1. Show students a picture of two friends having a conversation (one looks upset). Ask: "What's the problem? What do you think?" 2. Elicit responses and write key words on the board (e.g., "problem," "worried," "help"). 3. Ask follow-up questions: "Have you ever had a friend with a problem? What did you do? What did you say?" 4. Take 2-3 brief responses to activate prior knowledge and create interest in the topic. Teacher language: "Look at this picture. What do you notice? What's happening here? Can you imagine what they're talking about?"

1. Pre-teach vocabulary: Show images and teach key words (e.g., "upset," "advice," "worried," "concerned"). 2. Set gist task: "Watch the video. What problems do Lisa, Rebecca, and Charlie have? Write down one problem for each person." 3. Play video (YouTube link: https://www.youtube.com/watch?v=UvaHvw7kykQ) - students listen and note problems. 4. Check answers with the class. Write the three problems on the board. 5. Play video again for students to notice any language they hear related to showing concern or giving advice. Teacher language: "Before we watch, let's look at these words. What do they mean? Now, watch and listen. What problems do you hear about?"

1. Display three marker sentences on the board (extracted from the video): - "Oh, dear. What's the matter?" (showing concern) - "Have you tried talking to him about it?" (giving advice) - "I'd take her out for a really nice meal." (giving advice) 2. Ask students to identify which sentence shows concern and which ones give advice. 3. Ask: "What words tell us these are advice? What words show the person is worried?" 4. Elicit patterns: "We use 'have you tried' and 'I'd' to give advice. We use 'Oh, dear' and 'What's the matter?' to show concern." Teacher language: "Look at these three sentences. Which one shows the person is worried? Which ones give advice? How do you know?"

MARKER SENTENCE 1: "Oh, dear. What's the matter?" MEANING (CCQs): - Is the person happy or sad? (Sad/worried) - Are they asking about a problem? (Yes) FORM: Write on board: "Oh, dear. What's the matter?" - Exclamation + question. "What's the matter?" = "What's wrong?" PRONUNCIATION: Drill the sentence. Mark stress: "Oh, DEAR. What's the MATter?" Repeat: whole class, groups, individuals. --- MARKER SENTENCE 2: "Have you tried talking to him about it?" MEANING (CCQs): - Is this a question or advice? (Advice) - Does the speaker think this is a good idea? (Yes) FORM: "Have you tried + -ing?" = suggesting an action. Write: Have you tried + verb+ing? PRONUNCIATION: Drill. Mark stress: "Have you TRIED talking to him about IT?" --- MARKER SENTENCE 3: "I'd take her out for a really nice meal." MEANING (CCQs): - Is this what the speaker would do? (Yes) - Is this advice? (Yes) FORM: "I'd" = I would. Write: "I'd + verb" = conditional advice. PRONUNCIATION: Drill. Mark stress: "I'd TAKE her out for a really NICE meal."

CONTROLLED PRACTICE (5-7 mins): Activity 1: Error Correction (5 mins) - Display 6 sentences with errors on the board - Students identify and correct errors in pairs - Examples: * "I'm sorry to hear it" → "I'm sorry to hear that" * "What's wrong?" (correct) → ✓ * "Have you try talking to him?" → "Have you tried talking to him?" - Check answers with class. Drill correct versions. FREER PRACTICE (10-15 mins): Activity 2: Role-Play - Problem & Advice Exchange - Divide class into pairs (A & B) - Distribute problem cards (3 different scenarios): * Scenario 1: Work conflict with colleague * Scenario 2: Family relationship issue * Scenario 3: Friendship problem - Student A: Explains their problem (shows concern language) - Student B: Responds with concern and gives advice - After 3-4 minutes, students swap roles - Monitor and note errors for feedback - Invite 2-3 pairs to perform in front of class - Class votes on best advice given WRAP-UP (1-2 mins): - Ask: "What was the best piece of advice you heard today?" - Highlight good language use - Quick review of key phrases