Veronika Veronika

Veronika Oztortop TP7 Functional language/Speaking
Intermediate level


In this lesson, students will be introduced to the functional language of giving advice in the context of dilemmas through listening to the conversation between Derek and Dan, then language from the dialogue will be highlighted and clarified (checking meaning, form and pronunciation) before doing further practice. After the language practice will be provided ( semi-controlled and freer). It will be followed by a role-playing game.


Abc Straightforward Intermediate Teacher's Book-Macmillan-Lindsay Clandfield (2008)
Abc Straightforward Intermediate Student's Book-Macmillan-Lindsay Clandfield (2008)

Main Aims

  • To provide clarification, review and practice of language used for giving advice in the context of dilemmas

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of dilemmas


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Show the picture of people's discussion to the class and ask the Ss: What are they doing? (right, discussing something) Ask the Ss to guess what can be discussed in this situation and to talk about it in pairs (for 1 min). Elicit 'they are giving advice'.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

Say the Ss that they will listen to a conversation between Dave and Derek and answer the question after listening: What is the key topic in the conversation? (Answer: Advice / a piece of advice/ giving advice)

Highlighting (2-4 minutes) • To draw students' attention to the target language

Show the Ss the dialogue's tapescript and the Dave's statements. Ask to find and circle Derek's advice to Dave's words. Pairwork. Give the HO. Ask ICQ: - do you work alone or in pairs? (in pairs) - do you circle Dave's words or only Derek's advice? (only Derek's advice) Give the answers on the board (use the projector).

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

First of all, clarify stronger and weaker 'giving advice' sentences (from the dialogue). Use the projector. Elicit from the Ss using CCQs. Ask to look at the sentences. CCQ: Do the first 3 sentences suggest a strong opinion from the speaker that the listener should do or needs to do? (yes) CCQ: Is the speaker talking with certainty or uncertainty? (With certainty) In example 2 the verb think has some softening effect on should. CCQ: In example ,is the speaker talking about a real situation or imagining? (Imagining what they would do if they found themselves in the same situation). CCQS: Are the examples 5-9 are less strong and closer to suggestions? (yes) (but still the speaker is offering ideas not directly suggesting). Admit that the arrows marking 'stronger' and 'weaker' could be renamed as advice and suggestions. Clarify the form pointing out where an infinitive or a present participle 1 (verb + ing) follows the structure. Have you thought about + -ing form? Have you tried + -ing form? I think you should + infinitive If I were you, I'd + infinitive There's no harm in + -ing form What you need to do is + infinitive Why don't you + infinitive? Clarify that when speaking advice can be made to sound stronger or weaker by using intonation, volume, eye contact or facial expression. CCQS: Do we give advice using the same voice and intonation to everyne? (No) Do we use different volume, eye contact and facial expression? (Yes) Elicit an example using 'Why don't you + infinitive?' at home and at work with different intonation.

Semi-Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

Divide into 3-4 groups. Ask the Ss to rearrange the words to make 6 pieces of advice (as a competition). The quickest team wins (but it should be correct as well:) So after the Ss finish making up advice, ask them to walk in the class and check other teams results. Provide with the answer key. Give a small present to the winner.

Semi-Controlled Practice (6-7 minutes) • To concept check further and prepare students for free practice

Divide the Ss into new pairs and ask to discuss what the situation is about. Model an example: Someone is giving advice to a friend who is looking for ideas about what to do for a special occasion for a friend. Give the HO (the sentences from the previous activity). Monitor unobtrusively. Feedback: ask the Ss about their partner's opinion.

Free Practice (6-10 minutes) • To provide students with free practice of the target language

Divide into pairs A and B. Ask to act out the role-play. Student B gives her/his partner advice about the problem. Give the HO. Monitor unobtrusively. Collect some mistakes for the delayed FB on the board.

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