Before the lesson starts, write the following useful phrases on the white board (WB): I think he/she is ... He/She/They could be ... Perhaps they ... In both pictures ... In the first picture ... but in the second ... Tell Ss they are useful sentences to start a sentence when expressing ideas or comparing pictures. CCQ: What is another word for perhaps? Maybe Show Ss the two pictures and stick them to the board. Tell Ss that they will work in pairs. Ask Ss to think with their partner about this question: "Who are the people, where are they, and what do you think they are talking about?" ICQs: Are you going to work alone? No Are you going to use the useful sentences? Yes Are you going to think about who these people are? Yes Are you going to think about where they are? Yes Are you going to guess what they are talking about? Yes Take whole class (W/C) feedback (FB). Don't give T FB at this time.

Tell Ss that they are going to work alone now. Tell Ss that they are going to listen to two conversations of the people in the pictures. Tell Ss that they have to find out what the people in the pictures want to know (exL1). Tell Ss I don't want details, only what the conversation was about ... in one small sentence. ICQs: Are you going to work in pairs? No How many conversations are there? 2 Are you going to give me details about every conversation? No Are you going to tell me in one sentence what the people wanted to know? Yes Play the recording to Ss. (2 min) Ss check their answers with a peer. (1 min) Take W/C FB. Try to elicit that one person was making recommendations to the other. (to make a suggestion or to give advice) CCQ: When you make a recommendation ... do you ask people what to do? No do you give information to people? Yes do people have to do what you say? No are you trying to help people? Yes Tell Ss they are going to work alone. Tell Ss they are going to listen to the two conversations again (exL2). Tell Ss they are going to receive a handout. The handout contains 4 possible recommendations for every conversation. For every conversation, you are going to tick three things the people talk about. ICQs: Are you going to work in pairs? No How many conversations are you going to hear? 2 For every conversation, how many recommendations are you going to tick? 3 (Note: I won't explain vocabulary of the conversations or on the handout since they don't need it to recognize the word phrases in the listening part. Vocabulary is not the main aim of this lesson, and I don't have the time for it. I will write it in anticipated problems though, just in case they ask.) Give Ss the handout and play the recording. Ss check their answers with a peer. Take W/C FB.

Write this example sentence on WB: "If you don't want to go far, I'd suggest walking down to the harbour." Tell Ss they will work in pairs. Tell Ss they are going to receive a handout with sentences from the conversation. Ask Ss to underline the phrases that the speakers use to make a recommendation / to recommend something (exLF1). Model with the example sentence. ICQs: Are you going to work alone? No Are you going to underline something in every sentence? Yes Are you going to underline the whole sentence? No Give pairs the handout. (1 min) Take W/C FB and write answers on WB (write on far left and leave enough space between sentences)

Tell Ss that these are all sentences to make recommendations but that there is a difference in strength. Draw a cline on the WB and ask Ss to discuss and write the sentences on the correct spot of the cline. CCQs: Does the speaker think walking down to the harbour is a good idea? Yes Are the caves a place that is not very important to visit? No Which one does the speaker recommend the strongest: the organized tour or a concert? The organized tour. Tell Ss that all recommendations are followed by the same form, except for one. Elicit from students which one, and the respective forms. (see LA) Tell Ss that they will work alone. Tell Ss that they will listen to the conversations again. They will get a handout with possible responses to the recommendations. Tell Ss to circle the correct responses. ICQs: Will you work in pairs? No Will you circle the responses? Yes Give Ss the handout. Play the recordings. Take W/C FB and write responses on WB. Elicit from Ss if we can use these responses for any recommendation? Yes, except "I think we'll do that tomorrow (see LA). CCQs: In which response do people express doubt about the recommendation? That’s a good idea, but… Which two responses have more or less the same meaning? That sounds good. and That sounds great. Which response expresses a future plan? I think we’ll do that tomorrow. Model and drill pronunciation and intonation.

Tell Ss to imagine there is a visitor from another country staying at your house for a few days. You have to give him/her some tips about what to do or see in your area. Use the new expressions you have learnt. Tell Ss I am going to give them a handout. Each S can think for 2 minutes about what recommendations he or she is going to make, and which response structures to use. Ss can write down some keywords or short sentences. ICQs: Are you going to work alone? Yes Are you going to write down some recommendations? Yes Are you going to write down some responses you would like to use? Yes. Give Ss the handout. Ss write down their ideas. (2 min) Tell Ss that they are going to work in pairs now. Create pairs, different than before. Tell Ss they are going to do some role-play. Tell Ss that in each pair, one will be the visitor first, the other is going to be the person making recommendations. After two minutes, you will switch roles. ICQs: Are you going to work alone? No Are you always going to be the visitor? No Ask Ss to stand up. Ask for every pair who will be the visitor first. Tell Ss to start. T monitors and makes language notes. After two minutes, tell Ss to switch roles. T monitors and makes language notes.

T writes some sentences produced by Ss on WB, both good and bad. T praises correct sentences, and elicits the correct form from Ss for erroneous sentences.