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LESSON PLAN 2: Giving Advice Preparation Level

This lesson plan aims to teach intermediate English students how to give advice. The plan is one hour long and involves listening to recordings of people giving advice, identifying expressions used, and practicing giving advice in groups. Students will role play having a problem and asking others for advice, taking notes. For homework, they must write a diary entry describing a problem, the advice received, and their thoughts on it. The goal is for students to feel comfortable using expressions like "should," "could," and polite ways to discuss other people's issues.

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Crinela Pilsu
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119 views6 pages

LESSON PLAN 2: Giving Advice Preparation Level

This lesson plan aims to teach intermediate English students how to give advice. The plan is one hour long and involves listening to recordings of people giving advice, identifying expressions used, and practicing giving advice in groups. Students will role play having a problem and asking others for advice, taking notes. For homework, they must write a diary entry describing a problem, the advice received, and their thoughts on it. The goal is for students to feel comfortable using expressions like "should," "could," and polite ways to discuss other people's issues.

Uploaded by

Crinela Pilsu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as RTF, PDF, TXT or read online on Scribd
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LESSON PLAN 2: Giving advice

Preparation

Level
Intermediate (adults)

Lesson
1 hour

Length

Objective
To be able to give advice using the modal verbs 'should' and 'could' as well as other

expressions.

Target
1.
You should / shouldn't...
Language
2.
If I were you, I'd...

3.
You really ought to...

4.
Why don't you...

5.
It would be a good idea to...

6.
I strongly advise you to...

7.
You could...

8.
How about...

Assumed
Students at this level will know several verb tenses and be able to use modal verbs. They
Knowledge
will know how to write indicative, negative and interrogative sentences. They may need to

be reminded of how modal verbs work differently from other verbs. They will know how to
write a diary entry.

Anticipated
1.
They may stick to using only one or two expressions that they feel comfortable with
Problems

like 'should' or 'could'.

2.
They may sound too direct when speaking and will need to learn how to sound

interested and polite when talking about other people’s problems.

Solutions
1.
Encourage them to try to make a sentence using each one of the various ways for

offering advice when carrying out practice activities.

2.
Highlight intonation and drill during presentation. Listen to students during practice

and production stages and review intonation afterwards if necessary.

Preparation
Pictures of 4 different people, tape and tape script, handout with detailed/comprehension
and Aids
questions for tape script, role cards

Lesson Plan

Stage
Activity
Interaction
Timing

1
Warmer: 'Lie Detector'. Students each say 3 things they did last weekend. One
S-S
5 mins

thing is a lie. The rest of the students listen and write down what they think is
T-S

not true. Plenary to see who the best lie detector was.

Revision of last lesson. Check homework.

2
Lead-in: Using a picture of a young girl, elicit from the students her age, her
S-T
2 mins

name and a problem she has (She likes a boy but is afraid to tell him).

3
Pair work: Students discuss things she could do to solve her problem.
PW
3 mins

Plenary. Write ideas up on the board.


S-T
4
Listening for gist: Play a recording of the young girl talking with 3 different
T-S
8 mins

people who give her advice. Have students listen to see if any of their

suggestions are made by the speakers. Play two or three times. Plenary.

5
Listening for detail: Give students a handout with specific questions about the
T-S
8 mins

advice each speaker gives to the girl. Students listen and write down their
PW

answers. Check in pairs. Plenary.


S-T

6
Presentation: Give students a copy of the tapescript. Have them look through
PW
9 mins

the conversations in pairs and underline examples where the speakers give the
S-T

girl advice. Write these on the board. Highlight intonation and word stress and
T-S

drill.

7
Controlled practice: Put up 3 more pictures on the board. Elicit each person’s
T-S
9 mins

name, age and problem from the class. Put students in groups to write down 3
GW

or 4 pieces of advice for each person. Regroup students so they can compare

their answers with students they were not working with before. Observe and

note down errors.

8
Plenary: Get students to correct the errors you overheard them making. Write
T-S
3 mins

up the corrected sentences on the board.


S-T

9
Production: Students are given a role card explaining a problem they have.
GW
9 mins

Students mill around and speak to as many other students as possible to get

advice and take notes.

10
Plenary: Feedback on activity. Ask a few of the students to share some of the
S-T
3 mins

advice they received.


11
Homework: Students will use the information on the role card and the advice
T-S
1 min

given to them to write a diary entry. They must describe their problem and

discuss the advice they have been given as well as their opinion on what

people have told them they should do.

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