Lesson plan

School rules
Topic

School, rules

Learning outcomes

• Use vocabulary related to the topic of school

Age and level

9–12 (A2)

Time

70–85 minutes (or two shorter lessons)

Materials

• Materials for making a poster: chart paper, coloured markers/crayons

Introduction

In this lesson, learners explore the topic of school rules. They begin with a listening activity in which they
listen to some rules, take notes, then reconstruct them. They focus on language used to describe rules
(should/must or imperatives), then discuss why school rules are important. Finally, they create and
present an illustrated poster with rules for a regular or fun school environment.

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 Lesson plan
Procedure

Listening: • Explain that you are going to read out some sentences. Learners should
Introduction to just listen.
school rules • Read out the following sentences clearly and at a reasonably normal
(10–15 minutes) speed:
o We should speak kindly to our teacher and classmates.
o We shouldn't bring food or drink into the classroom.
o We must arrive at school on time.
o We mustn't run in the corridors.
• Ask learners to say what the sentences are about (school rules). If they're
not sure, read them out again and tell learners to listen for key words.
• Tell them that you will read the sentences again. This time, they can note
down any words they hear.
• Read the sentences again at a reasonably normal speed. If your learners
are finding this challenging, read again at a slower speed.
• Put learners into pairs or groups of three. In their pairs/groups, learners
share their ideas and try to write the four sentences. The sentences don't
need to be exactly the same as the ones you read out – they just need to
convey the ideas.
• Write the original four sentences on the board – or ask learners to write
them. They should compare their sentences with the ones on the board.
Note: If you prefer, you could read out sentences based on your own school rules.
The sentences above focus on modal verbs. You could adapt the lesson to focus
on imperatives:
o Speak kindly to your teacher and classmates.
o Don't bring food or drink into the classroom.
o Arrive at school on time.
o Don't run in the corridors.

Grammar focus • Write the four sentences on the board if they're not there already.
(10–15 minutes) Underline the modal verbs (or imperative verbs if that is your focus).
o We should speak kindly to our teacher and classmates.
o We shouldn't bring food or drink into the classroom.
o We must arrive at school on time.

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© British Council 2024 The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 Lesson plan
o We mustn't run in the corridors.
• Explain that we use the underlined verbs to talk about rules. They say what
people can and can't do. Must is stronger than should. Explain that we use
infinitive verbs after must/mustn't and should/shouldn't, e.g. speak, bring,
arrive, run. (If your focus is on imperatives, explain that we can use them to
say what people can/can't do.)
• Ask learners to say some other school rules using must/mustn't and
should/shouldn't (or imperatives). Alternatively, give them time to write up
to three rules in pairs, then ask for some examples.
• Write learners' suggestions on the board. Help with vocabulary and correct
mistakes. Examples:
o We should throw our rubbish in the bin.
o We shouldn't speak when the teacher is talking.
o We must wear a school uniform.
o We mustn't bully.
• Have learners read the sentences on the board aloud (all together or in
groups), and check pronunciation.

Discussion: • Choose one of the rules on the board (e.g. We should speak kindly to our
Why are rules teacher and classmates) and ask learners to say why it's important (it's
important? important to respect everyone in the classroom, it makes the environment
(10–15 minutes) more positive for learning).
• Learners may use their first language to discuss this – or, depending on
the level of your class, you could help them to express themselves in
simple English, e.g. We should respect everyone. It's better for learning.
• Repeat with one or two more rules.
• Then put learners into pairs/groups of three. In their pairs/groups they
choose some rules and discuss why they are important. This may be in L1
or English depending on the learners.
• Ask pairs/groups to say why the rules are important. Ideas can include
safety (don't run in the corridors / follow safety instructions); developing
responsibility (e.g. arrive on time / bring pens, books, etc.); respecting the
environment (e.g. throw rubbish in the bin / don't bring food into the
classroom); including other people (e.g. don't bully / help new students).

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© British Council 2024 The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 Lesson plan
If you are using this plan over two lessons, Lesson 1 can end here.

Groupwork: • Explain that learners will work together to create some rules. The rules
Creating a school should be for a school environment.
rules poster • Ask learners to suggest some school environments and give ideas.
(25 minutes) Encourage them to use their imaginations, e.g. the school playground/
sports field/dining room; their ideal school; a school for wizards/
superheroes/pirates; a school for pets/dinosaurs; a school at the zoo; a
school from the past/future; a school for adults/teachers; a school on a
different planet; space school, etc.
• Give instructions to the class. They will work in groups to:
o decide the kind of school they're creating rules for
o think of some rules – they should use the structures they've seen in
the lesson so far (i.e. should/must or imperatives)
o think of how they could illustrate the rules.
• Put learners into small groups. Give groups ten minutes to think of ideas
and make notes/sketches.
• When they're ready, hand out materials for making a poster. Now give
them a time limit (e.g. 15 minutes) to create a poster for their school
environment. The poster should have written and illustrated rules.
• Walk around and help groups as they work where necessary. Check the
use of modals or imperatives.
• Explain that groups must be prepared to present their poster.
Tip: It may be a good idea for learners to assign roles in their groups, e.g. a
leader, a writer, an artist, etc.

Presentations • When the posters are ready, groups can present them. If you have a
and feedback smaller class, each group can present their poster to the whole class. If
(15 minutes) you have a larger class, put groups together to present their posters to
each other. Then choose one or two groups to present to the whole class
at the end.
• After each presentation, ask learners to note/say three things they liked
about it, e.g. the rules were funny; the presenters spoke clearly; the
pictures were good. Ask some to give feedback.

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© British Council 2024 The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
 Lesson plan
• If it's appropriate, learners could comment on the importance of the rules
on the posters, i.e. do they encourage respect, safety, responsibility – or
not?!
• You could also use this as an opportunity to give feedback to learners
regarding language and presentation skills. Say what learners did well and
see if they can correct some examples of language mistakes.

Follow-up/ • Learners write some of their real school rules using should/shouldn't or
Homework must/mustn't or imperatives.

Contributed by

Kim Ashmore

[Link]
© British Council 2024 The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

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