This document provides a lesson plan for an English class focusing on giving advice. The lesson includes watching a video about situations where advice is given, reading a text about job searching and choosing the correct use of should/shouldn't, imagining problematic school situations and providing advice, and playing a word search game. The plan aims to develop students' ability to give advice through communicative activities incorporating reading, listening, speaking and games.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO PRACTICANTE: Michelle Otero Barnes
Período de Práctica: Tercero
Institución Educativa: Instituto Modelo Viedma
Dirección: Maestro Chirinos 795 - Viedma
Sala / Grado / Año - sección: Segundo Año
Cantidad de alumnos: 28
Nivel lingüístico del curso: elemental
Tipo de Planificación: clase
Unidad Temática: 6 People and places
Clase Nº: 6
Fecha: 29/05/2015
Hora: 7:30
Duración de la clase: 80 min
Fecha de primera entrega:27/05/2015
• Teaching points: Giving advice.
• Aims or goals:
During this lesson, learners will be able to…
- develop their ability to give pieces of advice to their mates and other people.
- develop their listening skill through a video about a girl who listens to different
suggestions that other people give her.
- develop their ability to comprehend texts through a reading activity..
• Language focus: Should and shouldn't.
Function Lexis Structure Pronunciation
Revision
- To talk about
different
actions.
- went.
- ate.
- drank.
- made.
- took.
- had.
- broke.
- cut.
- spent.
- did.
- swam.
- bought.
- slept.
- sang.
- I took photos.
- He had an
accident.
- I slept in the
hotel.
- We ate at a
restaurant.
- The /b/ in
broke, and the
/d/ in drank.
- To give - should. - You should - The silent /l/ in

2. New advice. - shouldn't. work harder.
- You shouldn't
play computer
games at work.
should.
• Teaching approach: Communicative. It's the best approach to foster communication
and acquire new vocabulary. (I cannot find what other teaching approach I’m including
in my lessons, I get confused when I read the definitions, is there a text I can read to
help me with that?)
• Materials and resources: Chart, photocopies, video, game.
• Integration of skills: reading, by reading a text about the topic, listening by watching a
video, and speaking by talking about imaginary situations and giving advices..
• Seating arrangement: in groups of four.
• Possible problems / difficulties and their possible solutions during the class: there are
many interruptions because the secretary or the preceptors have to give messages to the
students, but maintaining them occupied with work will help them to not loose focus.
• Potential problems students may have with the language: students might have
problems to pronounce should and shouldn't, specially because they tend to pronounce
the /l/. I think that the video and the practice in the class will help to solve the problem.
• Assessment: their ability to give pieces of advice to people according to the situation
given.
Routine (3')
- Good morning everyone! How are you today? I'm very glad, I hope you are glad to see
me again.
- Can anyone tell me the date please? I'll write it on the board.
Warm up (12')
- You know, the other day a friend of mine, Laura, had problems to decide what to wear
for her sister wedding, and she asked me for advice. So as it was going to be a big
party, pretty elegant, I told her "you should wear a stylish dress, you should buy some
beautiful high heels and you shouldn't go to the party without make up". If you were
me, what would you recommend her? Should she use a short dress? Should she use
some jewelry? Should she wear make up?
* I suppose I must have taught them how to use should before using it in the classroom,
but fortunately they didn't have any problem to understand its meaning. However, I'll
bear it in mind for future lessons.

3. - Now we are going to watch a video about a girl that, like my friend, needs some pieces
of advice. While you are watching the video, you'll complete the chart I'm giving you
with the possible advice that you'd tell her. For example, she should work or she should
take a break. We are not going to watch the reviews, just the dialogues.
https://www.youtube.com/watch?v=JeikZkbDGSs
Dialogue 1:
- What's wrong with you?
- I'm tired, and I have a headache.
- Why is that?
- I've been studying for hours for this English exam.
- You should take a brake.
- Do you think so?
- Yes, you should walk around, stretch your legs...
- Ok. yeah, good!
- Rest your eyes...get a drink.
- Ah I feel better.
- You should eat something too, want me to order a pizza?
- That's a good idea!
Dialogue 2:
- Can I give you some advice?
- I guess so, what is it?
- You shouldn't play video games at work.
- But I'm just taking a little break.
- Yes, but it looks bad.
- Well, then why are the games on this computer?
- The games came with the computer.
- Yeah, what's your point?
- What would the boss think if he saw you playing games and not working?
- I don't know...
- Cool! I love that game! What's your high score?
- 20.128
- Ha-ha, mine is over 30.000, keep practicing. What are you standing around here for?
Don't you have some work you should be doing?
- Hey, do you want some advice?
- What?
- You should mind your own business.
Pieces of Advice
Dialogue 1
......................................................................
......................................................................
......................................................................
Dialogue 2
......................................................................
......................................................................
......................................................................

4. - Now let's share some of your pieces of advice, please, each of you read one advice to
the rest of the class.
Development (62')
Activity 1 (20’)
- Well, now we'll continue talking about jobs, but this time we are not going to listen to
pieces of advice like the ones we heard on the video, this time, we'll read a text* about
what to bear in mind when we are looking for a new job.
The Right Job for You
What are some important considerations when you look for a new job?
According to experts, you ought to think about these things:
First, know yourself! You should ask yourself exactly what you want from a job.
Is it money, interesting work, nice co-workers, or something else? Different people
want different things from a job. Assess yourself. Where are you now, and where do
you want to be?
You also should think about your personal relationships. Consider which
relationships are going well, which ones are not, and, most importantly, why. This will
help you understand how you relate to people you work with.
Make changes! If you had problems in another job (maybe you were always late,
or you did not finish projects), then you should make changes before you take a new
job. It is too late when you are in the job.
Decide what you don’t want! If you just want a nine-to-five job, you shouldn't
work for a company that expects you to be on call 24-7. If you have an interview,
prepare! You should find out about an employer’s business before your interview. Study
the company’s website.
You should also call the company. Ask to speak with someone about the job. Of
course, many of these ideas are common sense, but a lot of people just don’t think about
them. As a result, they are very unhappy in their jobs.
- As you probably noticed, when we want to give an advice you use should and then the
verb. So now you are going to work with the text I gave you. In the photocopies you
have four sentences, and in each of them there are two options and you must choose
one. You can underline it, make a circle or use a marker to select the correct option.
You'll do this in pairs.
a. Everyone wants the same things / different things from a job.
b. Looking at your personal relationships can / cannot help you learn more about how
you relate to co-workers.
c. It is easy / difficult to make changes after you have started a new job.
d. Everyone / Not everyone uses common sense when they look for a job.
* Taken from http://www.cambridge.org/grammarandbeyond/wp-content/uploads/2011/08/Unit-21.pdf and modified.

5. Activity 2 (15’)
- Let's continue giving pieces of advice to people. I'll give you some pictures in which
people is at work, but they need an advice from you. Please, paste the pictures on your
folders, you and your mates won't have the same pictures, so one of you is going to
show your mate "the problem" and then he/she has to give an advice. For example, you
should work harder or you shouldn't eat in the office.
He's playing computer games.
He's working very hard.
They are chatting.
He's eating on the computer.
She's sleeping on the computer.

6. Activity 3 (15’)
- It's time to use our imagination. Let's suppose that you're teenagers that don't behave
very well at school. Think of five things you'd do at school and tell them to your mate,
and your mate has to give an advice for each of the situations you mentioned. For
example, I never study for Math, and the advice could be you should study more. First
you must do it orally, and then you can complete the chart and paste it on your folders.
Problem Advice
1..................................................
2..................................................
3..................................................
4..................................................
5..................................................
1..................................................
2..................................................
3..................................................
4..................................................
5..................................................
Activity 4 (12’)
- Well, to finish our lesson you'll play a game. Do you remember that last class I gave
you homework? You had to design a word search. Well, now you have to give the word
search that you designed to your mate so he can find the 13 words. let's start and have
fun!
Closure (3’)
- Ok, that’s it for today. I think it was our last lesson together, it was a pleasure to work
with you. I hope to see you soon. Goodbye!

7. Activity 3 (15’)
- It's time to use our imagination. Let's suppose that you're teenagers that don't behave
very well at school. Think of five things you'd do at school and tell them to your mate,
and your mate has to give an advice for each of the situations you mentioned. For
example, I never study for Math, and the advice could be you should study more. First
you must do it orally, and then you can complete the chart and paste it on your folders.
Problem Advice
1..................................................
2..................................................
3..................................................
4..................................................
5..................................................
1..................................................
2..................................................
3..................................................
4..................................................
5..................................................
Activity 4 (12’)
- Well, to finish our lesson you'll play a game. Do you remember that last class I gave
you homework? You had to design a word search. Well, now you have to give the word
search that you designed to your mate so he can find the 13 words. let's start and have
fun!
Closure (3’)
- Ok, that’s it for today. I think it was our last lesson together, it was a pleasure to work
with you. I hope to see you soon. Goodbye!