Nastassia Nastassia

TP7 Nastassia Khomich
Upper-Intermediate level


In this lesson, students learn how to give advice in informal e-mail based on a model.


Abc Layout
Abc Google Doc

Main Aims

  • To provide product writing practice of a e-mail in the context of giving advice.

Subsidiary Aims

  • To provide clarification of language used for giving advice


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Encourage Ss to discuss "What do you do when you need advice? Do you look for help online or perhaps ask a relative / friend / experienced older person? What does it depend on?". Give them a personal model as an example: When I need advice, I call my nearest and dearest and just tell them about the situation. And we brainstorm some ideas how to solve it. Ss discuss in BOR for 1-2 minutes. Questions to check the task: How many minutes you have? (1-2) OCFB e.g. «Erick, who do you ask for advice?», «Martín, and you?»

Exposure (4-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

Reading for gist: "Few days ago I received an e-mail from my best friend Anna. She has a dilemma and asks me for advice. This is her e-mail. Read this e-mail for 20-30 seconds and answer the question: What is her dilemma?" Answer: she doesn't if she should lend money to her relative" "And this is my reply: Read it and answer the question: What is my advice?" Answer: to lend money. Ask Ss if they agree with my advice.

Sample Analysis: Layout and Useful Language (5-7 minutes) • To focus on the text structure; to introduce and highlight useful language for the task

Layout (Miro) Encourage Ss to read the e-mail and label the sections numbered 1-6. They work individually and have 1-2 minutes to do this in a Google Form. Qs to check instructions: Are we matching or filling in the blanks? Is this in pairs or individual? Peer-checking in BOR for 1 minute. Answers: 1-c, 2-d, 3-b, 4-f, 5-a, 6-e OCFB Language (Miro) MEANING + APPROPRIACY "Is it formal? (No) How did you get it? (Phrasal verbs, contractions, informal vocabulary)" Encourage Ss to look at the phrases from the text and match the expressions with its functions. They have only 30 seconds to do this. Work individually. OCFB Answers: a - 4, b - 3, c- 1, 2 FORM Matching exercise. 30 seconds to do. Work individually. OCFB Answers: 1- b, 2-a "Do we use commas on both sides of ‘probably’? (No)" Ask them for taking a screenshot.

Productive Task(s) (12-15 minutes) • To provide an opportunity to practice target productive skills

1) Encourage Ss to look at one more e-mail and think about what they would advise to him. You have 1 minute to read and think. "It’s now time to write. You need to write here in this document, but you need to scroll down the document and you will find your name. Can you see your name, Claudia? On the very top you have the model. Everybody writes in the same link, you just need to find your page. Very important, guys: Is this formal or informal? How many words are these? You need something short. Maximum 80-100 words. Something short, something concise. I will give you 10-12 minutes. Please, turn off your microphones. I don’t eat you interfere your peers. You work in silence." Questions to check instructions: Can you see the link in the chat? Does it work? Give me your thumb up when you find your page.

Feedback and Error Correction (12-14 minutes) • To provide feedback on students' production and use of language

Encourage Ss to help each other to check their e-mails in BOR. Support them with check-list: Is the e-mail informal? Can you identify all the sections? Do you identify at least 1 giving advice expression? Do you have any suggestions? They have 4-5 minutes to help each other. Questions to check the task: Are we checking grammar? How many minutes for this? OCFB + DEC

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