Posted in Conversation Classes, Listening Classes

Giving Advice: The Best Way to Quit Smoking

Image credit: tips.pk

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This is a lesson plan for B1+ students on the topic of quitting smoking in which students learn the language of asking for, giving, accepting and rejecting advice and using it in a role-play. I prepared and taught this class as part of my productive skills assignment for the DELTA at International House Barcelona.

Download all the materials below:

giving-advice-problem-cards – Role Cards

Smoking TWarre Prod Skills – Powerpoint

TWarre prod skills listening comp qs – Listening questions

TWarre Prod Skills Procedure – Procedure/Teacher’s notes

TWarre prod skills sts handout – Student hand out

Audio File

Procedure:

Stage Time Focus Procedure Aim
Speaking  1 3 mins Closed pairs

 

 

 

OC

Sts ask and answer questions about smoking from 1st slide of powerpoint (pp)

 

Give opportunities for 1 or 2 sts to explain how they quit.

To engage top-down knowledge and personalise topic.

Lead in to pre-listening.

Pre-listening 5 mins Closed pairs

 

 

 

 

OC

 

 

 

 

Closed pairs

Sts brainstorm different ways to quit. Board any that are different to the 4 on slide 2: nicotine gum/patches, e-cigarettes, hypnosis.

 

 

Show 2nd slide, board pronunciation of cigarette, patches and hypnosis. Drill briefly.

/sɪɡə’ret/ /ˈpætʃɪz/ /hɪpˈnəʊsɪs/

 

Sts answer questions at bottom of 2nd slide.

To activate top-down knowledge further and pre-teach some vocab for listening.

 

To check and improve pronunciation.

 

 

Sts react to content.

Listening 5-10 mins Closed pairs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

OC

Introduce characters and situation from listening with 3rd slide.

 

 

Give out listening comprehension handout. Sts listen and answer 3 questions from handout:

1.       What methods does Joanne recommend?

2.       What methods does Ian recommend?

3.       Which method does Katy decide to try?

Replay as needed, break into two parts if necessary.

 

Check answers across class.

 

Give out handout, sts listen again with tape script. “Any questions?”

To ground sts in the situation of the listening.

 

TAVI exercise to aid sts listening comprehension. Secondary aim: to introduce exponents of advice in context.

 

 

 

 

 

 

 

To clear up doubts.

Language focus 10 mins Closed pairs

 

 

 

 

 

 

OC

 

 

 

 

 

 

 

 

OC/closed pairs

Sts categorise the exponents listed on the handout by meaning. Elicit correct categories for first 2/3. Show slide 4 with first 3 in correct categories.

 

While sts do this board all exponents  in categories, add phonetic script for pronunciation focus:

Drill pronunciation of:

If I were you, I’d…

/ɪf ˈaɪ wə ju: aɪd/ Stress “I” and “you”

That’s a good idea

/ðæts ə ɡʊd aɪˈdɪə/ stress “that’s”

Why don’t you try

/waɪ dəʊnt jə traɪ/ notice weak “you” compared to in “If I were you”

 

Sts analyse grammar of components. Use 5th slide to give examples, then answers.

Focus on meaning

 

 

 

 

 

 

 

Focus on form: pronunciation, elements of connected speech.

 

 

 

 

Focus on form: grammar, verb patterns.

Speaking – controlled practice 1 2 mins Grps of 3 Sts use the transcript to practice the dialogue from listening.

 

Monitor and correct pronunciation.

Controlled practice of exponents without pressure of creating new sentences.
Writing + speaking controlled practice 2 5-10 mins OC

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Grps of 3

Sts write their own dialogue. Explain that we’ll do an example together on the board. Students don’t write anything yet.

 

Label one strong group of students A-C, choose strongest student to be A.

 

Give A a problem card.

 

Using cued dialogue on 6th slide model a dialogue on the board.

 

Sts create their own dialogues in the space on the handout. Monitor and correct written form, board vocabulary.

 

Sts read their dialogues.

Scaffolded controlled practice of exponents without performance pressure.

 

 

 

 

 

 

 

 

 

 

Spoken controlled practice.

Speaking controlled practice 3 10 mins Rotating groups of 3 A’s stand up and rotate to the next group. They explain their problem to the new group who give them advice. Less structured, A is now free to accept/reject advice.

 

Repeat until all A’s have spoken to all groups.

Less scaffolded controlled speaking practice.
Wrap-up 5 mins OC A’s tell class the best advice they received. Focus sts attention to emergent language. Sts respond to activity + develop fluency.

Student’s handout

Transcript

Katy: Hi guys, I need your help with a problem I’m having. I want to give up smoking but I’m finding it very difficult. What should I do?

Joanne: Well, if I were you, I’d try to stop smoking gradually. You know, smoke 10 cigarettes today, then 9 tomorrow, 8 the next day until you’ve stopped.

Katy: Hhmmm, I don’t think that’ll work. I tried it last year and it was too difficult.

Ian: I think you should buy an electronic cigarette. My girlfriend has one and she loves it!

Katy: I’m not sure. I think they’re bad for me too.

Joanne: Ok well, why don’t you try nicotine chewing gum or patches? My sister used them to give up.

Katy: Ok, that’s a good idea.

Ian: Or you could try hypnosis, my friend Sarah is a hypnotist, I could give you her number.

Katy: Hhmm, maybe not. I think I’ll try the nicotine chewing gum. Thanks for your advice guys.

Language

Put the expressions in bold (1-10) in the correct box (A-D)

  1. What should I do?
  2. If I were you, I’d try to stop smoking gradually.
  3. I don’t think that’ll work.
  4. I think you should buy an electronic cigarette.
  5. I’m not sure. I think they’re bad for me too.
  6. Why don’t you try nicotine chewing gum or patches?
  7. Ok, that’s a good idea.
  8. You could try
  9. Hhmm, maybe not. I think I’ll try the nicotine chewing gum.
  10. I recommend giving up gradually
A.      Asking for advice. B.      Giving advice. C.      Accepting advice. D.      Rejecting advice.
 

 

 

 

 

 

 

 

Grammar

Look at the expressions in the language exercise, how does the grammar work?

  1. If I were you, I’d try to stop smoking gradually.

If I were you, I’d + BASE FORM (stop/go/have/buy etc.)

  1. I think you should buy an electronic cigarette.

I think you should + __________________________________

  1. Why don’t you try nicotine chewing gum or patches?

Why don’t you + _____________________________________

  1. You could try hypnosis/going to a hypnotist.

You could try + _________________________________________

  1. I recommend giving up gradually.

I recommend + _______________________________________

Now practice the dialogue in groups of 3, one person is Katy, one is Ian and one is Joanne.

Writing a new dialogue

Write a new dialogue with your group, you HAVE TO follow the structure below.

A: Hi guys, I need your help with a problem I’m having. (Explain problem)____________________________. What should I do?

B: Well, if I were you, I’d (gives advice) ____________________.

A: (rejects advice) ___________________________.

C: (gives advice) ___________________________.

A: (rejects advice) ____________________________.

B: Ok well, (gives advice) ___________________________.

A: (rejects advice) ____________________________.

C: (gives advice) ______________________________.

A: (accepts advice) __________________________. Thanks for your advice guys!

Posted in Conversation Classes, Grammar Classes

DELTA: Learner-led CLT – Present Perfect/Past Simple

Follow me on twitter @RobbioDobbio

This year I’m doing the DELTA part-time at IH Barcelona and I’m going to start blogging some of my lesson plans, feedback and general reactions to the course as I go.

Two weeks ago I had my diagnostic observation, basically my tutor and teaching practice group observed me while I taught a group of upper-intermediate adults for 45 minutes. Despite my nerves it went pretty well but my tutor’s main criticism was that it was too teacher centred and not learner-led enough. So it’s my second observed class tomorrow and I’ve prepared the following lesson plan to teach present perfect/past simple to the same group. My tutors are big on reactive teaching so I’m going to throw my students straight into a communicative exercise and then I’m going to correct them as I go and clear up any issues they have afterwards.

My aims are for the students to use the two tenses accurately and also use a range of time expressions. I’ve included they time expressions in the questions they have to ask in a classic “Find someone who” exercise. Let me know what you think and wish me luck!

TP 2nd class Present Per

Find someone who DELTA

TP 2nd class Present Per/Past Simple

Warmer

I’ve injured my foot. Questions. Have you ever had an accident? What happened? Were you ok? Reactions: Oooo, that’s gotta hurt! Nasty! You poor thing!

Find someone who

  • Give out handout.
  • Ss read in pairs checking for understanding, partner helps with unknown words. 2 mins
  • Instruction: “You have to find someone who has done all the things on the list, write their name and get some details”
  • Demonstration: They demonstrate on me for 1st Board their questions.
  • Drill weak forms in their questions: Have you been….? (Hev ya bin) Where didya go? Etc.
  • SS mingle and do exercise, monitor, correct. Collect sentences using time expressions: yet, already, just, ago, this time last week, in the summer, lately, for, since etc.
  • Board sentences but with time expressions missing.
  • SS turn over paper and try to complete the sentences.
  • Analyse time expressions. Which do we use with which tense? Can we use any with both?
  • Memory test in pairs, 1 student asks for example “who hasn’t washed the dishes from last night yet?”

Sentences to collect:

  1. __________ went to Morocco _____ years
  2. ________ has just bought a new _________.
  3. _________ visited _____________ in the summer.
  4. ________ hasn’t washed last night’s dishes
  5. _______ was in ____________ this time last week.
  6. _______ has lived in his/her house for ________ years /since __________,
  7. _______ went shopping earlier today.
  8. _______ has been to the cinema over the last fortnight.
  9. _______ has already planned dinner for tonight.
  10. _________ took up ________ last month.
  11. ________ has tried ____________

 

Present Perfect Past simple both
For, since, already, yet just,

Over the last fortnight

Ago, in the summer, this time last week, earlier today, last month For
Uses:

Past experiences, don’t say when, unfinished times: never, in my life, this year, today etc.

 

Recent events, no exact time, some relevance to present. Just/already etc.

Do you want a cup of coffee? No thanks I’ve just had one.

 

Continuing situations, started in past, continue now: for/since

I’ve lived here for 6 years.

 

Uses:

Complete/finished event, time is given: last month, yesterday etc. or obvious.

 

Did you see the game?

I went to the cinema last night.

 

Situation/habit that started and finished in past.

 

I lived in France for 3 years.

I played piano for 5 years when I was a child.

 

Memory Game:

1 student covers their paper while the other asks questions to see what they remember. Focus should be on remembering the correct tense and time expression.

Demonstrate:

Who has been to the cinema over the last fortnight?

What did _______take up last month?

What has _______ just bought?

Who hasn’t washed last night’s dishes yet?

 

Find someone in the class who has done all these things:

  Name Details
Has been to Morocco

 

   
Has just bought a new gadget    
Visited another country in the summer    
Hasn’t washed last night’s dishes yet    
Wasn’t in class this time last week.    
Has lived in their house for over 30 years    
Went shopping earlier today    
Has been to the cinema over the last fortnight    
Has already planned dinner for tonight    
Took up a new hobby last month    
Has tried a new dish lately.