Jessica Randall Jessica Randall

"Giving Advice" Functional Language. Teaching Practice 2. Session 2/3
Intermediate level


In this section of the lesson, students will review and practice functional language related to “Giving Advice”. Students will first review relevant functional language through discussions and by completing activities, which relate to the listening exercise introduced in the previous lesson. They will also practice their speaking fluency by undertaking a role play activity. This section starts with prompting students’ memory of the listening activity used in the previous session. Students will then undertake 2 activities that relate directly to the listening exercise: firstly, a matching exercise where they are required to match the first half of the sentence to the second; and, secondly, asking for recall of pieces of advice using the response to the advice as prompts. They will then have the opportunity to scan read the transcript to check their recall. Students will then be asked to unscramble mixed up sentences that are examples of giving advice. (If time permits students will then use these sentences to have a short discussion about what they think the advice was relating to.) Students will then be divided into two groups (A and B groups) to undertake a role play exercise. They will be given scenarios and basic information about their characters. Student A’s will ask student B’s for advice and Student B’s will give student A’s advice. Students will then change roles for the second role play (if time), where student A’s will give advice to student B’s. OPTIONAL: If time students will have another opportunity to practice giving advice in another example, by discussing real world situation (What advice would you give a person who is new to Istanbul? E.g. food, restaurant, weekend/day trips).


Abc Exercise 1-4 Functional Language page 73
Abc Role Play "Giving Advice" 1
Abc Role play "Giving Advice" 2
Abc Transcript for "Giving Advice" listening task

Main Aims

  • To review and provide semi-controlled fluency practice of language used for giving advice in the context of dilemmas.

Subsidiary Aims

  • To provide scan reading practice.
  • To provide pronunciation practice for vocabulary relating to giving advice.
  • To provide functional language speaking fluency practice in a role play activity in the context of giving advice.
  • To provide clarification and review of of the language forms involved with giving advice.


Lead-In Engagement (1-2 minutes) • Reorient students and get them engaged and interested in the topic

- Remind students of the listening exercise in Ali's lesson section (1/3). Ask if they remember any advice that Dave gave. -

Focus on the TL - meaning (5-6 minutes) • Practice functional language related to giving advice

- "Now we will look at more advice from the listening". - Show students the cuts ups of activity 1 on page 73 of the text. Tell them that they will be working in groups matching the first half of sentences to the second half (first half of sentences on orange paper, second half on blue paper). - Put students into groups of 3 or 4 (use hand gestures to group the students). - tell students they will have 1-2 mins to match the sentences. - Tell them there is "bonus points" if they are able to put the sentences in order from stronger "advice" to weaker "suggestions". - Monitor. - When students appear to be finishing, ask them, and if they have finished provide that group with an answer key and tell them to check their answers.

Focus on the TL form (5-7 minutes) • Practice and learn functional language, correct pronunciation, and collocations of verbs related to giving advice

- Ask students what different verb forms are used in the different ways of giving advice. - Elicit verb 1 (base) and v-ing. - Write these verbs on the white board in two different columns (one column for base verb and one column for v-ing). - underline the different verb forms with two different colours. - drill some verbs and sentences for pronunciation and appropriate stress. - I think you should go for it - Think go it. Think go for it think should go for it think you should go for it I think you should go for it. There's no harm in asking.

Focus on TL - controlled practice (6-8 minutes) • Practice functional language related to giving advice. Scan reading practice.

- How might you respond to advice? If nothing then use an example. e.g. "Your friend tells you 'you should go and eat at maiden's tower restaurant'....What would you say back?" - Tell student's that we will now look at some of Derek's responses to Dave's advice. e.g. "Derek say's 'do you really think that is a good idea?'. Can you remember what the advice was?" - elicit responses WC- Briefly - divide students into pairs. Give them ex. 2 and ask them to try to remember what the advice was in each case. ask some ICQ's. - monitor pairs. - give each pair the transcript of the listening exercise and ask them to read quickly scanning only for the relevant information to check their answers.

Practice functional language form (5-8 minutes) • Practice functional language form for giving advice

- Divide students into pairs. - give students page 73 of text - say look at ex. 3 - look at first item - any ideas what that is? do WC example - ask students to complete next 3 items of ex. 3 (jumbled sentences) per pair - ask them to put the sentences in the correct order. - some sentences have two answer options (e.g. "If I were you, I'd get her some flowers" or "I'd get her some flowers, if I were you") - check answers whole class. - IF TIME: Briefly ask what they think the situations is that the advice sentences are referring to. (If time the students can complete exercise 4 in their pairs i.e relating to the jumbled sentences "what do you think has happened? Why is the person giving this advice?".

Preparation for Role Plays (7-9 minutes) • Functional language practice, speaking fluency.

- divide the class into two groups using A and B. - Tell the students that Student A's have a problem and that student B's will give them some advice. - "When I hand out your cards, I want you to read your cards and THINK ABOUT what you would say" - give the students the relevant role play cards (student A's role-card from p.128. Student B's p. 133) - ask students to move into their groups to talk about what things you would say to the other group. - Go to group A for ICQ's - and ask a quieter student "So what are you guys doing?". Then ask a more vocal student with good demonstrated language skills "What is an example?" - help if required. Repeat ICQ's with group B.

Practice - Role Play Activity (5-6 minutes) • Practice semi-controlled speaking fluency of functional language related to giving advice

- Place students into pairs (one member A and the other member B) - "When I say START student A's explain or tell your problem to student B's and student B's should give some advice. Try to have a natural conversation using the points on your cards. You have a few mins." - ask ICQ. Ask a student A "what are you doing?" ask student B "what will you be doing?" - "START" - Monitor and take notes of any errors - take general feedback from the class and get some examples of advice given and if it was helpful.

FLEXIBLE STAGE (if time permits) Practice - Role Play Activity (reversal of roles) (6-7 minutes) • Practice semi-controlled speaking fluency of functional language related to giving advice

- "Now I want you to switch roles. Student B’s should now give student A’s some advice” - Hand student A’s (page 130) and B’s (p. 132) the next role play activity. - “read your roles quickly. Then explain your problem to your partner and get some advice” - ICQ - "START" - Monitor and take notes of any errors - take general feedback from the class and get some examples of advice given and if it was helpful.

OPTIONAL (time permitting) (4-5 minutes) • Practice speaking in a real world example.

- say to students "I am new in Istanbul, and so are some of my colleagues" - lead class in discussion for getting advice about foods, weekend trips, Bosphorus walks etc.

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