Hande Akar Hande Akar

Agony Aunt
Pre-Intermediate level

Materials

Abc Powerpoint Presentation (pictures)
Abc Role Cards

Main Aims

  • To provide fluency speaking practice in a roleplay in the context of Agony Aunt (giving advice)

Subsidiary Aims

  • To provide clarification of functional language used for giving advice in the context of Agony Aunt

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T shows a picture of G├╝zin abla and wants them to guess who she is. T asks questions about what she does to elicits the words 'agony aunt' and 'give advice' T asks Sts if they give an advice to their friends or family

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

After eliciting the word 'give advice' and 'agony aunt', T shows a picture of a sad girl and tells why. Asks them 'What should she do?' to check to see if they are able to use 'should' when giving advice. After getting answers, she writes the answers on the board. 'She should be happy.', 'I think she shouldn't be sad.' 'It would be good idea to study hard.' etc. Then, she shows 1-2 more pictures and wants them to give advice in order to make them use the useful language. T models the sentences. Choral drilling and individual drilling.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T wants the students to work in groups and gives a letter to one student, he/she tells the problem and wants the other students to give advice to him as an agony aunt before T gives the students thinking time. They choose the best advice. Then, Sts work in pairs. They all have role cards, they need to tell their problem to their partner and ask for some advice. After each pair finishes, they swap their partners. T asks what their problem was and which advice he/she liked more. T monitors the class during the activities and takes notes for feedback.

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

First, T gives feedback on content. If there is a pronunciation mistake, T models and drills it. If there is a grammatical mistake, T writes the wrong sentence on the board and asks if the sentence is correct or not.

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