Tennikova Daria TP8
Intermediate level


Abc Power point presentation
Abc Handout
Abc Handout 2/ cards with problems

Main Aims

  • To provide review and practice of language used for giving advice ( How about/Why don't you?) and questions about feelings in the context of family problems

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about a garbage problem in the context of problems with neighbours


Warmer/Lead-in (6-6 minutes) • To set lesson context and engage students

My neighbours throw rubbish in my garden. What can I do? What will we talk about today? problems we have in our lives and how to help people to solve them. Think about one problem you feel worried about. What would you like to do about it? How do you feel about that? Is there anything you can do about it? Do you remember my questions? In pairs try to write them down. Check. How do you feel when you answer these questions? Do we give advice in these questions? - no How do they help?

Exposure (7-7 minutes) • To provide a model of the task and highlight useful words and phrases

Listening. Gist: what's the problem? What's the solution choose the picture. Compare/WC which picture? Listen again and fill in the gaps. Check. Which questions give advice? What do other questions do? Post listening: - why? Will you do the same? Is it a nice idea?

Task (10-10 minutes) • To provide an opportunity to practice target productive skills

We will give advice in difficult family situations. Take a card/read it/Do you understand your problem? Ask these questions. Turn you card write down the solution. Work in groups. What does number 1/2/3 do? You have 6 problems and 6 minutes to solve them.

Planning (6-6 minutes) • To provide an opportunity to plan students' reports

Students work in groups (123) and compare their solutions and deside which one is the best. WC FB: SS tell what they will do in each situation

Report (2-2 minutes) • To allow students to report on how they did the task and how it went

WC: Which problem was the most difficult? Why? Did they use the questions?

Language Analysis (5-5 minutes) • To clarify the meaning, form and pronunciation of the task language

Write down the examples with mistakes on the WB. Ask SS to correct them. Compare in pairs. Elicit the answers and explanations on the WB.

Language Practice (7-7 minutes) • To provide students with practice of the task language

SS work in pairs and create one more problem 2 min. We stick them on the walls. SS come and write down the advice. 3 min SS get their problems back and deside which advice is the best. 2

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