Erhan Gülşen Erhan Gülşen

Speaking Lesson for MA Activity (Notional/Functional Syllabus Design)
Grade 5 (Secondary School), CEFR A2 (differentiated instruction setting) level


In this lesson, the Ss practice their productive skill of speaking within the context of asking for/giving advice. In the lead-in session, the T. asks a question for a whole class discussion to elicit how the Ss communicate when there is a problem. S/he tries to learn how they ask for and give advice. In the exposure session, they listen to a conversation between two people who are asking for and giving advice, and try to answer the questions with their peers. Next, they change their peers and form a dialogue after studying the functions on the board. After that, the T. divides the Ss into groups and ask them to design dialogues in this way this time. Finally, the T. gives feedback on the Ss mistakes on the board if there are any. The forms: Should, Present Perfect Tense The function: Asking for/ Giving Advice Objectives: The Ss will be able to identify the problem and advice given in a speech. The Ss will be able to talk about their school problems. The Ss will be able to ask for and give advice on their school problems by using the functions given. The Ss will be able to cooperate with each other in different communicative settings.


Main Aims

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

Subsidiary Aims

  • To provide specific information and deduction listening practice using a text about problems at school in the context of asking for and giving advice


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

- The T. talks about a problem s/he had when s/he was at secondary school (it can be imaginary). S/he tells that s/he had a problem of having friends and could never solve this problem on his or her own. S/he took some advice from the counsellor at school and the counsellor told her to join an after-school club. After s/he joined in the music club at school, s/he had a lot of friends from his or her own class and the other classes. - Next, the T. asks the whole class whether they had such problems at their school or are having them right now. S/he lets one or two of the above level students talk about their problems in the past or the ones they are having now. And, when they have talked about their problems, s/he asks the questions "Did you take any advice? Are you taking any advice?" or ask the other Ss "What should s/he do?" to elicit some advice. - After 5-8 minute discussion, the T. moves on to the lead-in session.

Exposure (5-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

The T. tells the Ss that they will work in pairs (s/he arranges the seats in a way that there will be one above level and below level student at each desk) and listen to a conversation between Anne and Douglas and that they will answer the following questions after they have listened to it. The T. assigns 5 minutes for this exercise. What is Anne's problem? What does Douglas advise her to do? After 5 minutes, the T. elicits the answers from the Ss pairs and gives feedback through discussion.

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

- The T. hands out the chart fill in activity page 1 to the Ss pairs and tells them that they will work with their partners for 3-4 minutes and fill in the chart. The Ss work by discussing with their partners. The T. monitors the pairs while they are working. - After the Ss have all completed the exercise, the T. opens the answer key on page 2 on the smart board and asks the Ss to check their answers (s/he gives feedback if necessary). - Next, the T. asks the Ss to give more examples for asking for advice, giving advice, accepting and rejecting. And, add the examples to the chart.

Productive Task(s) (15-18 minutes) • To provide an opportunity to practice target productive skills

- The T. rearranges the Ss pairs in a way that there will be one above level and one below level student at each desk. The function chart remains open on the smart board. - Next, s/he asks them to form a dialogue by talking about such school problems as exam stress, peer pressure, bullying etc. Every student pair performs the dialogue without improvisation. They form them spontaneously by using as many functions as they can. The T. tells them "Work in pairs. Talk about a school problem and ask for and give advice. Use these (functions) or any similar ones. Don't use pencils or notebooks. Just act." - The T. listens to each student pair form their dialogues and notes down the mistakes if they make any. S/he never interrupts the students. - After all the Ss have completed role-playing, the T. rearranges the peers and forms groups of 4-6 students. (There should be equal number of above-level and below-level students in each group. S/he asks them to form a conversation among them without taking any notes. S/he selects the above level student or one of the above-level students as "a conversation starter." The T. tells the Ss that each student must say at least one sentence during the role-play. - Next, S/he selects one group and the Ss start talking and discussing. Some of them talk about their problem while others give advice. S/he listens to the groups one by one and takes down notes in order to give feedback at the end.

Feedback Giving (3-5 minutes) • To provide clarification on the Ss' mistakes and their use of language.

- After the Ss have completed the group discussion, the T. gives feedback about the functions and writes the mistakes made by the Ss on the board. S/he asks what the mistake(s) in each sentence is/are and tries to elicit the answers. The T. can receive help from above-level students.

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