Nesrin Nesrin

Speaking Lesson
Intermediate level


This lesson continues with the same context as the rest of the lesson. It focuses on speaking in the context of giving advices. Ss are also introduced to new vocabulary on expressions for giving reasons, and they perform listening for specific details.


Main Aims

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

Subsidiary Aims

  • To provide specific information listening practice using a text about how couples should manage their money.
  • To provide vocabulary practice in the context of giving advice, which includes mostly linking words.


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

• Show Ss the picture in Ex. 1. • Ask "What are they talking about? Read this question and talk about it with your partner."

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through listening

• Ask Ss "Let's read these questions very quickly. 1 minute." about Ex. 2a• • • Tell Ss "Listen very carefully, I'll play it once. Put Jorg's ideas into order." • After the listening, ask Ss "Compare your answers with your partner." • Get FB: d,a,c,b

Useful Language (10-13 minutes) • To highlight and clarify useful language for coming productive tasks

• Tell Ss "Read these sentences, and complete the sentences from what you remember about Jorg's advices. The first group to hand most answers correctly wins. 7 minutes. Go!" and show Ex 3a. • Play this music if the internet works: • Remind students of the time left. • Announce which group got it correctly first. • After that, hand them the answer key.

Productive Task(s) (5-7 minutes) • To provide an opportunity to practice target productive skills

• Ask Ss to look at the questions again, this time focusing on the highlighted words. Nominate Ss to explain meanings of the highlighted words. • Write on board ".... + noun" and "..... + subject + verb" • Ask Ss to talk about which expressions could be in which groups. 5 minutes • Take FB and give answers shortly. • Ask Ss In which sentence, 6 or 7, can you use both "so" and "so that"? Answer: 7

Productive Tasks (5-10 minutes) • To provide an opportunity to practice target productive skills

• Ask Ss to complete the statements in 4a with different highlighted words from 3a + their own advices in pairs. Give an example. • Ss discuss in groups of 3 and agree on which advice they like the most. Monitor. Get FB quickly.

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

• Tell Ss to look at the topics and choose one. They'll explain something they know about to their partner. Tell them to think about what ideas they can come up with. 3 minutes. • While they're thinking, write on board "It's important to" "It's a bad idea to" "It's easy to" "It's difficult to" "because" "because of" "as" "since"due to" "so" "so that" • Ask Ss to tell these ideas to their partner using the language on the board. 5 minutes. Monitor.

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