CATANDICA SECONDARY SCHOOL

DATE: 14 OF JUNE, 2024

TEACHER’S NAME: ALI AMANDIO MANEJO

SUBJECT: ENGLISH

UNIT: SCHOOL AND DAILY ACTIVITIES

TOPIC: MODAL VERBS SHOULD AND SHOULD´NT

SPECIFICS OBJECTIVES: BY THE END OF LESSON STUDENT MUST BE ABLE TO:

 DEFINE SHOULD AND SHOULD´NT ;

 WRITE SHOULD AND SHOULD´NT ;
 READ SHOULD AND SHOULD´NT .

DURATION: 45 MIN

TEACHING AIDS: CHALKS, BOARD, BOOK, EXERCISE BOOK AND PEN

NUMBER OF STUDENTS: 70

GRADE: 7a

CLASSE: A
TIME ACTIVITIES OF METHODS SKILLS

STAGES CONTENTS TEACHER STUDENTS

 Registration.  Does the  Answer the Speaking

 Revisions of previous lesson. registration registration.
5'  Brief discussion about topic  Leads the  Do the revision Common listening
revision and and discuss elaboration
WARM UP discussion
 What do you do
in the morning?

Should is used to give advice or suggestion  Writes the topic  Copy the topic
you should eat more vegetables on the board on book
Shouldn’t is used to advice against something  Pair attention Speaking
or suggest avoiding certain action.  Shows the  Contribute with
You shouldn’t stay up late. didactic material their ideas Listening
25'  Present the
PRESENTATION  Explains the doubts to teacher. Common Reading
topic elaboration
Writing
 Leads the
student’s ideas.

 Gives feedback
Exercises  Writes the  Copy the Speaking
1. Write these sentences using should exercises on exercise
10 or shouldn’t . board  Do the exercise Listening
a. He _______ take a bath  Explains the
PRACTICE b. We _________smoking exercises Individual Reading
c. You _________ pay your school work
fees Writing

Correction  Leads the  Correct the

a. Should correction of exercises on
b. Shouldn’t exercises the board Speaking
c. Should  Writes the  Copy the
home-work home-work Listening
Home-work  Explains the  Pair
5 home-work attention on Common Reading
write two sentences should and  Gives the elaboration
shouldn’t : feedback explanation Writing
about topic.  Present
PRODUCTION doubts
a. I listen music
b. You sit here
SELF-EVALUATION

1. Preparation:

The lesson plan was quite useful in guiding the session. It provided clear objectives and a structured approach to introducing and practicing the
modal verbs "should" and "shouldn't." However, there were moments where I needed to adapt the plan to spend more time on areas where
students had difficulties, such as forming negative sentences.

Assumptions for the Lesson:

I assumed that students had a basic understanding of giving advice or making suggestions in English. This assumption was mostly accurate, as
many students could relate the new vocabulary to similar structures in their native language, which facilitated their comprehension and usage.

Difficulties in Planning:

The main challenge in planning was anticipating the varied contexts in which students might need to use "should" and "shouldn't." Balancing
examples and activities that cater to both personal advice and general recommendations was crucial to ensure a comprehensive understanding of
the topic.

2. My Teaching:

Success of the Lesson:

Overall, the lesson was successful. Most students grasped the use of "should" and "shouldn't" for giving advice or making recommendations. By
the end of the session, students were able to construct sentences and provide advice on various topics.

Most Successful Part:

The role-playing activity where students gave each other advice using "should" and "shouldn't" was the most successful. This interactive
approach not only reinforced the lesson's objectives but also encouraged active participation and practical application of the language.

Least Successful Part:

The initial explanation of forming negative sentences with "shouldn't" was the least effective. Some students struggled to understand and apply
this structure, suggesting a need for clearer examples and more focused practice on negatives.

Development of Skills:

The lesson primarily developed speaking and listening skills. Students practiced constructing sentences and giving advice in pairs and groups,
which helped reinforce their understanding of the language structure and usage.

Difficult Aspects:

Managing the range of examples and contexts for using "should" and "shouldn't" was challenging. Ensuring that students understood both
personal advice (e.g., "You should exercise more") and general recommendations (e.g., "People shouldn't litter") required careful explanation and
differentiation.

3. The Students:

Enjoyable Activities:

Students particularly enjoyed the role-playing exercise where they had to give and receive advice on various scenarios. This activity was
engaging because it allowed them to practice the new language in a fun and interactive way.

Difficult Activities:

Some students found it difficult to apply "should" and "shouldn't" correctly in the context of giving advice on less familiar topics. Simplifying the
scenarios or providing more guided practice could have helped ease their difficulties.

Student Feedback:

If students were to provide feedback, they might suggest more examples and practice exercises focused on forming negative sentences and using
"shouldn't." Additionally, they might appreciate more real-life scenarios to apply the language in a meaningful context.
For future lessons, I would incorporate more visual aids and clear, step-by-step examples to explain forming negative sentences with "shouldn't."
Additionally, adding a broader range of scenarios for practice, including more real-life and relatable contexts, would enhance understanding and
engagement.