Gamze Yılmaz Gamze Yılmaz

İntermediate level


In this lesson, students will talk about problems and solution. They will read some different dilemmas and try to give advice to those people. Later, they will write their own dilemmas and give advice to each other.


No materials added to this plan yet.

Main Aims

  • Speaking for fluency through the context of dilemmas and by giving advice.

Subsidiary Aims

  • Reading problems, Writing Solutions for speaking stage, Listening to peers giving advice.


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

- What kind of problems do we have in our lives everyday? - Are they really big problems? - What is a dilemma? (Elicit) CCQ: If you are in a dilemma is it easy to make a decision? Is it easy to choose one thing? If they don't know it, explain that dilemma is a situation in which a difficult choice has to be made between two different things you could do. When I have a problem and I talk about my problem to my friend, what does my friend do? (Elicit - advice) Point out the difference between advice and advise.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

- Give each group a different dilemma. - Ask Ss to read with their partner and write a summary of the problem. - After all the groups read their problems to the class, - They are supposed to get their advice from the walls. - Ss read the advice they have to the class.

Useful Language (6-7 minutes) • To highlight and clarify useful language for coming productive tasks

- Elicit how to give advice, write on the board: You could..... You should...... I think you should....... In your position, I'd / wouldn't............ Personally, I would (never)....... CCQs for the forms on the board: Does the person have to do what I say? Do I just give an idea? What form of verb should I use to complete the sentences? Drill the pronunciation of I'd.

Productive Task(s) (17-18 minutes) • To provide an opportunity to practice target productive skills

- Ask Ss to write their own dilemmas. - Tell them they will later read it to the class and ask for advice. - Give them 5 min. Tell them to ask for help when they need. - Help whenever they need and monitor! - When they finish, they read their problem to the class. - The rest has 2 min. to write or give an advice.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

- Tell them it is teachers turn to ask for advice, - Tell them your dilemma, I have a boyfriend, I love him,he loves me. I met his mother, she is always nice to me but I think she is also jealous of her son. If there is still time left, do some error correction or clean the board and revise the things (functional language) they've learned.

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