Anil Eryilmaz Anil Eryilmaz

Teaching Practice 5
Intermediate level


In this lesson, the students will be discussing what people do when they have a problem. In this context, they'll be reading some letters of advice. Afterwards, they will be writing their own letter of advice, which is the main aim of this lesson.


Abc Speakout Intermediate

Main Aims

  • To provide product writing practice of a letter in the context of letter of advice

Subsidiary Aims

  • To provide detailed reading practice using a text about letter of advice in order to inspire students to come up with their own.


Stage 1: Lead-in (3-5 minutes) • To set lesson context and get the students to think about the topic

T begins by showing a picture of Güzin Abla, a famous Turkish columnist who receives dilemmas and problems from readers and publishes letters of advice on the newspaper. T asks students why people write to Güzin Abla. Then T shows students the picture on the CB pg73. T will elicit the word therapist. Then, T will ask students to discuss the questions on exercise 9 in this context. T will monitor the discussions and then ask some students questions by nominating them individually.

Stage 2: Exposure (8-10 minutes) • To provide the students a model for their coming writing task through reading a letter of advice

T gives the students the dilemma on exercise 10A. They'll read the text individually. Then, in pairs, they'll discuss what the person should do. Afterwards, the T nominates some students to share their answers, and T writes these answers on the WB. In the second part, T gives the sts the two responses on 10B. They'll choose which one they agree with and discuss this in pairs again.

Stage 3: Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

First, T gives the students exercise 10C and asks them to see which ones the letter of advice includes. They'll work in pairs. Then, T gets feedback from students. Afterwards, T gives students the HO1. On this handout, there are some problems and there are some possible phrases as advice. T asks students to match the problems with advice. T gives the feedback by handing out the answers. Then, T elicits some vocabulary that might be useful for the letter of advice they'll write on the next stage.

Stage 4: Writing (18-20 minutes) • To get the sts to write a letter advice and work on their productive skills.

First, T gives the students a HO with a dilemma. Sts will read the dilemma on their own. Then, in pairs, they'll discuss possible solutions for this dilemma. Students are encouraged to take notes at this point. Afterwards, T asks the students to write their own letter of advice. During the activity, T will monitor the sts individually and help them if necessary. Students will have 5 minutes to complete their letter.

Stage 5: Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

After the sts finish their letter of advice, they'll read each other's letters to see if they agree with it. Students will be asked to see which advice they'd like to hear if they had the same problem.

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