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Giving advice, reasons for advice, managing budget
Intermediate level

Description

In this lesson students will learn models on how to give advice, reasons for advice in the context of relationships and money.

Materials

Abc Student's book
Abc Board Card

Main Aims

  • To provide spoken fluency practice in the context of giving advice, giving reasons for advice

Subsidiary Aims

  • to provide practice in listening for main idea
  • to provide practice in listening for detail
  • to provide practice in inferring the meaning of new vocabulary

Procedure

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

Ask Ss to raise their hands to a series of questions to establish the context, Draw on WB, Ask Ss to think of two ways that help a relationship and two that cause problems respectively. Elicit a couple ideas.

Pre-Teach &/or Focussing Activity (4-5 minutes) • To draw attention to the TL and prepare students for the listening

Use of realia- credit card and camera. Introduce characters from my story ( Maria and Nikos). Activating schemata by tapping into students' background knowledge. Involve Ss in the story by asking them questions related to the story as a way to elicit ideas, use some of the vocab they learnt in the previous session with Michel and introduce TL.

While Listening #1 (3-4 minutes) • To listen for gist

Give out HO. Focus learners on the picture and ask what kind of radio show it is. Instructions and ICQs. Play recording 2.6. Listening for main idea. Peer-check then take FB. Ask Ss to discuss ex2 in small groups to see how much they can remember.

While Listening #2 (3-5 minutes) • Listen for detail

Listen to 2.6 again and ask Ss to make a few notes. Take w/c FB.

Controlled practice - Post Listening (9-10 minutes) • Infer the meaning of new vocabulary and clarify the meaning and pronunciation

Give out ex 3a. Instructions. Ss work on gap fill ex in pairs. Play recording 2.6. Take wc FB. Clarify the meaning and pronunciation of new TL. Write on WB. CCQ 'due to' and 'as'.

Controlled practice- Clarification (8-10 minutes) • To clarify the form of the TL

Ask Ss to focus on form. Ss check answers in pairs. Clarify forms on WB. Take wc FB

Semi-Controlled Practice (6-8 minutes) • Have students practice the new vocabulary

4a. Put Ss in groups and assign each expression to a group. Ask Ss to think of their own advice about managing money and write 4 sentences using the prompts. Monitor and help with writing. 4b. Regroup and ask learners to discuss their ideas in groups.

Semi-Controlled Practice (3-4 minutes) • To concept check further and prepare students for free practice

Ask Ss to return to their original seats to work on ex 5a individually.

Freer practice (5-6 minutes) • To provide students with free practice of the target language

ex 5b. 6a. Put Ss in two groups. Learners explain their ideas to the group. Remind learners to ask questions to find out more information. Monitor while groups are talking and take a note of good and incorrect language. Round up . Ask if anyone found anything new or unexpected from someone in his or her group

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