English • Secondary School • Phase 6
The Advice Clinic
Giving Advice with SHOULD & SHOULDN'T
A communicative, case-based English learning experience designed to make learners analyse real-life situations, discuss solutions and give meaningful advice.
01 / Lesson Overview
One objective. Multiple language skills.
The lesson is organised around a single measurable communicative goal while integrating grammar, reading, listening, speaking and critical thinking.
TODAY I CAN…
Give advice using should and shouldn't.
By the end of the lesson, learners will be able to identify everyday problems and give appropriate advice using should / shouldn't + base verb.
1ProblemAnalyse
→
2ThinkDiscuss
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3AdviceCommunicate
→
4TransferApply
→
5AssessEvidence
02 / Target Language
Discover the pattern before memorising the rule.
Students first encounter the structure in context, then infer the grammatical pattern through guided questions and a quick diagnostic check.
You should study tonight.
You shouldn't play games all night.
SUBJECT + SHOULD / SHOULDN'T + BASE VERB
SHOULD
Good idea / advice
SHOULDN'T
Not a good idea / advice
Quick Diagnostic
Spot the mistake
She should studies more for the exam.
Correction
She should study more for the exam.
After should, use the base form of the verb.
03 / Case-Based Learning
Students become Advice Experts.
The same target structure is reused in increasingly independent contexts, so grammar becomes a tool for communication rather than an isolated exercise.
CASE FILE #002
Lucas
Lucas is 14. He loves gaming, goes to bed after midnight, has an English exam tomorrow and has not studied.
Diagnosis: What should and shouldn't Lucas do?
CASE FILE #003
Emma
Emma spends five hours a day on social media and never finishes her homework.
Intervention: Give one positive and one negative recommendation.
FINAL SPEAKING CHALLENGE
Improve Spoken English
Your friend wants to improve their spoken English but never practises outside the classroom.
Advanced frame: I think they should… because…
Students formulate and justify recommendations.
Students interpret confidential case files and extract key information.
Students process teacher prompts, peer responses and the clinic audio task.
Students discover and apply should / shouldn't + base verb.
Students identify problems, compare options and recommend solutions.
04 / Assessment
Evidence is collected throughout the lesson.
Initial response→Grammar check→Case analysis→Speaking transfer→Exit ticket
Exit Ticket
1. After should, we always use the ______ verb.
2. Give one piece of advice using SHOULD to a student who is always tired.
3. Give one piece of advice using SHOULDN'T to someone with an exam tomorrow.
05 / Materiales de consulta
Recursos organizados por propósito
Selecciona una pestaña para consultar únicamente los materiales correspondientes. Cada recurso incluye una breve descripción de su función dentro o después de la clase muestra.
Durante la clase
Recursos principales de la demostración
Materiales que articulan la experiencia de 25 minutos y permiten visualizar el recorrido completo desde el problema inicial hasta el exit ticket.
Presentación interactiva · Chalkie
The Advice Clinic — Chalkie
Presentación desarrollada en Chalkie como recurso visual de apoyo y evidencia del diseño digital de la clase. Integra la misión, descubrimiento de la estructura, caso de Lucas, listening, casos confidenciales, speaking challenge y exit ticket.
Planeación
Demo Lesson Plan
Documento de referencia para observadores con objetivo, secuencia minuto a minuto, habilidades integradas, evaluación formativa, diferenciación y evidencias de aprendizaje.
Participación activa
Material del alumno
Recursos diseñados para que el estudiante lea, dialogue, tome decisiones y produzca lenguaje de manera contextualizada.
Actividad imprimible
Advice Clinic Case Cards
Seis expedientes confidenciales para trabajo en parejas o equipos. Cada caso solicita una recomendación con should y otra con shouldn't, favoreciendo speaking, colaboración y pensamiento crítico.
Comprensión lectora
Reading Passage
Lectura ampliada de The Advice Clinic para trabajar recuperación de información, inferencia, vocabulario, análisis del uso de should / shouldn't y respuesta argumentada.
Extensión y consolidación
Trabajo en casa
Materiales pensados para continuar practicando después de la sesión sin consumir tiempo adicional de la clase muestra.
Worksheet para casa
Recommendations & Interventions
Worksheet desarrollada para trabajar en casa y consolidar el aprendizaje. Incluye diagnóstico gramatical, nuevos expedientes de pacientes y un caso complejo que exige analizar problemas y formular intervenciones más elaboradas.
Extensión opcional
Reading Extension
Puede asignarse como lectura independiente para reforzar vocabulario, comprensión e interpretación del lenguaje de consejo antes de una sesión posterior.
Evidencia de aprendizaje
Evaluación y seguimiento
Instrumento diseñado para comprobar dominio gramatical, comprensión, aplicación del lenguaje y producción escrita en contextos nuevos.
Diseño instruccional
Material docente y de observación
Documentación profesional que permite revisar la intención pedagógica, la gestión del tiempo y las decisiones metodológicas detrás de la experiencia.
Planeación académica
Demo Lesson Plan
Planeación estructurada para observación académica con secuencia, objetivo, assessment, diferenciación, práctica inclusiva, materiales y plan de contingencia.
Guía de implementación
Slide-by-Slide Teaching Guide
Guía de apoyo con acción docente, script sugerido, respuesta esperada, recomendaciones visuales y tiempo previsto para cada una de las 10 diapositivas.
06 / For Academic Observers
What this lesson is designed to demonstrate
The 25-minute demonstration uses an accessible language target so the observation can focus on how learners use English, rather than on extended teacher explanation.
Communicative purpose
Every activity requires learners to understand a problem and use English to respond meaningfully.
Guided discovery
Learners infer the pattern from contextualised examples before receiving the concise rule.
Differentiation
Sentence starters support developing learners, while “I think… because…” extends more confident speakers.
Inclusive design
Short sequenced directions, modelling, visual support, predictable transitions and pair rehearsal are available to all learners.
Formative assessment
Understanding is checked at multiple points: elicitation, diagnostic correction, case responses, transfer and exit ticket.
Technology with purpose
The digital layer documents and enriches the experience, while the lesson remains fully teachable without technology.
Observation principle: Pedagogy + interaction + technology. The digital resource supports the learning design; it does not replace teacher–learner interaction.