Ismael Amador Ismael Amador

TP6_LP_Ismael Amador
Upper-Intermediate level


This lesson will provide students with practice and clarification of functional language in the context of suggestions and advice.


Abc Handout
Abc Audio Track

Main Aims

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

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation about suggestions and advice.


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

I will ask students to think about a situation on which they would ask for advice, and give one or two examples to set things in motion. Examples: I would ask for advice if I made a mistake or had an argument with a friend and don't how how to make things up. I would ask for advice if I'm looking for a job and don't know what to do or where to start.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

Students will listen to two conversations in the context of suggestions and advice. I will ask them to identity three phrases from each conversation; one related to asking for advice or suggestions, one related to giving advice or suggestions, and one related to responding to advice or suggestions.

Clarification (10-15 minutes) • To clarify the meaning, form and pronunciation of the target language

I will ask students to complete a Guided Discovery task created with Google Jamboard. It's made up by four different stages; meaning, form, pronunciation and appropriacy. Meaning: Students have to separate different phrases into three categories; asking for suggestions or advice, giving suggestions or advice and responding to suggestions and advice. Form: Students have to complete sentences using the correct modal verb; would, should or ought to. They also have to decide if the underlined expression on each sentence is fixed or semi-fixed. Pronunciation: Students have to choose the correct intonation pattern for each sentence and put a mark on top of the words that carry stress. Appropriacy: Students have to order each phrase in terms of appropriacy, depending on which are formal or informal.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

I will ask students to complete a "fill in the gaps" task, from the conversations used for the exposure stage. Conversation 1 1. Any _____? 2. This might sound a bit strange, but have you _____ becoming an estate agent? 3. You ought to _____, you know. 4. Yeah, _____. 5. You _____ look online, I _____. 6. Or why _____ into an estate agent’s and just ask? 7. I know what you ______. 8. Why _____ have a chat with her? Conversation 2 1. I’d like ______ about careers. 2. I just wondered if you’ve got _____ about _____ do? 3. You should _____ look into that. 4. To be honest, ______ is personality. 5. Obviously, ______ to have good computer skills. 6. I would recommend ______. 7. You know what I would advise? ______ that you try to get a weekend job with a local estate agent’s. 8. That’s a really good idea, ______ of that. 9. If I were you, I ______ to all the estate agent’s in the area. 10. That’s great, thank you, ______ your advice.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Students will work in pairs and pretend they are asking their partner for advice on two different situations. I will remind them to use target language. 1. Student A is looking for a job, but he/she doesn't know where to start. He/She asks Student B for advice. 2. Student B wants to take up a new hobby, but he/she doesn't know what to do. He/She asks Student A for suggestions. I will be monitoring students during this stage to conduct feedback and delayed error correction.

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