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In this part of the lesson, the focus will be on functional language: advice. Furthermore, the students will refresh their vocabulary related to job interviews, applying for a job, etc


Abc hand out with exercises
Abc pictures of my hippy friend
Abc questions for mingling activity about advice

Main Aims

  • Functional language

Subsidiary Aims

  • to give speaking practice to develop their fluency


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

I will set the following context: My friend Peter is going for a job interview next week. He would like to work in an office. I will show pictures in which Peter does not dress appropriately. We can see his long finger nails, etc. I will ask the students to help him and give him advice. They will work in pairs and write down 4 pieces of advice. Some students will write their examples on the whiteboard, (on the right side)

Exposure of the functional language (9-12 minutes) • the students should understand the concept of giving advice and how to use "should"

I will use the sentences written by the students in the previous activity (my hippy friend Peter) to explain on the WB different forms of giving advice (going from stronger (you should) to weaker (what about .... ing). On the right side of the WB - students' input -- left side of the WB - different structures) I will give the example: If I were you, I would polish my shoes, too. This form is slightly more complicated: the students have to be familiar with the aux. verb: would. I will explain it so that at least the stronger students learn a different model. I will say : You should dress formally. I will ask: what word do you stress (the main verb, not "should") I will do some backchaining drilling: Peter should WEAR a suit for the job interview. Why "dont'cha" cut your nails? I will ask CCQ: is : "you should to go" correct ? Does "you should" mean "you must" ? Does "you should" mean "I think it is a good idea"

practicing useful Language (12-15 minutes) • They will know when/how to use "you should" , "you shouldn't"

I will give them the hand outs and ask them to do ex 1 in pairs. When done, we will answer in the WC. Then they will do ex 2 in a group, answer: in WC (They will use the fish to give pass this task to other students) Then they will do the roleplay in pairs of 3: 1 candidate and 2 interviewers. There's a job opening at ITI: we are looking for a chef. What qualifications should s/he have?

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

I will quickly correct the errors that I have heard during the recent activities.

Productive Task(s) (8-12 minutes) • To provide an opportunity to practice target productive skills

I will give them a handout with questions. They will mingle and give each other advice. I will monitor this activity and correct their errors.

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