Name: Jessica Randall • 26 Dec 2018 • "Giving Advice" Functional Language. Teaching Practice 2.

Session 2/3

Description
In this section of the lesson, students will review and practice functional language related to “Giving Advice”.
Students will first review relevant functional language through discussions and by completing activities, which
relate to the listening exercise introduced in the previous lesson. They will also practice their speaking fluency by
undertaking a role play activity.
This section starts with prompting students’ memory of the listening activity used in the previous session.
Students will then undertake 2 activities that relate directly to the listening exercise: firstly, a matching exercise
where they are required to match the first half of the sentence to the second; and, secondly, asking for recall of
pieces of advice using the response to the advice as prompts. They will then have the opportunity to scan read the
transcript to check their recall.
Students will then be asked to unscramble mixed up sentences that are examples of giving advice. (If time permits
students will then use these sentences to have a short discussion about what they think the advice was relating
to.)

Students will then be divided into two groups (A and B groups) to undertake a role play exercise. They will be
given scenarios and basic information about their characters. Student A’s will ask student B’s for advice and
Student B’s will give student A’s advice.
Students will then change roles for the second role play (if time), where student A’s will give advice to student B’s.
OPTIONAL: If time students will have another opportunity to practice giving advice in another example, by
discussing real world situation (What advice would you give a person who is new to Istanbul? E.g. food,
restaurant, weekend/day trips).

Main Aims
 To review and provide semi-controlled fluency practice of language used for giving advice in the context of
dilemmas.

Subsidiary Aims
 To provide scan reading practice.
 To provide pronunciation practice for vocabulary relating to giving advice.
 To provide functional language speaking fluency practice in a role play activity in the context of giving
advice.
 To provide clarification and review of of the language forms involved with giving advice.

Materials
 Exercise 1-4 Functional Language page 73(Kerr, P. & Jones, C. 2006. Straightforward: Intermediate
Students Book. Macmillan Publishers Limited.)
 Role Play "Giving Advice" 1(Kerr, P. & Jones, C. 2006. Straightforward: Intermediate Students Book.
Macmillan Publishers Limited.)
 Role play "Giving Advice" 2(Kerr, P. & Jones, C. 2006. Straightforward: Intermediate Students Book.
Macmillan Publishers Limited.)
 Transcript for "Giving Advice" listening task(Scriver, J., Bingham, C., Tennant, A. & Wasserman, S. 2006.
Straightforward: Intermediate Students Book. Macmillan Publishers Limited.)

Please see the following page for the lesson procedure

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Name: Jessica Randall • 26 Dec 2018 • "Giving Advice" Functional Language. Teaching Practice 2. Session 2/3

Interaction
Stage Procedure Materials Time Comments
Pattern
Lead-In - Remind students of the listening exercise in Ali's lesson section (1/3). Ask if
Engagement they remember any advice that Dave gave.
Reorient students -
and get them T-S, WC 1–2
engaged and
interested in the
topic
Focus on the TL - - "Now we will look at more advice from the listening".
meaning - Show students the cuts ups of activity 1 on page 73 of the text. Tell them that
Practice functional they will be working in groups matching the first half of sentences to the second
language related to half (first half of sentences on orange paper, second half on blue paper). Exercise 1-4
giving advice - Put students into groups of 3 or 4 (use hand gestures to group the students).
Functional
- tell students they will have 1-2 mins to match the sentences. T-S, Groups 5–6
- Tell them there is "bonus points" if they are able to put the sentences in order Language page
from stronger "advice" to weaker "suggestions". 73
- Monitor.
- When students appear to be finishing, ask them, and if they have finished
provide that group with an answer key and tell them to check their answers.
Focus on the TL - Ask students what different verb forms are used in the different ways of giving
form advice.
Practice and learn - Elicit verb 1 (base) and v-ing.
functional language, - Write these verbs on the white board in two different columns (one column
correct for base verb and one column for v-ing).
pronunciation, and - underline the different verb forms with two different colours.
collocations of verbs - drill some verbs and sentences for pronunciation and appropriate stress.
T-S, WC 5–7
related to giving
advice - I think you should go for it -
Think go it.
Think go for it
think should go for it
think you should go for it
I think you should go for it.

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Name: Jessica Randall • 26 Dec 2018 • "Giving Advice" Functional Language. Teaching Practice 2. Session 2/3

Interaction
Stage Procedure Materials Time Comments
Pattern

There's no harm in asking.

Focus on TL - - How might you respond to advice?
controlled practice If nothing then use an example.
Practice functional e.g. "Your friend tells you 'you should go and eat at maiden's tower
language related to restaurant'....What would you say back?" Transcript for
giving advice. Scan - Tell student's that we will now look at some of Derek's responses to Dave's "Giving Advice"
reading practice. advice. e.g. "Derek say's 'do you really think that is a good idea?'. Can you listening task,
remember what the advice was?"
- elicit responses WC- Briefly
Exercise 1-4 T-S, PW, WC 6–8
- divide students into pairs. Give them ex. 2 and ask them to try to remember Functional
what the advice was in each case. ask some ICQ's. Language page
- monitor pairs. 73
- give each pair the transcript of the listening exercise and ask them to read
quickly scanning only for the relevant information to check their answers.

Practice functional - Divide students into pairs.

language form - give students page 73 of text
Practice functional - say look at ex. 3
language form for - look at first item - any ideas what that is? do WC example
giving advice - ask students to complete next 3 items of ex. 3 (jumbled sentences) per pair Exercise 1-4
- ask them to put the sentences in the correct order.
Functional
- some sentences have two answer options (e.g. "If I were you, I'd get her some PW, WC, TS 5–8
flowers" or "I'd get her some flowers, if I were you") Language page
- check answers whole class. 73
- IF TIME: Briefly ask what they think the situations is that the advice sentences
are referring to. (If time the students can complete exercise 4 in their pairs i.e
relating to the jumbled sentences "what do you think has happened? Why is the
person giving this advice?".
Preparation for - divide the class into two groups using A and B.
- Tell the students that Student A's have a problem and that student B's will give
Role Play "Giving
Role Plays T-S, GW 7–9
Functional language them some advice. Advice" 1

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Name: Jessica Randall • 26 Dec 2018 • "Giving Advice" Functional Language. Teaching Practice 2. Session 2/3

Interaction
Stage Procedure Materials Time Comments
Pattern
practice, speaking - "When I hand out your cards, I want you to read your cards and THINK ABOUT
fluency. what you would say"
- give the students the relevant role play cards (student A's role-card from
p.128. Student B's p. 133)
- ask students to move into their groups to talk about what things you would
say to the other group.
- Go to group A for ICQ's - and ask a quieter student "So what are you guys
doing?". Then ask a more vocal student with good demonstrated language skills
"What is an example?" - help if required. Repeat ICQ's with group B.

Practice - Role Play - Place students into pairs (one member A and the other member B)
Activity - "When I say START student A's explain or tell your problem to student B's and
Practice semi- student B's should give some advice. Try to have a natural conversation using
controlled speaking the points on your cards. You have a few mins."
fluency of functional - ask ICQ. Ask a student A "what are you doing?" ask student B "what will you Role Play "Giving
be doing?"
PW, WC 5–6
language related to Advice" 1
giving advice - "START"
- Monitor and take notes of any errors
- take general feedback from the class and get some examples of advice given
and if it was helpful.
FLEXIBLE STAGE (if - "Now I want you to switch roles. Student B’s should now give student A’s some
time permits) advice”
Practice - Role Play - Hand student A’s (page 130) and B’s (p. 132) the next role play activity.
Activity (reversal of - “read your roles quickly. Then explain your problem to your partner and get
some advice”
roles) Role play "Giving
Practice semi-
- ICQ PW, WC 6–7
- "START" Advice" 2
controlled speaking
- Monitor and take notes of any errors
fluency of functional
- take general feedback from the class and get some examples of advice given
language related to
and if it was helpful.
giving advice

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Name: Jessica Randall • 26 Dec 2018 • "Giving Advice" Functional Language. Teaching Practice 2. Session 2/3

Interaction
Stage Procedure Materials Time Comments
Pattern
OPTIONAL (time - say to students "I am new in Istanbul, and so are some of my colleagues"
permitting) - lead class in discussion for getting advice about foods, weekend trips,
Bosphorus walks etc. WC 4–5
Practice speaking in a
real world example.

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