English basics for intermediate learners lesson 18
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This document is an English lesson about giving and receiving advice. It contains exercises to practice vocabulary words related to health, phrases for offering and requesting advice, and roleplays for giving advice. The exercises guide students to have conversations where they ask for and give advice, using phrases like "Have you considered...", "If I were you...", and "In that case...". It concludes with discussion questions about preferences for giving or receiving advice and common topics people seek advice on.
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Rule #2 for excellent English speaking is to not study grammar rules. Studying grammar rules causes speakers to think about rules when speaking, which leads to hesitation and slower speech. Native English speakers learn grammar through extensive listening to correct grammar, which gets stored in their brain, allowing them to speak grammatically correctly without conscious thought. The best way to learn grammar for speaking is through listening input by hearing correct grammar repeatedly in easy materials like children's books and novels.
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This document is an English lesson for intermediate learners about talking about future plans and schedules. It contains exercises to practice pronouncing and using common phrases for discussing what someone will do in the future, such as "I'm going to...", "I'll...", "Do you think you'll...", and questions using time frames like "What time will you...". Dialogues model conversations where two people ask each other questions about their plans for the day, what time they will wake up, eat, leave home, go to bed, etc. Learners are prompted to practice using these phrases to ask their teacher questions.
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This document is an English lesson for intermediate learners about talking about symptoms. It includes exercises to practice vocabulary related to symptoms like dizzy, fever, and headache. Students practice describing a picture of someone who is injured, and learn useful phrases for talking about symptoms like "How are you feeling today?" and "Which of your arms is sore?". The lesson concludes with students asking questions of the teacher using the phrases.
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This document is an English lesson about talking about marriage. It contains exercises to practice vocabulary related to marriage, describing wedding photos, learning useful phrases for discussing marriage, and asking questions. Key points covered include vocabulary like marriage, wedding, anniversary; sample dialogs asking about marital status, wedding anniversaries, and engagements; and practice sentences to work on grammar for discussing relationships and weddings.
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This document provides a teaching activity to practice past tense -ed verb endings. Students complete a conversation by filling in missing regular past tense verbs. They then categorize the verbs from the conversation according to their -ed pronunciation as /d/, /t/ or /id/. Finally, students read the conversation again, practicing the correct pronunciation of each -ed verb ending. The goal is to help students improve their use of regular past tense verbs through a fun paired speaking activity.
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This document is an English lesson for intermediate learners about everyday life. It contains exercises to practice pronouncing words, describing pictures, and learning useful phrases for talking about daily routines. Example dialogs model conversations where speakers ask and answer questions about wake up times, morning routines, helping children get dressed and bathe, and bedtime schedules. Students are prompted to complete sentences using phrases like "after watching TV" and "get out of bed early." The lesson provides vocabulary and conversations relevant for discussing common daily activities.
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This document is an English lesson about describing weather for intermediate learners. It contains exercises to practice vocabulary related to weather, describing pictures of weather, learning useful phrases to talk about weather, and asking questions about weather. Example questions include "What will the weather be like next week?" and "What's the temperature now?" The lesson emphasizes using common phrases such as "Even though today is the first day of spring, there's a cool breeze outside."
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The document provides techniques for making small talk, including using echo questions that repeat parts of what the other person said, echo words that repeat key words, showing attention through expressions like "really" and "wow", and asking follow-up questions with "wh-" words. It includes examples of mini-dialogues that demonstrate these techniques and exercises for students to practice them, such as taking turns asking questions on topics and keeping a conversation going.
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English basics for intermediate learners lesson 11
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The document discusses advice and advisory texts. It provides guidance on how to write influential advisory texts, including using an authoritative yet friendly tone, structuring advice clearly, being encouraging, offering choices, and motivating the audience to actively engage. Key features of advisory texts are titles that grab attention, paragraphs that motivate readers and benefit them, and conclusions that encourage action.
Giving advice & opinions
Here are concise summaries of the situations in 3 sentences or less each:
The first situation involves a grandfather whose loud TV and stereo playing is annoying. The second deals with a son who has joined a cult and only wants his parents to join too. The third is about a mother-in-law who is overly critical and controlling. The fourth situation is about a sister who snoops through her brother's things when he is not home. The fifth describes students bullying a classmate for money. The sixth is about a daughter spending little time studying and staying out late. The last situation involves a son who wants to quit his job to marry and move to another country with someone he recently met.
Asking for and giving advice.
Jennie asks for advice for her severe cold, and is told to consult a doctor. When asked for advice on improving at math, the response is to do homework regularly. For a toothache, the advice is to see a dentist. When asked what to do about a bad progress report, the suggestion is to have completed all homework. A student is reminded to finish classwork when they admit to forgetting to do so.
Agony letter
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Advice and suggestions
The document provides advice on how to gently suggest things to people rather than demand them strongly. It suggests using softer language like "why not" or "what about" instead of stronger language like "should" or "must". Some examples are given of rewriting demands as suggestions, such as suggesting someone "go swimming or go running" instead of strongly telling them how they "should" exercise. The document encourages framing advice, recommendations and requests as optional suggestions rather than obligations or requirements.
Giving Advice
The document provides information about giving advice and discussing health problems. It includes sample conversations where one person asks how the other is feeling and if they can help. It also lists common health issues like headaches, stomachaches, and colds. The document advises seeing a doctor for health problems and provides safety tips for taking over-the-counter and prescription medication. It encourages learning vocabulary for describing symptoms and discussing medication.
Modals of advice
You should politely ask your neighbor to turn down the music, especially late at night when people need quiet to sleep. Explain that loud noise bothers you. If talking doesn't help, you could leave a note or as a last resort, involve building management or local authorities. The goal is to resolve it respectfully through communication.
How do I write a letter of advice?
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Giving advice
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The document discusses modal verbs of obligation and prohibition in English. It explains that must and mustn't express strong obligation or prohibition, either based on the speaker's opinion or outside compulsory rules. Have to and don't have to express obligation or lack of obligation that may come from external sources. Examples are given of sentences using these modal verbs to prohibit or obligate certain actions. Situations that are obligatory or non-obligatory are listed along with example sentences.
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Modals of Possibility and Certainty
The document discusses different English modal verbs and their meanings. It explains that "must" is used when something is sure to be possible or true, "can't" is used when something is sure not to be possible or true, and "might", "may", and "could" are used when something is not certain. It provides examples of sentences using these modal verbs and has the reader practice making their own sentences with different pictures to illustrate the meanings.
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1) The document provides the objectives, outcomes and lesson plan for a unit on how to do well in exams.
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Present continuous tense new
This document provides information about and examples of using the present continuous tense in English. It explains that the present continuous tense is used to talk about actions that are happening now or actions that are happening these days, though not necessarily right now. It provides examples of forming the present continuous tense using the verbs "to be" and the "-ing" form of the main verb. It also covers forming yes/no and wh- questions as well as negatives in the present continuous tense. Finally, it includes exercises for students to practice using the present continuous tense, including describing pictures using sentences in the present continuous form.
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M 1 kb 1 establishing relationship
This document provides an introduction to establishing relationships and communication skills for midwifery students. It covers introducing yourself, asking yes/no questions, asking WH-questions about what, when, where, why, who and how, and using tag questions. Examples are given of introducing yourself to friends and patients. Students are instructed to practice conversations introducing themselves and others, and answering questions using the different question types. The goal is for students to feel comfortable communicating and asking questions in English, which is important for their work as midwives.
Client-Centered Approach © 2014 Argosy University.docx
Client-Centered Approach
© 2014 Argosy University
Page 2 of 5
Counseling Theory
©2014 Argosy University
2 Client-Centered Approach
In this video of an individual psychotherapy session, the counselor uses a client-centered approach while
the two explore concerns about her child. While watching the video, reflect upon the following questions:
• How does the counselor illustrate the client-centered “way of being” in the session?
• How does the counselor illustrate a client-centered “way of understanding” the problem?
• What client-centered techniques does the counselor use in the session?
Interviewee: I’m worried. This week my children’s school counselor called, she wants to meet with me in
person, but I don’t have any time in my day to meet with her. I keep putting her off, I am afraid she is
thinking I am a failure as a mother, I am starting to think I am too.
Interviewer: You’re worried that you are failing your children because it’s difficult for you to meet with
the school counselor.
Interviewee: What if I am a failure; I just can’t be there for my children like I should be. If I am not on my
full time job, I am at one of my classes or doing my schoolwork. What if my school is getting in the way of
me being a good parent? Am I being selfish? Maybe I should drop out of school to have more time with
my children; I just don’t know what to do.
Interviewer: You have so many responsibilities, it is difficult to find the time you want to spend with your
children. I mean, it must be challenging to find openings in your schedule for meetings or appointments,
so challenging that you are wondering if it’s all worth it.
Interviewee: I am, I never thought I’d get to this point of my studies anyway. I didn’t do very well in
school as a child. In fact, I really didn’t like school until college. It was so hard to focus and reading was so
hard for me in the beginning they put me in the slow reading group, which was so embarrassing. I
thought I was never going to learn to read well. My teacher and parents thought I just wasn’t trying hard
enough or that I wasn’t paying enough attention. They would get really frustrated with me because it
would take me so long to get anything done. Eventually my school counselor convinced my parents to
have me tested. The results indicated that I had a learning disability.
Interviewer: School was tough for you in the beginning, so tough in fact that you never imagined that
you would be in college someday, not to mention applying to graduate school and hoping to become a
counselor.
Interviewee: I still wonder sometimes if I’m cut out for this.
Interviewer: Those early doubts about your potential creep back into your mind sometimes.
Interviewee: They do, I see myself in my children, I don’t want them to go to what I went through. When I
go into their school building it brings so much of it back, I begin to feel those awful feelings again like, I
am a fai ...
MS4 File One Lessons' Plans
For MS4 teachers, here are some useful and well illustrared lessons for PROJECT 1 including food, recipes, adverbs of sequence......
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Celdt test prep
The document provides information about preparing for the CELDT (California English Language Development Test). It explains that the CELDT is used to assess the English proficiency of English learners in California. It covers the four sections of the test: listening, speaking, reading, and writing. It then provides sample test questions, scoring rubrics, and practice activities to help students prepare for the speaking section of the CELDT.
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Present continuous tense new
The document discusses the present continuous tense, how it is used to describe actions that are happening now or ongoing habits. It provides examples of forming sentences in the present continuous tense using the verbs "to be" and the "-ing" form of the main verb. The document also includes exercises for learners to practice forming sentences in the present continuous tense by describing what people in pictures are doing and answering questions about ongoing actions.
Present continuous tense newpresent continuous tense
The document discusses the present continuous tense, how it is used to describe actions that are happening now or ongoing habits. It provides examples of forming sentences in the present continuous tense using the verbs "to be" and the "-ing" form of the main verb. The document also includes exercises for learners to practice forming sentences in the present continuous tense by describing what people in pictures are doing and answering questions about ongoing actions.
Asking for and Giving Advice - English for Interpersonal Interctions I
Hello! This presentation slides is made by my friends and I when we learned about one of our course, English for Interpersonal Interactions I in the University.
I hope this could be useful for you guys who wants to find the material about. Thank You!
On Course - Personal Responsiblity - Inner Voices - Wise Choices
The document discusses the concept of personal responsibility and the difference between having a victim mentality versus a creator mentality. It states that successful students adopt the role of creator, believing their choices shape their lives, while struggling students see themselves as victims of outside forces. The document provides examples of victim language like making excuses and blaming others, compared to creator language like accepting responsibility and seeking solutions. It emphasizes the importance of conscious decision making and owning one's problems rather than giving up or pretending problems belong to others.
Sylvia Baker
This document contains a summary of Sylvia Baker's experience in an online personal development course. It includes summaries of her top assignments, journal entries, and favorite module. It also outlines key lessons learned around visualization, stress management, and study techniques. Scores on assessments increased in most areas. An audio letter to the class and written letter to future classes are also included, sharing advice to fully engage with the work and maintain a positive attitude. Goals of obtaining her nursing degree are stated.
ASKING & GIVING SUGGESTION.pptx
The document provides information about giving suggestions in English. It includes examples of using suggestion expressions like "should", "ought to", and "need to". It also provides sample dialogues demonstrating suggesting plans for lunch and offering study tips. The document aims to help students identify, apply, and implement suggestion expressions in both written and spoken English.
ASKING & GIVING SUGGESTION.pptx
The document provides information about suggesting ideas to others in English. It includes examples of suggesting verbs like "should", "ought to", and "need to". It also gives sample dialogues that demonstrate making and accepting suggestions politely. The document aims to help students learn how to express and respond to suggestions appropriately in both written and spoken English.
Mental health first aid long with alternative text
The document provides tips for instructors to help students manage exam anxiety, including suggestions for students to prepare before and during exams, as well as signs for instructors to look for that a student may need additional support. It also lists counseling resources available at Howard Community College for students and contact information for instructors to refer students experiencing distress.
Similar to English basics for intermediate learners lesson 18 (20)
FIRST CO ( Lesson PLan).docx This will serves as a guide for you
FIRST CO ( Lesson PLan).docx This will serves as a guide for you
Client-Centered Approach © 2014 Argosy University.docx
Client-Centered Approach © 2014 Argosy University.docx
Helping Adult Learners Beat Test Stress for teachers
Helping Adult Learners Beat Test Stress for teachers
Present continuous tense newpresent continuous tense
Present continuous tense newpresent continuous tense
Asking for and Giving Advice - English for Interpersonal Interctions I
Asking for and Giving Advice - English for Interpersonal Interctions I
On Course - Personal Responsiblity - Inner Voices - Wise Choices
On Course - Personal Responsiblity - Inner Voices - Wise Choices
Mental health first aid long with alternative text
Mental health first aid long with alternative text
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English basics for intermediate learners lesson 18
- 1. © 2015 SkimaTalk, Inc. SkimaTalk Official Course English Basics for Intermediate Learners Lesson 18 : Giving and Receiving Advice
- 2. 2 Exercise 1: Warming Up Words & Phrases blood sugar n suggest v a diet n not supposed to ~ sugary adj herbal adj sweetener n contain v situation n afford v tutor n give v receive v Practice pronouncing the words below. If you don’t know the meaning of a word, just ask your teacher!
- 3. 3 Exercise 2: Answer the Question Can you describe the picture in 45 seconds? Include as much information as possible. Q
- 4. 4 Exercise 2: Answer the Question (continued) Can you describe the picture in 45 seconds? Include as much information as possible. Q
- 5. 5 Exercise 3: Learn Useful Phrases A Hey, how’s it goin’? B Not so great, actually... My doctor told me that my blood sugar is too high... A Oh, I’m sorry to hear that. What did the doctor suggest that you do? B She told me I should go on a diet. I’m not supposed to have any sugary foods or drinks. A Wow, that sounds tough. Have you considered using an herbal sweetener? They contain no sugar. B Yeah, I was thinking about that. A I might also be a good idea to exercise more. Dialogue practice Practice making NEW sentences 1. My doctor told me _____. 2. Have you considered _____? 3. It might be a good idea to __. 4. If I were in your situation, I might ____. • It might be a good idea to ~ • Have you considered ~ ? • If I were in your situation, I might ~
- 6. 6 Exercise 3: Learn Useful Phrases (continued) A I don’t know what to do! B Why? What’s the problem? A If I don’t pass my next test, I’m going to fail the course! What would you do if you were me? B If I were you, I would get a private tutor and study every day until the test. A But I don’t know if I can afford a private tutor. B In that case, you might want to ask one of the top students in your class if they would help you study. A Yeah, I think I’ll try that. Thanks! Dialogue practice 1. If I don’t ____, ____. 2. If I were you, I would _____. 3. But, ____________. 4. In that case, _______. • if you were me • if I were you • In that case, ~ • I don’t know if ~ Practice making NEW sentences
- 7. 7 Exercise 4: Roleplay Use today’s phrases in the situation described below. Your teacher will start the roleplay with a comment or question. Take turns asking for and giving advice to a friend. • It might be a good idea to ~ • Have you considered ~ ? • What would you do if you were me? • If I were you, ~ • But ~ • In that case, ~
- 8. 8 Exercise 5: Discussion Ask and answer questions about today’s topic. • Do you like to give or receive advice? • Is it difficult to give advice? Why or why not? • What are some areas where people often need advice? • What is an example of some good advice?
- 9. 9 End of Lesson We Hope You Enjoyed It!