Dania Lucia Rodriguez Mejia Dania Lucia Rodriguez Mejia

Functional Language / Advice
Pre- Intermeadiate, A2 level


Description: In this lesson, SS will learn about “asking for and giving advice” by using specific grammatical structures. In the beginning of the lesson, SS will get the context from the previous reading, where they will find the marker sentences . After clarifying meaning, form and pronunciation, they will be engaged in some activities that will keep them practicing what they have learned about grammar. At the end, they will do a productive skill activity to speak and use the functional language of the lesson.


Abc Ruby's picture
Abc Transcription - Conversation: Davina and Ruby
Abc 1a Advice and problems to match
Abc Blank papers
Abc 1b. Answers - Matching
Abc 2b Organizing words answer sheet

Main Aims

  • To provide clarification, review and practice of language used for giving advice in the context of helping someone that has to make a decision or has a problem.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of giving advice


Stage 1 (Lead in) (6-8 minutes) • To set lesson context and relate the lesson to the previous one.

- Write in the WB the modal verb: should, and use the OHP to project Ruby’s picture. - Give context bringing back to the class the listening they did before: Remind them about Ruby’s interview. - Ask them to look quickly for the modal verb “should” in the transcript (they should have this from the previous class), and to highlight the sentences where they find the word. - While monitoring, nominate a few of them to go to the WB to write some of the sentences.  I think you should get a qualification  You should think about your future  You should improve your appearance. - PW: Remind them that the interview didn´t go well for Ruby and Davina told her all this. Ask them to talk in pairs about what they think this sentences have in common. - Get WCFB. Elicit the word “advice” and its meaning (the opinion about what someone else should do in a particular situation, trying to be helpful). If necessary clarify the difference in spelling and pronunciation between advice and advise (verb). - Ask them what else did Davina advise to Ruby. They can look in the text. Elicit the answers by asking… . What did she say about Ruby’s haircut? How did she say it? --> What about having a haircut? . What did she say about the smart suit --> Why don´t you buy a smart suit for interviews? . What did she say about arriving for the interview on time --> If I were you, I’d arrive for interviews on time.

Stage 2 (Functional Language: Giving advice) (8-12 minutes) • To provide clarification and review of the target language

- Remind them that all of these are examples of different ways of giving advice. - Check that they got the concept by using CCQ’s. . Are these Davina’s ideas? . Is she trying to help Ruby? . Is Davina giving her opinion? . Is she giving an order to Ruby? Is it an obligation? . Does Ruby can choose whether to follow Davina’s advice or not? . Are these recommendations? . If Ruby follows Davina’s advice, do you think it will be easier for her to find a job? - Give them another example. Imagine that I tell you: I don’t have enough money to pay the rent, and I am doing nothing all day, I am sitting at home watching TV. And I ask you: “What should I do? Should I work? Ask them what they would tell me. Elicit answers. Yes, you should work or No, you shouldn´t work. - Explain the form using the WB:  What should I do?  Wh Question + should + I + infinitive ?  Should I work?  Should I + infinitive ... ?  You should work  You should + infinitive …  You shouldn´t work  You shouldn’t + infinitive … - At this point, remind them about the other ways that Davina used to give advice. Ask them to give me the same advice (to work) using the other ways.  I think you should work  I think you should + infinitive  I don´t think you should work  I don’t think you should + infinitive …  What about working?  What about + verb –ing …?  Why don´t you work  Why don´t you + infinitive …?  If I were you, I’d work If I were you, I’d + infinitive … - Drill and work in the pronunciation.

Stage 3 ( Matching problems with advice) (10-12 minutes) • To provide an activity to help them practice the target language

-Explain that I will give to some of them a piece of paper with a problem, and I’ll give a piece of paper with an advice to the others. They have to mingle and look for each other, matching someone's problem with someone's advice. When they find each other they will sit together wherever they want. - With this activity they will change groups. - Ask them to read the problem and the advice loud, so the entire class can listen. - Give them a sheet with the answers for them to keep.

Stage 4 (Put in order the words to give an advice) (8-10 minutes) • To provide an activity to help them reviewing the grammar of the target language.

- Tell the SS that I will give them words that are in disorder, WG to put the words together and form a question or a sentence in order to give an advice. Make an example by disorganizing one of the sentences above. Work---- you… think--- should---- I = I think you should work. - Get FB. Use WB to make corrections. Give them a sheet with the answers. - Ask them a question to answer fast: what is the problem of this person?

Stage 5 (To guess the problem by listening to an advice) • To provide a productive skill practice to help their spoken fluency

- Give each student a piece of paper. Explain that, in silence and in a few seconds, they have to write a problem on it (it is better If they imagine a problem, but if they can´t it is ok to use one of the examples of the class). Ask them not to look on what the others are writing. They should hide their papers from the others. -When they finish writing, ask them to make a line in the front of the room. -Give each one of them a piece of tape. And without talking they have to stick the paper in the back of the partner that is in front, without saying what the problem is. -When they are all done. Explain that they will have to mingle and walk around, reading someone´s back, giving an advice according to the problem, and the person has to guess what their problem is. Demo: by writing myself a problem and acting how the game is supposed to work. - Some of them might finish fast. So make it clear that if they guess fast what their problem is. They can still walk around and give advices to others so all of them can guess their problems.

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