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ESL Lesson Plan · CEFR B1

Should, Ought To, Had Better and Suggestions ESL Lesson Plan (B1, 60 Minutes)

A complete 60-minute B1 lesson on Should, Ought To, Had Better and Suggestions, built round the theme "The Advice Column".

  • CEFR B1
  • 60 minutes
  • Teenagers and adults
  • Grammar
  • Modal Verbs
  • Should, Ought To, Had Better and Suggestions

About this lesson

Who it is for. Intermediate students who use should but say You should to call him and How about go ...? They don't know had better or the difference in strength between advice forms.

Everything the lesson needs is on this page: the language analysis, the timed stages with the teacher's own words and instruction-checking questions, the differentiation, the printable handouts and the answer key.

At a glance

Level
CEFR B1 (Intermediate)
Learners
Teenagers and adults
Length
60 minutes. For 45 minutes, run only "Problem cards" of the two tasks in "Freer practice" and cut "Feedback and wrap-up" to board-based error correction.
Skills
Speaking and writing
Language focus
Grammar: Should, Ought To, Had Better and Suggestions (Advice)
Framework
PPP (presentation, practice, production)
Materials
Handout 1 (advice column), Handout 2 (practice), Handout 3 (problem cards), Handout 4 (agony aunt reply sheet).
Preparation
About 10 minutes: print Handouts 1 to 4, one per learner, and read the language analysis. The answer key is for you, not the class.

Aims

Main aim. To present and practise forms for giving advice and making suggestions: should, ought to, had better, could, Why don't you ...?, How about + -ing?, If I were you, I'd ...

Learning outcome. By the end of the lesson, students can write and speak advice using at least five different structures with correct form.

  • Subsidiary aim. To read problem letters and replies.
  • Subsidiary aim. To develop fluency in giving and responding to advice.
  • Subsidiary aim. To practise polite intonation.

Language analysis

What to know before the lesson: the meaning, form and pronunciation of the target language, and the problems learners usually have with it.

Form and strength

StrengthStructureExample
Gentle suggestioncould + base verbYou could try yoga.
SuggestionWhy don't you + base verb? · How about / What about + -ing?Why don't you join a club? How about asking your teacher?
Adviceshould / shouldn't + base verb · ought to + base verbYou should see a doctor. You ought to apologise.
Personal adviceIf I were you, I'd + base verbIf I were you, I'd talk to her.
Strong advice / warninghad better ('d better) / had better not + base verbYou'd better hurry or you'll miss the bus.

Accuracy points

  • No to after should, could, had better: You should call (not should to call).
  • ought takes to: You ought to call.
  • How about + -ing: How about going ...?
  • had better refers to now / the future (not the past), and often implies a bad result if you don't.

Pronunciation

  • You'd better /jʊd ˈbetə/ – the 'd is often hard to hear.
  • Polite suggestion intonation: rising-falling, friendly: Why don't you join a CLUB?

Concept-checking questions

  • You'd better hurry. Is it a gentle suggestion or strong advice? (Strong.) · What will happen if I don't hurry? (Something bad: I'll be late.) · How about asking your teacher? · Is it an order? (No, a suggestion.)

Anticipated problems and solutions

ProblemSolution
should to / had better toBoard the patterns with a crossed-out to.
How about goHighlight -ing after about.
Overuse of should only.Advice reply must use five different forms.
had better thought to be past.CCQ: Is it about the past or now?

Board plan

Left: problems vocabularyCentre: strength scaleRight: pronunciation
stressed · can't sleep · lonely · argue · homesick · nervous · waste time
GENTLE: You could ... · Why don't you ...? · How about + -ing? · ADVICE: You should / ought to ... · If I were you, I'd ... · STRONG: You'd better (not) ...
You'd better /jʊd ˈbetə/ · Why don't you ...? ↗↘

CEFR B1 · 60 minutes · Teenagers and adults

Procedure: Should, Ought To, Had Better and Suggestions, step by step

Warm-up5 minutes · Pairs

Aim: To introduce the topic and personalise it.

Say: "Tell your partner about a small problem you have, for example: I can't sleep. I'm always late."

The partner gives any advice. Students swap (2 minutes). Take two examples.

Presentation20 minutes · Individual, pairs, whole class

Aim: To present advice and suggestion forms in context and clarify their strength, form and pronunciation.

Part A: Reading (7 minutes)

Give out Handout 1. Say: "Read the three problem letters and the replies. Do you agree with the advice? Three minutes."

ICQs: "How many letters?" (Three.)

Pairs discuss. Students answer the three questions. Check as a class.

Part B: Noticing (4 minutes)

Say: "Underline every phrase the writer uses to give advice." Pairs compare. Elicit and board the phrases.

Part C: Clarification (9 minutes)

Pairs rank the phrases from gentle to strong. Build the strength scale on the board.

Ask the CCQs from the Language analysis.

Form. Highlight: no to after should, could, 'd better; ought to; How about + -ing; If I were you, I'd + base verb.

Pronunciation. Drill with polite intonation: Why don't you join a club? How about asking your teacher? You'd better hurry!

Controlled practice10 minutes · Individual, then pairs, then whole class

Aim: To practise the forms accurately.

Give out Handout 2. Say: "Exercise A: complete the advice. Exercise B: correct the mistakes. Seven minutes."

Pairs check. Check as a class.

Freer practice18 minutes · Pairs, groups

Aim: To give advice fluently in speaking and writing.

Problem cards (8 minutes). Give each pair a set of problem cards (Handout 3). Student A reads a problem as if it's theirs; Student B gives advice using two different structures. Swap.

ICQs: "How many different structures?" (Two each time.)

Agony aunt (10 minutes). Groups write a short problem letter, pass it to the next group, and that group writes a reply on Handout 4 using at least five different structures. Groups read the best replies aloud.

Monitor and note errors.

Feedback and wrap-up7 minutes · Whole class

Aim: To give feedback and consolidate.

Discuss which advice was most helpful.

Board errors (should to, How about go); students correct them.

Set the homework.

Homework Write a reply to an advice letter (130 words) using at least five different structures from today.

PPP (presentation, practice, production). Stage times add up to 60 minutes.

Differentiation

Support
Provide the strength scale on a card. Weaker students use three structures in the reply instead of five.
Stretch
Stronger students add reasons with otherwise and so that: You'd better leave now, otherwise you'll miss the bus. They use shouldn't have for past mistakes (preview).

Adapting the lesson

ForWhat to change
A large class (40 or more)Keep the pairwork in "Freer practice" in fixed pairs rather than a mingle, and take feedback from four or five pairs instead of the whole room. Run "Problem cards" once, with two pairs reporting, rather than hearing every pair. Monitor one half of the room during "Controlled practice" and the other half during "Freer practice".
A class with no photocopierPut the exercises from Handout 2: Practice on the board for learners to copy into their notebooks, and read any text aloud twice instead of printing it. Handout 3: Problem Cards (cut up) works read out from the front: learners note what they need rather than holding a card. The board plan above is this lesson's minimum - with that on the board, it runs on no paper at all.
An online classSend Handouts 1 to 4 in the chat before the lesson and put the board plan on a shared slide. Use breakout rooms for "Problem cards" and visit each room once. Have learners type the controlled answers in the chat, so you see every answer at once instead of nominating.
A different age groupWith teenagers, shorten the analysis and get to the task sooner. With adults in a work context, keep the forms exactly as they are and swap the lesson's theme for one from their own field.

Checking learning

8 out of 10 or better on Handout 2, Exercise A. The agony aunt reply uses at least five different structures accurately.

Teacher's reflection

Did students understand the difference in strength? Were How about + -ing and had better used accurately?

Handout 1: The Advice Column

Name: ______________________________ Date: ______________

Problem 1: I'm 15 and I can't sleep before exams. I lie in bed and worry. What can I do? – Dinuka Reply: You should try to relax before bed. Why don't you read a book instead of looking at your phone? You'd better not drink tea or coffee in the evening. If I were you, I'd make a study plan, so you don't feel so worried.

Problem 2: My best friend is angry with me because I forgot her birthday. – Malsha Reply: You ought to apologise as soon as possible. How about making her a card or a small present? You could also invite her for an ice cream. Don't wait too long!

Problem 3: I've just moved to a new school and I don't have any friends. – Arun Reply: That's hard, but it will get better. You should join a club, like football or drama. Why don't you sit with different people at lunch? You could also ask your teacher to introduce you.

Answer the questions.

  • What shouldn't Dinuka drink in the evening? ______________________________
  • What should Malsha do first? ______________________________
  • Where could Arun meet new people? ______________________________

Handout 2: Practice

Name: ______________________________ Date: ______________

A. Complete with should, ought, 'd better, could, Why don't or How about.

B. Correct the mistakes.

  • You look tired. You ______________ go to bed early.
  • You ______________ to apologise to her.
  • ______________ asking your teacher for help?
  • You ______________ leave now or you'll miss the bus.
  • You ______________ try studying in the library.
  • ______________ you call your grandmother? She'd be happy.
  • You ______________ not eat that. It smells bad!
  • If I were you, I ______________ buy the cheaper phone.
  • ______________ joining a gym?
  • You ______________ to drink more water.
  • You should to call him. ______________________________
  • How about go to the cinema? ______________________________
  • You had better to hurry. ______________________________
  • If I was you, I will apologise. ______________________________

Handout 3: Problem Cards (cut up)

I'm always late for school.I spend too much time on my phone.
I want to get fit but I hate running.My neighbour plays loud music at night.
I failed my maths test.I want to learn a new language.
I've lost my bus pass.I'm nervous about speaking in class.
My little brother always uses my things.I don't have enough money for a birthday present.

Handout 4: Agony Aunt Reply

Problem letter (from another group):

..........................................................................................

..........................................................................................

Our reply (use at least five different structures):

..........................................................................................

..........................................................................................

..........................................................................................

..........................................................................................

..........................................................................................

Structures we used: ☐ should ☐ ought to ☐ 'd better ☐ could ☐ Why don't you ...? ☐ How about + -ing? ☐ If I were you, I'd ...

Answer Key

Handout 1

Handout 2, Exercise A

Handout 2, Exercise B

Common errors to watch for

  • Tea or coffee · 2. Apologise as soon as possible · 3. At a club, at lunch, or through the teacher
  • should · 2. ought · 3. How about · 4. 'd better · 5. could · 6. Why don't · 7. 'd better · 8. 'd / would · 9. How about · 10. ought
  • You should call him. · 2. How about going to the cinema? · 3. You had better hurry. · 4. If I were you, I would apologise.
ErrorCorrection
You should to call him.You should call him.
How about go to the cinema?How about going to the cinema?
You had better to hurry.You had better hurry.
You must to see a doctor. (advice)You should see a doctor.

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About this lesson plan

Written by RCF English to the RCF English international standard: levelled by the CEFR, original throughout, and suitable for classrooms in any country. Last reviewed 22 September 2026.

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