Erika Janai Erika Janai

Functional Language TP6
Pre-Intermediate level


Main Aims

  • To introduce and provide practice of functional language for giving advice in the context of talking about personal problems.

Subsidiary Aims

  • To provide students listening and speaking practice in the context of talking about personal problems to give advice.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The teacher will greet students. The teacher will play a video for the students. (2 minutes) Students will discuss two questions after they watched the video; they will use breakout rooms. (3 minutes)

Listening (7-8 minutes) • To provide a model of production expected in coming tasks through listening

Students will listen to the audio and answer some questions related to it. Students will use Google Forms. (3 minutes) Students will compare their answers in pairs using breakout rooms. (3 minutes) The teacher checks learners' answers and provides open class feedback. (2 minutes) The teacher asks students to mention at least two sentences from the audio, that refer to giving advice or responding to advice. (2 minutes)

MFP Clarification (8-12 minutes) • To highlight and clarify useful language for coming productive tasks

The teacher asks students to answer some questions using a Google form. (3 minutes) Once students have answered the questions, everyone (including the teacher) check the answers. The teacher uses CCQs to assist students with meaning and form clarification. (6 minutes) CCQs: 1. What do these expressions mean? (Q1) A: That we are advising someone. 2. When do we use these expressions? (Q2) A: When we suggest someone to do not do something. 3. Why is not correct the second option? (Q3 - Q4) A: Because the sentence is positive, and the second structure belongs to a negative sentence. A: Because we don't use gerund with that expression. 4. Why do we use that question to give advice? (Q4) A: This question is a great way to give advice in a very soft, polite, and indirect way. 5. Why don't we stress the modal verb "should"? (Q5 - Q6) A: If we stress "should", it would sound aggressive and mandatory. 6. What is more appropriate to respond when we receive advice " I agree" or "That's a good idea"? A: That's a good idea. (3 minutes) The teacher projects the five sentences using a slide presentation and asks students to listen to the pronunciation of each sentence. The teacher asks students to identify the stressed words, blending sounds, and repeat the pronunciation. CCQs: 1. Which words am I stressing? A: Infinitive verbs 2. Did I use contractions? A: Yes 3. Did I use blending sounds? A: Yes.

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

The teacher asks students to answer 5 questions using a Google form. (2 minutes). Students will compare their answers in pairs using breakout rooms. (2 minutes) The whole group check their answers together. - OCFB (2 minutes)

Communicative Task (5-6 minutes) • To provide students with free practice of the target language

Teacher gives instructions: "Discuss with your partner what problems (at least 2) you are facing at the present moment." She also says: You can make up problems. You can use the examples at the right. Ask your partner about his/her problems and how she/he feels about them. Give advice to your partner. Wait for her/his response to your advice.

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

The teacher will monitor the participation of the students and write down some notes for the delayed error correction stage. (5 minutes) Students come back to the main room, and the teacher provides the Delayed Error Correction.

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