Lesson plan
probl ems A -C and then match two pieces o f advice to
In this lesson Sts learn to use should j shouldnt for giving
advice. The lesson begins with Sts reading three emails
which were sent to a newspaper problem page by men
seeking advice. This leads into the grammar presentation,
which is followed by a pronunciation focus on the /u/and
/u:/ sounds, and on sentence stress. Then there is a listening
and speaking activity where Sts hear a radio phone-in
programme and discuss the advice that is given to two
callers. Vocabulary focusses on different meanings o f get,
which are recycled in a questionnaire. Finally, in Writing
Sts write a response to a person who is asking for advice.
s t u d y HUH
o W orkbook 8A
iTutor
w w w .o u p.co m /e lt/e ng lish file
Extra photocopiable activities
G ram m ar shouldp.183
C o m m u n ica tive I n e e d s o m e a d vic e p.230 (in s tru c tio n s p .203)
V o ca b u la ry get p.258 [in s tru c tio n s p.246)
S o ng Why Do I Feel So Sad? p.275 (in s tru c tio n s p.265)
w w w .o u p .co m /e lt/te ach er/english file
O p tio n a l lead -in (b o o k s closed )
* Write on the board t n e e d s o m e a d v i c e . Ask Sts what
they think advice means, and elicit also that it is a noun,
and that the verb is advise. Point out that the verb is /
ad'vaiz/and the noun is /adVais/. TeU Sts that advice is
uncountable in Englishit cant be used in the plural,
e.g. My sister usually gives me g ood advice NOT good-
advices.
1 READING
a Books open. Focus on the two questions and give Sts
a couple o f minutes to discuss them in pairs or small
groups. If you did the O p tio n a l lead-in, only focus on
the second question.
Get ieedback from the class. Elicit also the idea o f
contacting a radio programme or a magazine j internet
problem page. Find out from the class what they think
o f these more impersonal options and ask if Sts think
this is better than asking a family member or friend.
b Focus on the title and elicit that in the UK men have the
reputation o f being bad at talking about their feelings.
Ask if this is true in your Sts country.
102
Now focus on the instructions and get Sts to read
each problem.
Get Sts to compare with a partner, and then check
answers.
P ro b le m A 4 an d 6
P ro b le m B 2.a n d 5
P ro b le m C 1 a n d 3
E x tra su pport
* Before Sts read the problems and advice, you might
want to pre-teach some vocabulary, e.g. an impulse,
have second thoughts, attend, an argument, etc.
c Focus on the instructions. Tell Sts to read the problems
and advice again and get them, in pairs, to guess the
meaning o f the highlighted verb phrases in the text.
Tell them to read the whole sentence as the context will
help them guess.
Check answers, either explaining in English, translating
into Sts L I, or getting Sts to check in their dictionaries.
Deal with any other new vocabulary.
d In pairs, Sts discuss which piece o f advice they agree
with most for each of the three problems. Then they
should think o f more suggestions for each problem.
G et feedback. First elicit which piece o f advice is better
for each problem, and then ask if Sts have any other
suggestions. You could also tell them what you think.
2 G R A M M A R should
a Get Sts to underline the seven examples o f should j
shouldnt in the problems and advice in 1, and to answer
the two questions.
Check answers.
1 W h a t sh ould 1do? [in B )
2 S h o u ld I go... o r s h o u ld I s u g g e s t s e p a ra te holidays'? (in C]
3 Y o u sh ould toll y o u r girlfriend ... (in 3)
4 I th in k y o u s h ould g o fo r it. (in 4 }
5 Y o u s h o u ld be th e re , (in 5]
6 Y o u s h o u ld n 't do a n y th in g in a h u rry , (in 6)
1 s h o u ld is u s e d to g iv e a d vice; you s h o u ld = I th in k its a
g o o d idea. It is n o t an o b lig a tio n , a n d is n o t as s tr o n g as
you have to o t you must.
2 To m a k e a n e g a tiv e a d d n o t (s h o u ld not = s h o u ld n 't)
a n d to m a k e a q u e s tio n use an infinitive w it h o u t to, e.g.
S h o u ld ! go?
b 3 47))) Tell Sts to go to G ram m ar B a n k 8A on p .140.
Focus on the example sentences and play the audio for
Sts to listen and repeat. Encourage them to copy the
rhythm. Then go through the rules with the class.