Jeremy Schlichter Jeremy Schlichter

Intermediate level


After a brief lead-in, students will be introduced to the concept of giving advice through listening to an audio recording of a radio program. After listening to the program several times students will be shown the framework for giving advice about any sort of topic. This will be followed by a discussion activity for the students to practice speaking utilizing what they have absorbed from the listening.


Abc INT-Unit 6.3 audio track 6

Main Aims

  • To provide practice of gist and detailed listening skills through the use of a radio program in the context of financial advice for couples

Subsidiary Aims

  • To provide speaking for fluency in the context of giving advice


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

Will poll the students asking who is married in the class, then may offer a personal anecdote. Will ask students opinions for a couple of things that are important to maintaining a good marriage. Then "What about things that cause problems in a marriage?" Will attempt to steer students toward "finances" or "money problems" here. After some discussion, will introduce textbook couple

Pre-Reading/Listening (4-5 minutes) • To prepare students for the text and make it accessible

Introduce the txtbook couple to the class, have them name them for fun and show that they are also arguing about money. Asking the class for some specific things that they are arguing about, I will attempt to elicit the key language for the listening exercise as well as drill pronunciation as necessary. If not elicited, I will provide finance, household expenses, mortgage and budget- Most of these words are turkish cognates, so I will focus more on pronunciation than meaning. After which I will explain that in order to help with their constant finance struggles they have decided to listen to a radio program for some advice.

While-Listening Gist (4-6 minutes) • To provide students with less challenging gist listening task

Class is grouped into groups of 4 and given slips of paper containing excerpts of the listening. Students are instructed to, as a group listen to the radio show once and rearrange the slips into the correct chronological order. Groups can then check each other's work with any controversial points being discussed as a class.

While-Listening - Detail (6-8 minutes) • To provide students with more challenging detailed, deduction and inference listening task

Students will once again listen to audio recording, this time focusing on the specific advice that is offered. Students can make notes while listening, and then discuss what they heard with a partner. Afterwards, the WC can have a discussion about whether or not the advice is good.

Establish framework (while/post activity) (6-8 minutes) • To introduce students to functional language in a guided setting

Students are given HO and asked to attempt to complete the sentences as they are, if time, students can listen to the recording one more time to check, otherwise, use WC feed back. At this point clarify the grammar points about which words are followed by nouns and which are followed by subjects+verbs. Also clarify the difference between so, and so that MODULAR NOTE: This activity may be skipped if tight on time, but be sure to at least clarify the grammar points before moving onto the controlled practice

Post Listening- Controlled Practice (6-8 minutes) • Introduce functional language for giving advice

Students are given HO (if not previously given) and directed to the appropriate task. They are instructed to complete the sentences using the prompts on the HO. If students are having difficulty, the framework can be illustrated on the WB using pre-made sticky notes. After students have finished, they can be partnered up and discuss their sentences and whether they agree with each other's advice or not.

Post-Listening-Freer practice (8-10 minutes) • To provide with an opportunity use what they learned from the listening and practice their speaking for fluency

Students are told to think about something they know well. They can take a few minutes to think of the language they need to give advice to someone, and the language they need to give reasons for it. Students will then be numbered and grouped by 4s. Students will take turns giving advice and giving reasons for it. After everyone has had a chance to speak, the groups will be shuffled again, and students repeat the process, this time explaining something they learned from the previous group. MODULAR: If class is running too quickly, this group mixing can be repeated. Save the last 5 minutes for delayed error correction of anything noticed during monitoring

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