Iris Ricoy B. Iris Ricoy B.

TP8 Giving advice
Upper Intermediate level


In this lesson, students will learn about three of the many functional phrases recommended for giving advice. The lesson will start with a mock of an agony column asking them for suggestions to solve a problem, then it will be followed by three different conversations in which students have to identify the main problem and the advice offered, as well as identify said phrases. Next, a grammar breakdown of each of the three highlighted phrases in the text will be done together as a group in which students will discover the parts of speech, verb tenses as well as modals and conditionals. Afterwards, a set of problems will be provided for each pair of students in which they will take turns asking and giving advice. They will switch partners to have a total of two suggestions per problem. Finally, they will be asked to report back to class their findings and choose the best advice of them two.


Main Aims

  • To provide clarification of functional language for giving advice in the context of teenage every day problems.

Subsidiary Aims

  • To provide accuracy speaking practice in interviews, comparing views and opinions. in the context of teenage current problems.


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

I will show students Slide 1 and show them a mock up of an agony column. I will ask them if they have ever written to someone to ask for advice. I will ask them to provide some advice for the problem on the mock agony problem (if possible try to get them to use: she should, why doesn't she, if I were her, I would..., etc.)

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

Put ss in breakout rooms. In pairs ask them to look at Slide 2 of the Lead-in Ss will read three different conversations for 3 mins not minding the highlighted phrases. When finished, as ss in pairs, to identify each problem and the solution for each. i.e., ask ss 1 for problem, ask ss 2 for solution. Monitor and offer help as needed, write notes Close breakout rooms and ask ss randomly to report their findings. Encourage the use of highlighted phrases in the conversations when reporting.

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

Show ss again Slide 2 with the conversations and ask them to make note of the highlighted phrases. Ask if they are commands or suggestions. Are they formal or informal? Are they in present or in the past?

Clarification (4-6 minutes) • To clarify the meaning, form and pronunciation of the target language

T will write each phrase on a different slide. T will ask the meaning of each phrase (offer advice/suggestions, etc.) T will ask ss to identify each part of the sentence. T will ask the ss questions in regards to part of speech, verb tenses, appropriacy, etc. but especially making emphasis on the importance of intonation (attitudinal) to show how different intonation could mean the speaker's attitude (command/order, indifference, etc.)

Semi-Controlled Practice (4-6 minutes) • To concept check further and prepare students for free practice

Give ss link to Google Forms Ask them to read instructions carefully. Ask them to reorder jumbled sentences minding grammar, punctuation, etc., to provide appropriate advice structure. Check with whole class when finished.

Free Practice (10-15 minutes) • To provide students with free practice of the target language

T will put ss in breakout rooms T will assign a slide containing a problem to ss T will ask ss to read instructions carefully. T will instruct ss to interview 1 of their peers to ask for advice (2 if enough time), write down their advice, and take turns offering advice as well. T will monitor and take notes T will conduct OCFB at the end of class to review any common problems with pronunciation, grammar, etc.

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