Isabel Diaz Isabel Diaz



Main Aims

  • To provide clarification and practice of language used for giving advice.

Subsidiary Aims

  • Give the students the opportunity to practice a little bit of listening related to the topic.


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

T - Ss "Hello everyone how are you doing today, it is good to see you. SLIDE 1 I have a little problem that I want to ask you about... SLIDE 2 This is my best friend, her name is Gaby, I love her with all my heart, but we had a big, big fight yesterday. It was absolutely horrible and now she won't talk to me. It is not usual for us to fight, but this time I said something to her about her boyfriend that I should not have said at all and she is really angry, she's mad at me. I do not know what to do or what to tell her that I really am sorry and that what I said was wrong. What do you think I should do?" *Ss answer* "Well, you see, now I feel bad... I lied to you guys. I did not fight with my best friend, she does not even have a boyfriend, she is definitely not mad at me and there is no way we could have had a fight because she lives in Germany. But I did trick you into giving me some advice, didn't I?" SLIDE 3 "Do any of you know what advice means?" (recommendation or guidance)

Exposure (6-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

SLIDE 4 "I have an audio about two friends, Annie and Rachel. One of them has gotten some bad news at work and she asks her friend for advice. I want you to pay attention to what Rachel says about Annie's boss, her colleagues, about a guy called Mark and about changing jobs." *Play audio* "So what is Rachel's advice to Annie? (speak to her boss again and ask for other jobs.) What did she say about her colleagues? (ask them what they are doing) Mark ask him about his company and if there might be a spot open for her Changing jobs? (could be a good thing, do something new)"

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

SLIDE 5 "There is another audio along with a GF for you to fill out WHILE you listen to it, so pay close attention to the phrases they use. Now I have a GF with a dialogue that I want you yo complete, I will give you 5 minutes to get that done." "Lets check it together: 1. What kind of word is 'think'? (verb) What does it mean in this sentence? (opinion) 2. What about 'worry'? is it a noun or a verb?(verb) 3. Is 'suppose' a noun? (no, its a verb) What does it mean? 4. What about 'should'? (verb) And 'ask'? (also verb) 5. What kind of word is 'that'? (pronoun) 6. and 'idea'? (noun) 7. What about 'right'? (adjective) What else can we say instead of 'right'?"

Productive Task(s) (14-15 minutes) • To provide an opportunity to practice target productive skills

I will put you in pairs and you will present your partner with a problem that you have, it can be with your job, family or a friend and then your partner will try and give you some advice to help you with it. you will have X minutes for this task.

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

T makes corrections if necessary and asks delayed questions

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