Giving Advice

Learners: Korean high school students

Learner level: Intermediate
Class size: 30
Time: ~15min
Learning outcomes: By the end of the activity students should be able to read and
discuss giving advice using should/shouldn’t.

MATERIALS

• A handout with a list of short scenarios of people asking for advice (5-7) like an
advice column
• Pencils/Pens, something to write with
• Projector

Example scenario:

Hello, my name is Abby. This morning I spilled coffee on my uniform. I have one hour
before I have to go to class. What should I do?

BACKGROUND

The theme of the current unit is conversation. Students have learned how to use
“should” and “shouldn’t” prior to this activity. In this activity the students will be
practicing giving advice using these. A form of long distance conversation using advice
would be an advice column. While Newspapers may not be in circulation as much,
people still look to the Internet to gain advice on what they should or should not do. The
topic presents an opportunity to explore conversations around advice and the culture
surrounding advice such as where we get it and what advice we choose to give.

PROCEDURES

1. Begin this activity by asking students what the word “advice” means. Write the

word on the board as well as any student-provided definitions. Explain the word

“advice” if students don’t know/aren’t sure.

2. Begin the activity by asking students if they have received or given any advice

recently and if so what. You could also offer your answer as well.

3. Ask students where they get advice and write their answers on the board. Ask

students if they are familiar with advice columns or if they have ever gone to the

Internet for advice. Explain to the students that for today’s activity they will be

giving advice as though they are running an advice column. They will need to use

the should/shouldn’t form they have been studying. Then as a class we’ll discuss

the advice they gave.

4. Tell students that for the first part of the activity they will be reading the scenarios

and writing down the advice they would give. Again, make sure students

understand that they need to respond using should/shouldn’t.

5. Pass out the handouts. As students work on reading and writing their answers,

walk around and monitor the class. Help students when needed.

6. After students have finished up their answers, ask them to get into their own

groups of 3-4 and discuss their answers for each scenario. Project (if you have

one) your answers on the board for students to compare and discuss also. Again,

stress that students should be speaking in English and using should/shouldn’t.

7. After students have finished, ask students to volunteer what advice they gave and

how it differed from their group’s answers or the teacher’s answers, if at all. If

you don’t have a projector, share any advice you have for the scenarios and ask

students if they had different or similar answers.

8. Ask students why they think people had different answers. Discuss with the class

that advice can change depending on cultural norms. What people think is
 appropriate or good advice can be different depending on the culture they are

from. Also, how people obtain advice is also different.

For example: If someone asks for advice on where to go on a first date, answers will

differ depending on cultural views of a first date.