I.
Learning Objectives
By the end of the lesson, students will be able to:
1. Categorize rules into positive actions (things we should do) and negative actions (things
we shouldn't do).
2. Use the imperative form (e.g., "Be kind," "Don't run") and modal verbs (e.g."should,"
"shouldn't") to express rules.
3. Discuss the importance of following rules in a community.
4. Create their own set of rules for a specific context (e.g., their home, a library, a sports
team).
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II. Lesson Procedure
A. Introduction/Warm-up (5-7 minutes)
1. Hook: The teacher writes on the board: "What are the rules of our classroom?".
2. Brainstorming: Ask students to call out rules they know. Write their ideas on the board in
two columns:
· Do / Be: (e.g., "Be quiet," "Listen," "Be on time")
· Don't: (e.g., "Don't eat," "Don't shout," "Don't run")
3. Transition: The teacher says, "Today we are going to look at a list of rules for our
classroom. We will learn how to talk about rules correctly in English."
B. Vocabulary & Grammar Focus (10-12 minutes)
1. Presentation: Distribute the "Classroom Rules" handout or project it on the board. Read
through the list together as a class, clarifying vocabulary (e.g., "bully," "cheat," "respectful,"
"prepared," "raise your hand").
2. Categorization Activity: Divide the board into two sections: [Do/Be] and [Don't]. Ask
students to come up and sort the rules from the list into the correct categories.
· Guiding Question: "Where does 'be kind to others' go?"
3. Language Focus - Imperative Form: The teacher explains the grammar:
· "We use the imperative to give instructions and orders. We just use the base form of the
verb."
· Positive Imperative: "Be kind to others." / "Clean the classroom."
· Negative Imperative: "Don't chat during class." / "Don't bully others."
4. Language Focus - Modal Verbs: The teacher introduces modals as another way to talk
about rules:
· Should / Shouldn't: "You should take notes." / "You shouldn't use a smartphone in
school." (Advice or recommendation).
5. Practice: The teacher says a rule from the list, and students say it using a different form.
· Teacher: "Raise your hand before you speak."
· Student: "You must raise your hand before you speak." (or "You should raise your
hand...")
· Teacher: "Don't fight in class."
· Student: "You must not fight in class." (or "You shouldn't fight in class.")
after practice: Ask 3 questions, their own "rules"
· Discussion: Once groups are done, the teacher leads a class discussion:
· "Why are these rules important?"
· "Do you follow all the rules?" (Referencing the line from the image).
· "What would happen if we didn't have these rules?"
C. Wrap-up / Production Activity (5-10 minutes)
1. Create Your Own Rules:
· The teacher asks students to think of another place that has rules (e.g., their home, a
library, a swimming pool, a sports team).
· Students work in pairs to write a short list of five rules for that place. They must include
at least:
· One rule using modeal verb should and should not.
· One rule using the imperative (Do / Don't).
D. Extension/Homework (Optional)
· Writing: Students write a short paragraph titled "My Ideal Classroom Rules." They can
create 5 new rules they would add to the current list and explain why.
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III. Assessment
· Formative (During the lesson):
· Observation of students' participation in brainstorming, categorization, and the game.
· Ability to correctly use modals and the imperative when creating their own rules.
· Summative (After the lesson):
· The "Create Your Own Rules" pair activity serves as a check for understanding.
· (Optional) The homework