meryemcolak meryemcolak

January 8, Tuesday, X1-17(R) 2nd Hour MERYEM ÇOLAK
Level 2 (A2-B1) level


In this lesson, students discover and practice useful language related to asking for help and giving advice. They are provided with a model (listening text) to find out the context and useful language examples. Then they carry out real-life tasks (Role-play) in two groups (Doctors and Patients) aiming at practicing the just learnt language. Lastly, I finish off the lesson by making some error correction on the board and showing some good language examples that students have used.


Abc Health Problems cut-up sheet
Abc Navigate Course Book B1 p. 92 Listening Audioscript
Abc Navigate Course Book B1 p. 92

Main Aims

  • To provide clarification and practice of language used for asking for help and giving advice in the context of medical problems

Subsidiary Aims

  • To provide practice of the vocabulary related to health problems
  • To provide gist and specific information in the context of medical advice through a listening text


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

I will write ASK ____ HELP on the board and want students to guess what the missing word is (Aswer: For). The reason why I do this is to build up a connection between the previous lesson and the current. Then I will tell students to ask and answer the questions in Exercise 1 in pairs. I will finish this part by eliciting some answers on the board in a whole class talk.

Exposure (13-14 minutes) • To provide a model of production expected in coming tasks through listening

This part involves a listening task providing a model for the useful language. Firstly I will ask my students to match the problems with the advice (Exercise 2) in pairs and set 3 minutes for this because there are more than one option and they will need more time than usual. Then I will go through the answers in whole class feedback. Secondly, I will tell them they will listen to 3 conversations and need to answer the questions in part 3. I will make them do a quick check of the questions and start the audio. Before doing a plenary feedback, I will ask them to compare their answers with their partners. At the third stage, I will want them to find out and write who said the sentences in 4a. I will set 2 minutes for this. Then I will start the audio again for students to check their own answers.

Useful Language (8-9 minutes) • To highlight and clarify useful language for coming productive tasks

I will tell the students to close down the books, then I will divide the board into three parts: 1. GIVING ADVICE, 2. ASKING FOR HELP, 3. OFFERING HELP. After that, I will pair up the students by getting them to pick up a number from the bag and give each pair the aduio script of the text they have listened to. Then I will tell them to work with their partners and find out the sentences that the people in the conversaitons use to give advice, ask for help and offer help. I will set 4 minutes for this. While they are doing the task, I will be monitoring and helping them if necessary. After they finish, I will clarify the language by eliciting the answers from the students and help them discover the meaning. I will also ask students some CCQs by providing some real life oriented situations.

Productive Task(s) (12-13 minutes) • To provide an opportunity to practice target productive skills

I will divide the class into 2 groups. One will be patients' and the other will be doctors'. I will give one health problems sheet per doctor and for patients I will cut up the sheet and make each pick 2 or 3 ilnesses from the bag. Doctors will go over the ilnesses and think about what advice they might give while the patients will think about what to say about their problems. I will tell them they can make some notes if they like but emphasize that they don't write everything word by word. I will give 2 minutes for them to think and get ready. Then I will want each patient to go next to a doctor, explain his/her problem and ask for help; each doctor to offer help and give advice by asking some further questions as well. When the task finishes, I will tell the doctors to come together to share their experiences about the patients and patients as well to share theirs and choose the best doctor.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

After making notes of the speaking task while monitoring, I will give feedback on the board pointing at good language and make some error correction and reformulation if necessary.

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