Mederic Hoffmann Mederic Hoffmann

Teaching Practice 4
Pre-intermediate level


In this lesson, students will learn some functional language, in this case it will be how to give an advice to someone. They will be elicited on what they already know, they will work on meaning, form & pronunciation of "Should" and other ways to give/ask an advice, and will perform a series of tasks on this matter mainly in the context of work.


Main Aims

  • To provide review, clarification and practice of the language used for giving and asking advice in the context of work

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a conversation in the context of work and real-life problems


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

T will prepare the setting for a special activity which is a simulation of a job interview (roleplay). For that T will ask for a volunteer in the classroom, one that likes to speak preferably and will get outside with him/her for no more than 30 seconds in order to explain what he/she has to do, hand over the Simulation Volunteer Questions to him/her and get back to the room. Then T will get into the room simulating a job seeker which is under a lot of stress, haircut's a mess, tie in the back, etc. Sit down and there goes a conversation between T (job seeker named Mister Stupid) and volunteer (boss). In the end of it, there will be a question from me : "What should I do?" His answer will be: "You should get yourself another job!"

Language Focus (10-12 minutes) • To provide and clarify the use of asking and giving advices to someone else

T will use the WB and elicit Ss on what do they already know on this matter. Getting back to Mister Stupid and his job interview, T will try to get the topic from the students, so they should think and talk in pairs. Then when T get "You should", I will draw things on the WB to make it clear how to ask an advice or give one. Focus after on Form (including contraction) & Pronunciation. If they know already other possibilities, T will write them, if not move on to the next stage.

Controlled Practice (5-7 minutes) • To check students understanding and accuracy, alternate ways of giving an advice and prepare them for further practice

T will start with a live example on the WB. Then I will hand exercise sheets over to the Ss, jumbled sentences about giving advices that they will have to unjumble. Work in pairs. WC FB

Semi-controlled Practice (8-10 minutes) • To concept check and prepare students for free practice

T will change pairs first. I will make a demo with one volunteer, elicit one sentence from him/her about a problem in his/her job. e.g. "I don't like my boss" Then T will answer with advices : "You shouldn't pay any attention to him. / Why don't you say to him that you don't like his attitude towards you! / etc." T will hand the new exercise to the Ss, 3 sentences each, and in turns they shall tell each other what problem do they have and the observer shall give advices.

Freer Spoken Practice (8-10 minutes) • To give students an opportunity to use the TL in a fun activity

T will make everyone stand up, I will randomly designate around 6 students to stay with me and I will stick papers in their back with a problem (e.g. : "I don't like the english teacher" / "I don't like Istanbul" / etc.). Then the others students stand up again, mingle, look at the problems and try to give advice to them. Listening to the advices will make the designated students aware of what their problem is.

Follow up and delayed correction (5-8 minutes) • To highlight any problems and errors, give an opportunity to share with personal problems

T will show on WB any common mistakes and elicit correction, or do it myself. Then if time left, T will give a last opportunity to Ss to share their own problems and ask for advice around them.

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