BEFORE CLASS - put up answer keys for Ex.1 on the walls around the room. I will say: In the last lesson Derek didn't know if he should take a job offer in Japan. Ask: What advice did Dave give? Ss should easily remember what they studied in the previous 45 min (and the context), but they haven't focused on the language used when giving advice. Therefore, after I get one or two answers from the w/c I will give Ss a chance to discuss it together. I will say: Working in pairs (using hand gestures), try to remember some of the advice that Dave gave to Derek. ICQ: What will you discuss? (advice given to Derek). I will close the activity with w/c fb: Ask: What advice can you remember?

I will say: You are going to look at some more advice from the listening. Showing Ss the cut-outs, I will say: Working in groups, match the sentence halves to make sentences or phrases from the listening. ICQ: What will you do? (pair the phrases to make sentences) Monitor (but don't interfere). As Ss finish the activity, I will tell Ss to go and check their answers against the answer keys on the classroom walls. I will close this activity with w/c fb: Ask: What was some advice? (open hand point to different groups)

Meaning: Ask: Which part of the sentence, the first part, or the second part, (in the matching activity) is the advice? (second) Ask: Which part of the sentences introduces the advice? (The first part) Write up some first parts of the sentences on the LHS of WB. I think you should . Why don't you ? Have you tried ? If I were you, I'd . Have you thought about ? Form: Ask: Could you make many different sentences? (Yes) (Ss can speak some correct sentences) I will give an example of an incorrect sentence, Ask: Can you say I think you should talking to Camilla / her? (No) Ask: Why? (There are two different verb forms (V1 - talk and V-ing talking) in the second part of the sentences. I will draw three vertical lines after the sentences on the WB making two columns, and write V1 at the top of one column, and V-ing on the top of the second. Ask: Using talk or ask, what can I say? (I think you should talk to Camilla / her) Ask: What else can you say? (I think you should ask her) I will then ask them to complete (call out) some other sentences. I will write the sentences on the WB, putting V1 and V-ing in different colours. Pronunciation / Drill: If I were you, I'd ask her. If I were you, I'd talk to her. Have you thought about talking to her? Have you thought about asking her? Use the following for drilling 'game': I think you should ask her. Why don't you ask her? I think you should talk to her. Why don't you talk to her? Have you tried talking to her? Have you tried asking her? Once they have V1 and V-ing figured out for the above, I will drill with two cards. One card has 'ask' on it, the other has 'talk to' on it. I will only point at the last three phrases and hold up the cards. They have a similar rhythm so it's possible to get them to move from V1 to V-ing in the one drilling (and hopefully without copying me).

Ask: How can you respond to advice? Then focus on a student and say: If I were you, I'd talk to her. Then to w/c say: What can you say if you agree? What can you say if you don't think it's a good idea? Say: You're going to look at some of the responses Derek gave. Showing Ex. 2 to the students: Say: Working in pairs, discuss what you think the advice was. Try to remember. I will give question 1 as a w/c example: Say: For example, question 1: Of course, you're right. Ask: What was the advice? Can you remember? (Advice: I think you should go for it) ICQ: Are these (pointing to Ex.2) advice? (No, responses) ICQ: What will you do? (Try to remember the advice that was given to Derek) I will hand out the Ex 2 HO (1 per student) and only give 1-2 minutes before handing out the tapescript (one tapescript per 2-3 Ss) for Ss to check. After 2 more minutes I will ask if Ss could find them all. If not, then help them.

Write on the WB: her dinner take why out to you don't ? Act out trying to make a sentence. Ask Ss for help. Write up the answer. Say: Working is pairs, reorder the sentences in exercise 3. Say: You have 2 minutes. When the fast pairs are finished, ask them to write whole sentence answers on the board (one per student). When all answers are on the board Ask: Do you agree? Take up is more discussion about the new situations in exercise 3, using questions in exercise 4. Say: There are two questions in exercise 4 (pointing). Look at each of the sentences in exercise 3, and discuss these questions in pairs. Take up: Ask: What do you think has happened in Q1? Ask: Why are they giving this advice?

First Ss will discuss in half class groups about their role play, and determine what they would say / ask, and what possible answers could be used. (In the next role play they will not collaborate in groups before doing the role play). Hence, this first role play is semi-controlled practice and the next role play is more free. (Even though in both role plays they are provided with the things to discuss, the second role-play will be harder and there will be more thinking on the spot). I will halve the class down the middle. I will say to one half: You are Student A's. Move to the window. I will say to the other half: You are Student B's. Move to the opposite wall (pointing). Say to w/c: You are going to do a role play. Say to A's: A's, you will all have the same card. Read the instructions on the card. Read about your dilemma and talk together about what you will tell your friend. ALSO, think about what advice your friend might tell you. ICQ's to A's: Where are the instructions? (on the cards) ICQ's to A's: What do you need to think about? (what advice could be given to me) Say to B's: B's you will all have the same card. Read the instructions on the card. Talk together and learn these things about your friend. Imagine what they are like. ICQ's to B's: What will you discuss together? (things about our friend). Monitor and check that A's know to tell their dilemma to their partner, then listen for some advice (and respond to the advice). Monitor and check that B's know they need to listen to the dilemma of their partner, then try to help them (give advice). Use squeaky toy to get attention. Say to w/c: Look at your cards. There is a number on the cards. Who's number 8? Who's number 4? Find your partners and role play. Monitor role-play and write down any errors, especially in the TL. If time, at the end of the second role-play, go through common errors. NB: If the students are getting something really wrong before the second role-play, I would give fb before the second role-play. Take-up w/c: Say: A's, Hands up who would take their mother. (wait for show of hands) Say: B's, Hands up who said they should take their girlfriend/boyfriend. (wait for show of hands) I probably won't swap the roles of A and B unless they are really struggling. If I do swap A and B then I will not do the second role-play (not enough time). However, if they are happy with the TL and are doing the role play well, I will move on to the second role play.

Ask A's to go back to the windows and B's to opposite side of the classroom. Say: You are going to do another role play. (Facing B's) This time B's, you will have to tell A's your dilemma, and (facing A's) A's, you will have to give advice to B's. Take 2 minutes to read the instructions. Give 2 minutes. Say: OK, find your partner (number 1 find number 1, number 5 find number 5) and role play. w/c fb: If time, go through common errors at the end of class.