safia safia

making lists of advice
Upper- intermediate level


No materials added to this plan yet.

Main Aims

  • To provide fluency and accuracy in the context of giving advice and making suggestions

Subsidiary Aims

  • To provide specific information listening practice using a text about giving advice and making suggestion in the context of experts give pieces of advice in different topic


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

I will start the lesson by asking students if they are good at giving pieces of advice, have ever give someone wrong advice, and where they go for a good advice.

Exposure (9-11 minutes) • To provide a model of production expected in coming tasks through reading/listening

I will chest the handout and elicit that it is a filling gap question and I want SS to guess the missing words, I will give them two minutes to do the task. Then I will tell them that we will listen to an audio to check if their guessing is right, I will ask them if they want to listen again and then replay it, I will ask them to check their answers in pairs, after that I will provide them with answer key to make sure their answers are right.

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

I will give students from one to two minutes to underline any useful phrases they could use when they give advice, I will stick their answers on the board then I will ask them to come to the board and arrange the phrase into 3 sections: Dos, don'ts or both. I will CCQs to make sure student get the function of the phrases.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

I will set the task by dividing ss into two groups, then I will hold papers and ask each group to pick one topic to discuss and make lists of dos and don'ts with their partners. I will ask them to use the phrases that learnt as much as possible. When they are prepared with the lists, I will ask a student from each group to move to the other group and tell them about their lists. when they are done, I will ask them if they heard any good advice from their colleges. When they are working together, I will monitor to make sure everything is run well and take notes of their mistakes.

Feedback and Error Correction (8-9 minutes) • To provide feedback on students' production and use of language

I will deal with students' mistakes on the board without referring to anybody, by writing the wrong sentence and the right one and ask them to choose the right one or correct the wrong.

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