Should is one of the most useful and versatile modal verbs in English. It is softer than must — it suggests rather than commands. It is used every day for giving advice, making recommendations, expressing expectations, and light criticism. Understanding its range of meaning helps teachers explain it clearly and use it confidently in their own communication.
Before you start — think honestly about your own teaching and experience.
Look at the examples. Answer each question before reading the explanation — this is how your students will learn too.
Read these sentences. What is the speaker doing in each one? Are they giving an order or something gentler?
Should gives advice, makes recommendations, or expresses what the speaker thinks is the right or sensible thing to do. It is NOT a command — it is a suggestion based on the speaker's opinion or experience. Compare: 'You must drink water' (it is necessary — perhaps medically) vs. 'You should drink more water' (it is a good idea, I recommend it). Should is softer than must. It respects the listener's choice. The listener does not have to follow the advice — but the speaker thinks it is a good idea. This makes should very useful for giving advice without sounding bossy or demanding. Teachers use it constantly: 'You should review your notes', 'Students should practise at home'. It sounds professional and considerate rather than authoritarian.'
Now look at these sentences where 'should' has a slightly different meaning. The speaker is not giving advice — what are they doing?
In these sentences, 'should' expresses expectation — the speaker expects or predicts that something is likely to be true or to happen. 'The results should be ready by Friday' — the speaker expects this based on normal timing or previous information. 'She should be home by now' — the speaker calculates that enough time has passed. This use of 'should' means roughly 'I expect that' or 'I predict that'. It is based on logical reasoning or knowledge of normal patterns. This is an important use that students encounter in everyday communication — in emails, announcements, and conversations about timings and expectations.'
Now read these sentences using 'ought to'. How does it compare with 'should'?
Ought to has the same meaning as should — advice, recommendation, and expectation. The meaning is almost identical. The structural difference: ought to takes 'to' (unlike other modals). 'You ought to go' — with 'to'. This is unusual among modals. Ought to is slightly more formal and slightly stronger in moral tone — it often suggests what is right or correct according to social or moral standards. 'Teachers ought to be treated with respect' sounds more like a moral claim than a practical suggestion. In everyday speech, should is used much more than ought to. Ought to is more common in formal writing and in British English. Students need to recognise it, and can use should in most contexts where ought to would appear.'
SHOULD vs. MUST — how strong is the obligation?
Must = very strong. It is necessary. You are required to do this.
Should = softer. It is a good idea. I recommend it.
The difference is important in communication — especially in professional contexts:
Using must when you mean should can sound aggressive or authoritarian.
Using should when you mean must can give the impression that something is optional when it is not.
HAD BETTER — a stronger form of advice, often with a warning:
'Had better' = should, but with the implication that something bad will happen if the advice is not followed.
Is the speaker giving advice or a recommendation? → should. Is it advice against something? → should not / shouldn't. Is the speaker expecting something to happen? → should (expectation). Is the obligation very strong — a requirement? → must (not should). Is 'to' after should? → remove it (but 'ought to' keeps the 'to').
Choose the correct form. Think about whether 'should' is used for advice, expectation, or mild criticism.
Each sentence contains an error. Write the correct version and explain why — then reveal the answer.
Use this sequence directly in class — guided discovery, no textbook needed. Tap each step to mark it done.
STEP 1 — ADVICE FROM EXPERIENCE (5 minutes): Ask students to think of three pieces of advice they would give to a new teacher starting at their school. Students share in pairs. Then ask for examples. Write them on the board — eliciting 'should' naturally:
STEP 2 — NOTICE THE STRUCTURE (5 minutes): From the sentences produced by students, underline all the 'should' structures on the board. Ask: what form is the verb after 'should'? Elicit: base infinitive. Any -s? No. Any 'to'? No. Establish the two rules clearly: no -s, no 'to'. These rules are the same for all modals.
STEP 3 — EXPECTATION vs. ADVICE (8 minutes): Explain that 'should' does two main jobs. Write two columns: ADVICE and EXPECTATION. Give students six sentences and ask them to sort:
STEP 4 — SHOULD vs. MUST (5 minutes): Write these pairs:
STEP 5 — PROFESSIONAL ADVICE WRITING (5 minutes): Ask each student to write five pieces of advice for a parent visiting their school for the first time — using should and shouldn't. Share and compare. Listen for 'to' after should and correct gently. This produces should in a real professional writing context.
Use directly in class — copy, adapt, or read aloud. No printing needed.
For each strategy, choose the option that best describes where you are now.
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