.” 4. Repeat until each student in each group has given advice and record a score table for each group. 5. Switch the target structure, group A use shouldn’t group B uses should and repeat till each student has used the other target structure. Practice: Freer practice To build and boost the student’s confidence to use and experiment with the target structure with minimal support. 10 minutes Ss-Ss 1. Write on the board five problematic statements which require advice as an illustrative example for this activity. 2. Put students into pairs and ask each of the student to write down five problematic statements. Students will talk freely with a partner using pre-existing vocabulary, grammar and utilising the newly learnt target structure. They will develop confidence which will allow them to execute it in the real world. 15 i-to-i LOVE TEFL Lesson Plan 3. Each student will then read out loud one statement at a time to his partner and the partner will give appropriate advice . 4. The partners will then exchange roles and repeat the same process. 5. Move around the classroom and monitor for struggling students. 6. Prompt and elicit correct vocabulary, pronunciation and target structure for struggling students followed by a sounding praise when they eventually get it right Cooler To consolidate and round off the lesson allowing students to reflect on the 5 minutes T-S 1. Put students into two groups the same from practice with one group using should and the other using shouldn’t. Feel confident and empowered with the new grammar that they have learnt and be able to witness their improved knowledge of 16 i-to-i LOVE TEFL Lesson Plan progress they have made throughout the lesson and leave excited for the next lesson. 2. Make a score table on the board. 3. Mime or gesture a certain illness and the quickest student to shout the appropriate advice using their group’s form , their group gets a point. modal verbs which are essential for the grammar structure. Feel positive ending the lesson with a competitive game. Lesson Rationale (700-1000 words): Method For this lesson I went for the predominant method of structure, the PPP format due to its systematic approach towards taking on board new information. This format makes it easy for students to remain focused during lesson and contributes to internalising structures in long term memory as it scaffolds the learning process into smaller chunks and also allows learners to become aware of certain aspects of new language, as a result, they are more likely to notice these features in the real world, giving this method a huge amount of application. This helped me to create an effective and active classroom which permits student to learn from each other 19 i-to-i LOVE TEFL Lesson Plan During this activity I will take a back seat and monitor the paired conversations, giving help quietly as not to disturb the rest of the class. The cooler is another game as this lesson’s content will have been quite taxing on our young learners. Here I want to focus on when to apply certain advice, for student to be able to identify where negative advice is appropriate and where positive advice is required. I want the students to enjoy themselves here but also reflect on how much new information they have taken on board over the past hour. They should leave the lesson feeling like the class was very fun! I would have like to use more worksheet during this lesson but due to the age range of the students I decided on making use of more games so as to encourage peer to peer interactions and also to keep the students engaged and avoid them losing interest in the lesson due to a lot of text. Bibliography (if needed): https://elt.oup.com/feature/us/elements_of_success/?cc=global&selLanguage=en https://www.crownacademyenglish.com/modal-verb-should/ Wheel decide http://www.angielskipodrodze.pl/2018/03/should-and-shouldnt-for-a1-students/ Alexopoulou,Theodora.2020.‘Grammatical Errors: What Can We Do About Them?’, Languages, Society and Policy. http://doi.org/10.17863/CAM.60255 https://www.theteflacademy.com/blog/2018/02/anticipating-english-language-learner-problems/ 20 i-to-i LOVE TEFL Lesson Plan https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Should_or_shouldn't/MODAL_VERB_- should-shouldn't-_hv108100hz https://www.perfect-english-grammar.com/modal-verbs-of-obligation.html Thornbury, S. (1999). How to teach grammar. Edinburgh: Pearson Education Limited. pp.34 All Images taken from ‘Google – Images’. Materials (include all physical copies of the materials you plan to use in your lesson, referenced): : : (~w-t Fig 5 SHOULD / SHOULDN’T DRAW A LINE FROM THE PICTURE TO THE CORRECT HEALTH ADVICE ae B » DORI} ny 21 i-to-i LOVE TEFL Lesson Plan i-b-i Teach English Abroad 24 i-to-i LOVE TEFL Lesson Plan 113203C > NESE wll ae Oo ob Hooray — you've passed your second L5 Assignment! inbox * © % Peter Bowdery 11:15 to me, Academic v i-t-i YOU'VE PASSED YOUR 2ND assiGNMENT! Hi Annamique, Great news — I'm excited to let you know that you’ve passed your second Level 5 course assignment! You can now access unit 9 of your 180-hour course. Your assignment feedback is attached to this email - please have a read through this before continuing your studies. Good luck with the rest of your TEFL training - and please feel free to get in touch if you need any help. Contact details are below. Best wishes, Peter Bowdery ‘TEFL Tutor I O < ¥ Summative Assessment Decision Record GA/I-TO-I TEFL LEVEL 5 ASSIGNMENT 2: GRAMMAR FOR YOUNG LEARNERS PLAN AND ESSAY SUMMATIVE ADR V2 SEP 2020 Page 1 of 3 Assignment 2: Grammar for Young Learners Lesson Plan and Essay This document is provided as a record of the assessment decision(s) made by your tutors towards your GA Level 5 Certificate / Diploma in Teaching English as a Foreign Language (TEFL) i-to- i. The Lesson Plan and Written Work you submitted has been assessed by your tutor and their feedback, as well as their assessment decision, is below. By completing and passing the formative and summative online assessments, you have had the opportunity to demonstrate that you have knowledge and understanding of teaching grammar and young learners. However, opportunities to demonstrate knowledge and understanding of these topics, their learning outcomes and units must also be present in your Lesson Plan and/or Written Work. Your tutor will record this below. Details: Candidate Name Annamique Tyler Lesson Scenario Option 1 ☒ Option 2 ☐ Option3 ☐ Assessor Name Peter Bowdery Date Submitted 13 / 11 / 2021 Feedback: areas of good practice This is an effective lesson plan, Annamique. You use the MFP structure to present the language and by the end of the lesson, the students will be able to use the language independently. You have chosen an age-appropriate context and suitable activities for young learners. Your language analysis table is thorough for the grammar point – well done. It is clear you have applied your own knowledge as well as well-researched information. Your written commentary displays a good understanding of the group’s needs and you understand the importance of utilising fun and stimulating stages which help to maintain engagement and keep the learners on track. You provide a good rationale for choosing this topic for this group and you have thought about how to keep the learners motivated and enrich their learning using some engaging activities. All the materials you have provided are well-presented. Feedback: areas for further development I would also like to see what problems the students may have with the meaning and form of the grammar structure. I would also like to see anticipated difficulties which are specifically related to level or age. I would also like to see anticipated difficulties which are specifically related to their age. I would also like to see anticipated difficulties which are specifically related to their L1. The CCQs should make the meaning of the target structure clear – Do we use should and shouldn't when everything is okay? Do we use should to say something is a good or bad idea? Do we use shouldn’t to say something is a good or bad idea?