Lesson Plan: “Advice”
This was a lesson plan I created as the final project for my first semester in the TESOL program at Front Range Community College. I have not yet used it with any of my classes but would like to at some point!
ESL class level: Intermediate
Unit theme: Relational Interactions
Learning objectives: Students will be able to read advice-related text, discuss possibilities and consequences, and ultimately write about a time they (or someone they know) faced a dilemma.
Language objectives: Students will be able to identify common words of advice such as should, could, would, can, might, will, must, do/don’t, and other imperative verbs, and observe their meanings and functions.
How will students build background knowledge for this lesson? Students will practice reading and discussing advice in the context of advice columns.
Essential questions:
● Can you think of a time you gave or received advice for a problem in life?
● Do you think seeking advice is helpful, or do you prefer to solve problems on your own?
● Why would someone ask a stranger for advice versus a friend or family member?
Materials needed: white board, projector (optional), advice columns printed out and cut up for match activity.
Warm-up:
The instructor will introduce the word “advice” and check for understanding of its meaning. Then they will model a brief example of a time they looked for advice and ask the following questions of the class. (Questions will be posted on the board or projector for reference.)
Discuss with a partner:
Can you think of a time you needed advice for something important? Did you ask a stranger or someone you know? Do you think seeking advice is helpful, or do you prefer to solve problems on your own?
After partner discussion, students will be asked to share with the class.
The instructor will then introduce the concept of the “advice column” and the class will read a couple of questions and answers together (go around and read portions aloud one at a time). Students should underline or circle words they are not familiar with (meaning and/or pronunciation).
Example 1 (from “Ask Erin” by Erin Khar; edited.)
Q.
I let my boyfriend of almost two years move in, due to him getting kicked out of his brother's place. I wasn't sure of the idea but the thought of paying half of everything seemed nice while trying to rebuild our relationship.
It's been about a month and I feel like his mom.
And I don't trust him.
He lies about dumb things like who is dropping him off at work or picking him up. I pay for all the groceries and pick up the house and do our laundry, etc. I feel more like his mother than his girlfriend.
I want things to work, but I'm tired of the lies and feeling like this. What should I do?
A.
Stop doing his laundry. Stop cleaning up after him.
I know how hard it can be to let go of that control. I struggle with this. But almost invariably, people will do these things for themselves when they are forced to do so. And if he does not, then you can have boundaries in place for that as well.
Tell him you cannot live with him if he does not contribute to the expenses and household chores. Make a list of what your shared expenses are, so it is clear what he is required to contribute. Likewise, make a list of daily and weekly chores and divide them up. Allow him to be a part of that decision making. Maybe he hates doing laundry, so let him be in charge of trash and dishes.
No matter how much you want this to work or how much you love him, you don’t deserve to be lied to or forced into the role of mommy.
Communicate, set those boundaries, and, if he doesn’t change, get him out of your home and move on.
Example 2 (from “Ask Amy,” by Amy Dickinson; edited.)
Dear Amy, I’m a 45-year-old woman, married to my wife for five years. My issue is my 21-year-old son, who lives with us. He’s a good kid but he’s now unemployed (for four months) and spends his days playing video games.
My son is very book smart, had a full ride to a prestigious university, but only stayed for a year and a half.
He recently applied for the police academy, but he never really follows through with anything. He also dropped out of the fire academy – because he was bored.
He was working as a forklift operator while in school. He’s always done very well in school, but he’s lazy.
I’m always trying to get my ex-husband to motivate him.
My wife and I have never lived alone our entire marriage, and she’s getting frustrated. I feel like I have to choose my wife or my son. Honestly I’m torn and now they are starting to argue more with each other.
Please help.
– Torn in Wisconsin
Dear Torn: Your unemployed adult son living at home is not “your” issue. Overall, this is everyone’s issue, but mainly it is his – and his main task right now should be to solve his own problem.
Don’t count on his father to motivate him – he is not living in his father’s house.
You and your wife should approach this as equal partners in your household, and you should present a united strategy for how to parent him into adulthood.
He needs to get a job. At a fast-food drive-thru, a landscaping crew, the Walmart warehouse, or wherever he can get hired.
Working a full day will give him a skill set, some money in his pocket, and self-esteem.
I would cut the wireless at your house during the day, stop paying for his cellphone, and offer him only a roof over his head and nourishment until he can afford other housing. I know this is tough, but your marriage is on the line, and so is his future.
After reading through the advice, check for vocab/pronunciation understanding!
Discussion question: Why do you think some people want to ask a stranger for advice?
Direct instruction:
The instructor will take printed-out advice columns that have been cut into advice-seeker and advice-giver portions. The instructor will then divide the class into two “teams” (seekers and responders) and distribute the advice column portions to the appropriate sides. A student from the “seeker” team will read their portion of the text – the letter asking for advice. The student on the “responder” team with the corresponding answer must recognize the appropriate response and read it aloud in answer to the seeker. Once everyone has gone, distribute different answers/responses and have the teams switch roles.
Example of an advice column that can be printed and cut up (from https://languagesnaps.com/english/material/advice-column-esl/):
Dear Language Snaps,
I just moved to a country where I don’t speak the language or know a single person. You might ask, what could have brought me to this new country and the answer is my job. When the offer presented itself, I was skeptical because I’ve never left the city I was born in! I knew it might be a risk, but I took the job and moved. Now that I’m here I feel so blue! I have no friends, and, without the language, I can’t communicate with anyone! I’ve never been so lonely in my life. The job assignment is a whole year and I’ve been here for three long months already. What should I do?
Thanks,
Lonely
Dear Lonely,
You sure do seem lonely! You knew it was a risk when you took the job that you might be lonely. Without the language, you’re in a pickle. You should sign up for language courses and delve into the language. You should also take this time to become your own best friend- get to know yourself better. As soon as you come to terms with your new situation everything will feel better.
Sending a hug,
Lonely
The instructor will ask the students what they notice about the common words used by the person giving advice. How do they tell the advice-seeker what to do? As the students point out common words, the instructor will write them on the board and check for meaning and function.
What kinds of words do advice-givers use? What about people looking for advice?
Guided practice:
The instructor will post a dilemma on the board or projector and provide structured sentence prompts:
You must feel ____________.
I think you should __________________.
If you __________, you would/will ____________________.
You could _______________.
You might _____________.
You can ____________.
Don’t ________________.
Students will write 2 to 3 sentences of advice using any combination of sentences above, or come up with their own. They will share their responses with a partner, and then responses will be discussed together as a class.
Student responses will be written on the board. They can copy these to have for reference later.
Evaluation:
Students will write about a time they gave or got advice and share with the group. They can use the sentence structures posted earlier or come up with their own.
Expansion/Homework (choose one):
Option 1: Students will draw a word from a hat. Examples: cooking, home, family, work, pets, kids. They will pretend to be someone with a problem about their prompt word and write a letter/e-mail to an advice columnist.
Option 2: Write about different places people go for advice.