Devin N Devin N

TP 6 Functional Language (Showing sympathy and giving advice)
Lower-Intermediate level


In this lesson, students will learn some functional phrases used in sympathetic/advice giving settings. They will listen to a conversation about someone who lost their job and is seeking advice from a friend. They will listen specifically for a few phrases used in giving and getting advice, and they will learn how to use them themselves.


Abc 6C Everyday English "What do you think I should do?"

Main Aims

  • To provide practice of language used for giving and getting advice in the context of unfortunate scenarios, such as losing a job.

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about giving or getting advice in the context of losing a job
  • To provide clarification and review lexis relating to other unfortunate scenarios, such as losing a bag or having an argument with someone.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T shows a slide with a picture of the women from the conversation in the book. T prompts Ss to predict what their conversation is about. T writes a few responses on the slide using Zoom annotations.

Exposure (Gist) (2-3 minutes) • To provide context of the target language through a text

S listen to the text. T asks which of the predictions was correct.

Highlighting (4-5 minutes) • To draw students' attention to the target language

T plays Part 2 of the audio clip. Ss listen to the text and complete a gap-fill exercise that requires them to listen for the target language. T plays clip twice if necessary. T shows answers on screen.

Clarification (8-12 minutes) • To clarify the meaning, form and pronunciation of the target language

T shows a slide with the list of phrases from the gap-fill activity and prompts Ss to answer whether each is used for 'giving' or 'getting' advice in order to clarify meaning (2 minutes). T then goes through each of the six phrases and clarifies form (for the semi-fixed phrases), then asks Ss which words are stressed and then elicits pronunciation from Ss with special attention to intonation and connected words.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Ss complete a gap-fill activity using a word bank with a partner. T posts answers after completion.

Scaffolding (4-6 minutes) • To prepare students for free practice

T shows two slides with the prompts "You lost your bag at work" and "You had an argument with a coworker". T prompts Ss to provide some examples of what might have happened and what can be done in such scenarios in order to give them some background to use in the free practice activity.

Freer Practice (10-12 minutes) • To provide students with free practice of the target language

Ss are prompted to work in pairs to talk through these scenarios using the prompt "PARTNER A will talk about their lost bag. They will ask for advice and PARTNER B will give advice. Then, PARTNER B will talk about their argument with a coworker. They will ask for advice and PARTNER A will give advice." They will be reminded of the TL phrases to use before they are split up into breakout rooms. By the end of the activity, each S will have both given and gotten advice in the role play. T asks about some of the conversations during OCFB.

Feedback (4-6 minutes) • To provide feedback on the language used by students

T posts some examples of good or flawed language on the screen and elicits corrections from the class

Web site designed by: Nikue