UNIVERSIDAD NACIONAL DE TRUJIILLO Giving advice

UNIVERSIDAD NACIONAL DE TRUJIILLO

FACULTAD DE EDUCACIÓN Y CIENCIAS DE LA COMUNICACIÓN

ESCUELA PROFESIONAL DE EDUCACIÓN SECUNDARIA

Trabajo de Suficiencia Profesional

para optar el Titulo de

AUTORA:

Br. Castillo Rodriguez, Anita Cecilia

TRUJILLO-PERÚ

2019

Giving advice

Licenciada en Educación Secundaria

Mención: Idiomas: Inglés-Alemán

TSP UNITRU Biblioteca de Educación y Ciencias de la Comunicación – UNT

Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/

ii

DEDICATORIA

A Dios, quien supo guiarme por el buen camino, darme fuerzas para seguir

adelante y no desmayar en las adversidades.

A mis padres, quienes por ellos soy lo que soy .Gracias por su apoyo, consejos

y comprensión en todo momento.

A mis mejores amigas con quienes compartí la mejor etapa de mi vida: Carmen

y Judith.



iii

JURADO DICTAMINADOR

Dr. Aldama Flores, Claver Julio

Presidente

Dra. Aguilar Carranza, Erika Del Carmen

Secretaria

Mg. Calderón Rodriguez, Tatiana Marizela

Vocal



iv

CONTENT

Dedicatoria ......................................................................................................................................... ii

Jurado dictaminador ......................................................................................................................... iii

Resumen ........................................................................................................................................... vi

Abstract ............................................................................................................................................ vii

Introduction........................................................................................................................................ 8

I. LEARNING SESSION DESIGN IMPLEMENTED .......................................................................... 9

1.1. General information ................................................................................................................. 9

1.2. Lesson plan ............................................................................................................................. 9

1.3. Capacities ............................................................................................................................... 9

1.4. Learning strategies ................................................................................................................ 10

1.5. Learning development ........................................................................................................... 11

1.6. Chart of values ...................................................................................................................... 14

1.7. Evaluation ............................................................................................................................. 14

1.8. Observation guide ................................................................................................................. 15

1.9. Specific bibliography ............................................................................................................. 16

II. THEORICAL SUPPORT .............................................................................................................. 17

2.1. Thematic aspect .................................................................................................................... 17

2.1.1. “Should” and “Shouldn’t” ............................................................................................ 17

2.1.2. Structure of should..................................................................................................... 17

III. PEDAGOGICAL SUPPORT ....................................................................................................... 18

3.1. Psychological support .......................................................................................................... 18

3.1.1. The motivation principle ............................................................................................. 18

3.1.2. Constructivist theory (J. Bruner) ................................................................................ 18

3.1.3. The cognitive theory .................................................................................................. 19

3.2. Didactic support .................................................................................................................... 20

3.2.1. Communicative approach .......................................................................................... 20

3.2.1.1. Basic Principles for Teachers ....................................................................... 21

3.2.1.2. Basic Principles for Learners ........................................................................ 22

3.2.1.3. Characteristics of the communicative approach ........................................... 22

3.2.2. Techniques ................................................................................................................ 23

3.2.2.1. Showing pictures .......................................................................................... 23



v

3.2.2.2. Asking questions. ......................................................................................... 23

3.2.2.3. Giving and following instructions .................................................................. 23

3.2.2.4. Checking ...................................................................................................... 23

3.2.2.5. Team work .................................................................................................... 24

3.2.3. Teaching aids ............................................................................................................ 24

3.2.3.1. Teacher’s voice ............................................................................................ 24

3.2.3.2. Body language ............................................................................................. 24

3.2.3.3. Worksheets .................................................................................................. 24

3.2.3.4. The board ..................................................................................................... 25

3.2.3.5. Sticky tac ...................................................................................................... 25

3.2.3.6. Roulette game .............................................................................................. 25

3.3. Evaluation ............................................................................................................................. 25

3.3.1. The formative evaluation .......................................................................................... 25

CONCLUSIONS .............................................................................................................................. 26

BIBLIOGRAPHY .............................................................................................................................. 27

Appendixes...................................................................................................................................... 28

Appendix 1 .................................................................................................................................. 29

Appendix 2 .................................................................................................................................. 31

Appendix 3 .................................................................................................................................. 32

Appendix 4 .................................................................................................................................. 33

Appendix 5 .................................................................................................................................. 34

Appendix 6 .................................................................................................................................. 35

Appendix 7 .................................................................................................................................. 36



vi

RESUMEN

La presente sesión de aprendizaje titulada "giving advice” ha sido diseñada para que los

estudiantes de tercer grado aprendan a usar modales y puedan dar consejos para un problema de

salud.

La lección inicia activando sus conocimientos previos, mostrando una imagen y realizando

preguntas, mediante lo cual los mismos estudiantes descifren el tema de la clase. Durante la lección,

el objetivo principal es hacer que los estudiantes sean parte de la clase y su proceso de aprendizaje,

haciéndolos usar sus habilidades comunicativas. Para cumplir con el objetivo de esta lección, se ha

considerado el uso del método comunicativo, y enseñanza basada en tareas para que brinde a los

estudiantes la confianza para participar en lo que están aprendiendo. Las técnicas y los materiales

se han elegido teniendo en cuenta algunos factores de los estudiantes como su edad, grado,

conocimiento previo y algunos otros para maximizar su aprendizaje del idioma inglés

Palabras clave: Problemas de salud, Consejos, Verbos modales.



vii

ABSTRACT

This learning session entitled "giving advice" has been taken so that third grade students

learn to use manners and can give advice for a health problem.

The lesson begins by activating their previous knowledge, showing an image and asking

questions, mediating which the students themselves decipher the theme of the class. During the

lesson, the main objective is to make the students part of the class and their learning process, making

them use their communication skills. To meet the objective of this lesson, the use of the

communicative method, and task-based teaching to give students the confidence to participate in

what they are learning, has been considered. The techniques and materials have been chosen taking

into account some factors of the students such as their age, grade, previous knowledge and some

others to maximize their learning of the English language

Keywords: Health problems, Advice, Modal verbs.



8

INTRODUCTION

English is not only an international language but an essential language for interpersonal

communication across the world. Learning English is as important as eating food for a living. English

is the language for research in any field, it can be for student life or for business. It is essential to

learn, read, speak and write in English , so it is an important language because as we go anywhere

across the globe, it is the most common language which people overseas can speak and write without

any hurdle and it plays an important role in spreading knowledge of any kind. Having a good command

of the English language increases your chances of getting a good job in a multinational company

within your home country or abroad. Therefore, making our students improve their English will help

them achieve better opportunities to work around the globe.

This present lesson plan entitled “Giving advice” has been designed for the Third grade

students. At the end of the class students will be able to give a good piece of advice for a health

problem. It aims to satisfy the need of young students of English offering an easy and interesting way

of learning the target language and using it in their lives. This lesson introduces the learners to

recognize some expressions in a real situation and prompts them to talk about it. In order to

accomplish this, it has been considered the Communicative Approach, which provides students

learning situations that help them develop their communicative competences by contextualizing

language in the classroom.



9

I. LEARNING SESSION DESIGN IMPLEMENTED

1.1. General information

1.1.1. School : San Nicolás

1.1.2. Subject : English

1.1.3. Class : 3rd

1.1.4. School teacher : Carolina Zavala de Salomón

1.2. Lesson plan

1.2.1. Lesson topic : Giving advice

1.2.2. Date and Time : Wednesday,25th September, 2019

1.2.3. Class duration : 45 minutes

1.3. Capacities

GENERAL CAPACITIES SPECIFIC CAPACITIES

Oral comprehension

- Recognize the vocabulary given in class.

- Understand expressions to give a advice.

Written production - Use should/ shouldn’t to give advice.



10

1.4. Learning strategies

SPECIFIC

CAPACITIES CONTENTS TECHNIQUES

- Describe a

health problem

- Give a good

piece of advice.

COMMUNICATIVE LINGUISTIC

- Showing pictures

- Asking and

answering

questions.

- Class participation.

- Individual work

- Worksheet

- Team work

FUNCTION GRAMMAR

- Giving advice

and suggestions.

Modals

I should…

I shouldn’t…

NOTION VOCABULARY

- Health problems - A backache

- A broken leg

- A cough

- An earache

- A fever

- The flu

- A sore throat

- A stomachache

- A toothache

- A cut

- A headache.

TOPIC

- Giving advice

SITUATION

- Students have a

health problem

and ask for a

piece of advice .



11

1.5. Learning development

MOMENTS

LEARNING ACTIVITIES RESOURCES

MOTIVATION FOR THE

STUDENTS

FOR THE

TEACHER

- The teacher

shows a

picture, and

ask some

questions.

- Greet the

teacher.

- Listen to the

teacher.

- Greets the

students.

- Introduces

herself and

tells the date.

- Teacher’s

voice

- Student’s

voice

- Board

- Markers

5

- Pictures

about health

problems.

- Pay attention to

the pictures.

- Observe and

identify the

health

problems.

- Put the card

words on the

correct picture

- Participate

actively.

- Presents

pictures about

the most

common

health

problems.

(appendix 1)

- Asks students

to participate

matching the

pictures with

the flashcards

given

(appendix 2)

- Introduces the

topic asking:

What should

you do? .

- Teacher´s

voice

- Student’s

voice

- Card words

- Pictures

- Board

5

MO

TIV

AT

ION

2. In

tro

du

cin

g t

he

new

kn

ow

led

ge

DE

VE

LO

PM

EN

T

1. P

revi

ou

s

kno

wle

dg

e

TIM

E



12

- Creates a

threat-free

environment.

- Gives Ss a

sense of

control.

- Praises the

Ss with

encou

raging

words

.

- Pay attention to

the teacher’s

explanation.

- Repeat after the

teacher.

- Sticks two

short

dialogues on

the board and

explain to Ss

“should” and

“shouldn’t”

(appendix 3)

- Gives a

worksheet to

Ss and identify

some

remedies and

treatments.

(appendix 4)

- Makes them

practice the

pronunciation.

- Teacher´s

voice

- Student’s

voice

- Pictures

- Worksheet

- Board

15

- Keeps a

positive

attitude.

- Gives Ss a

sense of

control.

- Praises the

Ss with

encou

raging

words

- Pay attention to

the instructions

given.

- Complete the

worksheet.

- Sticks a chart

and asks

students put

the correct

word (should

or souldn’t) in

the sentences.

(appendix 5)

- Gives the Ss a

worksheet with

some

situations

where they

have to write

- Teacher´s

voice

- Student’s

voice

- worksheet

3. D

escr

ibin

g t

he

new

kn

ow

led

ge

4. G

uid

ed

pra

ctic

e



13

the correct

health problem

and complete

with should or

shouldn’t.

(Appendix 6).

- Let’s play

“spin the

Roulette”.

- Keeps a

positive

attitude.

- Involve

students in

the activity.

- Listen to the

teacher’s

instructions

about the game

“Spin the

Roulette”.

- Participate as

volunteers.

- Tells the

students to

choose a

representative

from the group

to spin the

Roulette.

(appendix 7)

- Gives Ss the

instructions

about the

game.

- Teacher´s

voice

- Word cards

- Roulette

game

- Board

10

- Provides

opportunities

for students to

participate.

- Raise their hand

and answer the

question orally.

- Asks students

what they

have learned

and when they

are going to

use should

and shouldn’t.

- ‘Teacher’s

voice

- Student’s

voicee

5

- Praises

students with

rewarding

expressions.

- Listen to the

teacher.

- “Say goodbye”

- Thanks the

students for

Their attention

and

participation.

- Says

“goodbye”

- Teacher’s

voice

- Student’s

voice

5

5. F

ree

pra

ctic

e

6. C

lass

roo

m

tran

sfer

7. E

xten

sio

n a

nd

con

solid

atio

n

CO

NC

LU

SIO

N



14

1.6. Chart of values

VALUES ATTITUDES

Responsibility

- Do the activities in class.

- Do the tasks.

Cooperation

- Participate in class.

- Help and support their classmates.

- Share knowledge with their classmates.

Respect

- Respect the teacher.

- Respect their classmates.

- Follow teacher’s instructions.

1.7. Evaluation

Expected learning

Achievement indicator Signs of

performance Tools

- Students will

give a piece of

advice for a

health problem..

- Recognize the

vocabulary given in

class.

- Use expressions for

giving a piece of

advice about a health

problem.

- Students make their own

examples about the topic.

- Answer questions

- Do exercises

- Work in groups

- Work

Individually.

.

- Voice

- Board

- worksheets

- pictures

- word cards

- roulette



15

1.8. Observation guide

Indicators

Students

- Select the

appropriate

vocabulary given

in the class

- Give ideas

using should

and shouldn’t

- Give an advice

for a health

problem using

the correct

grammar.

A B C D A B C D A B C D

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

DESCRIPTIVE SCALE

A EXCELLENT

B GOOD

C REGULAR

D BAD



16

1.9. Specific bibliography

1.9.1. For Teachers:

Cambridge Advanced Learners Dictionary (2003). 1st. Ed. Cambridge University.

New York.

Harmer, J. (2005). “How to teach English”, Longman. England.

1.9.2. For Students:

All the materials will be provided by the teacher.

Websites

https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-10857

5.php

https://dictionary.cambridge.org/dictionary/english/

https://www.teach-this.com/functional-activities-worksheets/giving-advice



https://dictionary.cambridge.org/dictionary/english/

17

II. THEORICAL SUPPORT

2.1. Thematic aspect

2.1.1. “Should” and “Shouldn’t”

We use should and shouldn't to give advice or to talk about what we think is right or

wrong.

You should means something like I think it is a good idea for you to do it.

You shouldn't means something like I think it is a bad idea for you to do it.

Should is used to express the opinion of a speaker and often follows I think or I don't

think.

2.1.2. Structure of should

The basic structure for should is:

subject + auxiliary verb

should

+ main verb

Note that:

- The auxiliary verb should is invariable. There is only one form: should

- The main verb is usually in the base form (He should go).

Look at the basic structure again, with positive, negative and question sentences:

subject auxiliary

should not

main verb

base

+ He should Take an aspirin.

- You should not smoke

? Should we help?



18

III. PEDAGOGICAL SUPPORT

Nowadays, the education is oriented by a series of principles that defines and clarifies its notion.

- Individualization

Students have needs and abilities that are unique. There are differences in their speaking,

listening, writing, reading activities; differences in the way of thinking; feeling; etc.

This principle tells that the center of the educational action is the person who has to adapt himself

some interest and procedures. Each person wants the greatest perfection to develop whatever

he wants individually.

The role of the teacher is to observe and to orientate his studies adequately.

- Socialization

The purpose of Education is to socialize students. When students work in pairs or small groups

and ask each other about their answers, they interact, and at the same time they learn to

communicate in the target language and assimilate knowledge, experiences, and so on.

- The motivation

This aspect is crucial because nobody learns if any reason moves her/him. The students will feel

attracted by the pictures which are from real life, the topic that is familiar to them, the interesting

exercises and everything used in class; not only because of the entertainment but also because

of the participation, the intellectual challenge, etc.

3.1. Psychological support

3.1.1. The motivation principle

“This aspect is crucial because nobody learns if any reason moves her/ him. The

students will feel attracted by the audios which are from real life, the topics that are

familiar to them, the interesting exercises and everything used in class; not only

because of the entertainment, but also because of the participation, the intellectual

challenge”.( Gardner and Lambert, 1972).

3.1.2. Constructivist theory (J. Bruner)

Bruner's theory on constructivism encompasses the aim that education should be to

create autonomous learners and that learning as an active process where learning is

able to form new ideas based on what their current knowledge is as well as their past



19

knowledge. A cognitive structure is defined as the mental processes, which offers the

learner the ability to organize experiences and derive meaning from them. These

cognitive structures allow the learner to push the past given information in constructing

their new concepts. The learner, often a child, will take pieces of their past knowledge

and experiences and organize them to make sense of what they know, then base further

concepts and solve additional problems based upon a combination of what they already

processed and what they think should be processed next.

Bruner's three mode of representation:

1) Enactive. - It involves encoding action based information and storing it in our

memory.

2) Iconic. - This is where information is stored visually in the form of images.

3) Symbolic. - This is where information is stored in the form of a code or symbol,

such as language.

For Bruner (1961), the purpose of education is not to impart knowledge, but instead

to facilitate a child's thinking and problem-solving skills, which can be transferred to a

range of situations. Specifically, education should also develop symbolic thinking in

children.

3.1.3. The cognitive theory

In cognitive learning, the individual learns by listening, watching, touching, reading, or

experiencing and then processing and remembering the information. Cognitive

learning enables us to create and transmit a complex culture that includes symbols,

values, beliefs and norms because cognitive activity is involved in many aspects of

human behavior.

James Hartley has usefully drawn out some of the key principles of learning, as he puts

it: 'Learning results from inferences, expectations and making connections. Instead

of acquiring habits, learners acquire plans and strategies. The principles he

identifies are:

Instruction should be well-organized: Well-organized materials are easier to learn and

to remember.

Instruction should be clearly structured: Subject matters are said to have natural

structures and logical relationships between key ideas and concepts to link the parts together.



20

The perceptual features of the task are important the way a problem is displayed is

important if learners are to understand it.

Prior knowledge is important previous learning must fit with what is already

learned.

Differences between individuals are as important as they will affect

learning: Differences in 'cognitive style' or methods of approach influence learning.

3.2. Didactic support

3.2.1. Communicative approach

Richards, J. and T. Rodgers

Defined an approach as “it refers to theories about the nature of language and

language learning that serves as the source of practices and principles in languages

teaching”, In order to explain Communicative Language Teaching as an approach, it

is necessary to clarify what the language theory is and the language learning theory

that this approach sustain.

The communicative paradigm

Morrow (1979) argued that communicative language testing as well as being

concerned with what the learner knows about the form of the language and about

how to use it appropriately in contexts of use (COMPETENCE), must also deal with

the extent to which the learner is actually able to demonstrate this knowledge in a

meaningful communicative situation (PERFORMANCE). It is held that the

performance tasks candidates are faced with in communicative tests should be

representative of the type of task they might encounter in their own real-life situation

and should correspond to normal language use where an integration of

communicative skills is required with little time to reflect on, or monitor language input

and output.

Language theory

The communicative approach in language teaching starts from a theory of language

as communication. The goal of language teaching is to develop “communicative

competences”. Learning a second language was similarly viewed by proponents of



21

Communicative Language Teaching as acquiring the linguistic means to perform

different kinds of functions.

At the level of language theory, Communicative Language Teaching has a rich

theatrical base. Some of the characteristics of this communicative view of language

follow:

- Language is a system for the expression of meaning.

- The primary function of language is for interaction and communication.

- Language techniques are designed to engage learners in the use of language for

meaningful purposes.

- Activities in which language is used for carrying out meaningful task promote

learning.

- Communicative approach seeks to use authentic resources.

- Errors are a natural part of learning language.

3.2.1.1. Basic Principles for Teachers

- A teacher's main role is a facilitator and monitor rather than leading the

class. In other words, "the guide by the side" and not "the sage on the

stage".

- Lessons are usually topic or theme based, with the target grammar "hidden"

in the context e.g. to say some activities in the past.

- Lessons are built round situations/functions practical and authentic in the

real world e.g. asking for information about students' activities in the past.

- Activities set by the teacher have relevance and purpose to real life

situations

- Students can see the direct benefit of learning. Dialogues are used that

Centre around communicative functions, such as socializing, asking and

giving information about past activities.

- Emphasis on engaging learners in more useful and authentic language

rather than repetitive phrases or grammar patterns.

- Emphasis on communication and meaning rather than accuracy. Being

understood takes precedence over correct grammar. The fine-tuning of

grammar comes later.



22

3.2.1.2. Basic Principles for Learners

- Learners are often more motivated with this approach as they have an

interesting what is being communicated, as the lesson is topic or theme

based.

- Learners are encouraged to speak and communicate from day one, rather

than just barking out repetitive phrases Learners practice the target

language a number of times, slowly building on accuracy Language is

created by the individual, often through trial and error.

- Learners interact with each other in pairs or groups, to encourage a flow

of language and maximize the percentage of talking time, rather than just

teacher to student and vice versa.

- Unless the focus is on the accuracy stage of the lesson, learners are

corrected at the end of an activity so as not to interrupt their thought

process.

3.2.1.3. Characteristics of the communicative approach

Although no single methodology has been described for the communicative

approach, several characteristics are summarized as follow.

- Communicative approach stimulates 'real life' communicative

experiences:

Froese V in his book named as 'Introduction to whole language teaching

and learning' (1991) mentioned this characteristics of communicative

approach. Learners should conduct an interview because they actually

need information. In role playing process, the purpose is to learn how to

formulate appropriate questions. But here, as Froese V noted these

activities should not only stimulate real life experiences but, whenever

possible, should actually be real life experiences.

- The learning task is content-based, theme-based, and project-based

or some combination of the three:

Instruction in listening and speaking, as well as reading and writing, is

given within the context of handling various learning tasks, which involve

learners with language. This learning task is content based according to

Early M & Tang M as described in their book named as Helping ESL



23

students cope with content -based text (1991), 'theme-based' according

to Candling C & Edelhoff C as described in their book Challenges (1982)

and 'project based' according to Fned-Booth D as described in the book

'Project Work' (1986). Within the context of an interview, questioning skills

can be taught. Students need the opportunity to express themselves

through a variety of experiences and tasks.

3.2.2. Techniques

3.2.2.1. Showing pictures

Pictures are the most useful visual aids available to the teacher. They can

result a good way to engaged to the learners with new situations or

vocabulary and practice many aspects of the language.

3.2.2.2. Asking questions.

This technique helps the teacher to control the class. It also helps to keep

the attention of the whole class. Asking questions give good students a

chance to show their knowledge, and give weak or shy students a chance to

answer.

3.2.2.3. Giving and following instructions

This is a simple but valuable communicative activity. This is the use of the

language at work.

3.2.2.4. Checking

Teacher is circulating or guiding the correction of student’s work, providing

feedback.

The teacher will ask questions randomly to give the opportunity to

everybody.

During the whole class, the teacher gives instructions for the

activities. For example, the teacher explains what they have to do

with the work material given.

When the teacher shows different visual aids about the topic. For

example, when the teacher presents health problems, explains the

new vocabulary.

These visual aids are good way to engage to the students



24

3.2.2.5. Team work

It helps to develop skills of communication and listening, problem solving,

decision-making and critical thinking.

3.2.3. Teaching aids

Teaching aids are helpful tools for teaching in a classroom or with individual learners.

Teacher can use them to:

- Help learners to improve reading and other skills.

- Illustrate or reinforce a skill, fact or idea.

- Relieve anxiety, fears or boredom, since many teaching aids like games.

3.2.3.1. Teacher’s voice

The teacher’s voice is an important teaching aid. One of the first

requirements of good teaching is good voice projection. The teacher needs

to be heard by all the students.

3.2.3.2. Body language

The use of hands, arms, face and any part of the body can effectively in

several ways helps the students to understand.

3.2.3.3. Worksheets

Worksheets allow teachers to measure the students’ learning. A work

material can contain different kind of exercises according to the content of

the lesson.

When the teacher walks around the class helping them if they

have some doubts and have to do some tasks.

During the class, the teacher uses her voice to give instructions.

When the teacher tries to explain something that the students do

not understand, using her hands and face. For example, when the

teacher uses her body language during the class to make students

understand the instructions.

The teacher gives them a work material according to the lesson

and that allows the students to reinforce what they have learned.

The students will work in group in order to put in practice what

they have understood during the class.



25

3.2.3.4. The board

Boards are used for writing, drawing, sticking things on, projecting overhead

transparencies, etc. (if they are white boards).

3.2.3.5. Sticky tac

A sticky substance which is used for joining things together permanently,

produced from animal bone and skins or by a chemical process.

3.2.3.6. Roulette game

An aid helps the teacher to catch the students’ attention in an enjoyable way.

3.3. Evaluation

3.3.1. The formative evaluation

Formative evaluation is a method of judging the work of students while they are doing

different activities. Formative evaluation focuses on the process. The purpose of

formative evaluation is to validate or ensure that the goals are being achieved and to

identify the difficulties of the learning.

The teacher uses the board to project some slides related to the

topic.

The teacher uses this substance to stick on a piece of paper the

formal and informal expressions.

The teacher gives productive suggestions on how to solve problems that

may occur while they are working in class assignments. For example,

with worksheet and activities.

The teacher uses the roulette to make the students participate in

class. When the teacher choose a representative to spin the

roulette to know the advice they will give.



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CONCLUSIONS

THEORICAL SUPPORT

- The students will be able to give advice for a health problem and recognize new vocabulary given

in class.

- The students will be able to use and understand expressions to give a good piece of advice .

- Teachers must see students as a single person with their own characteristics but also not ignore

that they have to be involved with their classmates.

PEDAGOGICAL SUPPORT

- The motivation is a crucial factor in the class. During the whole class, students will be engaged

with pictures, objects and activities that catch students’ attention.

- The Communicative approach makes possible a communicative competence among the students

who work together, socialize and use the target language during the class to express their

requests at the restaurant.

- The techniques and the teaching aids are really useful and motivating in maintaining the attention

of students during the class and for making them to participate.



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BIBLIOGRAPHY

THEORICAL SUPPORT

Cambridge Advanced Learners Dictionary (2003). 1 st. Ed. Cambridge University. New York.

Raymond Murphy (2004). English Grammar in use. Cambridge University.

PEDAGOGICAL SUPPORT

Hartley, J. (1998). Learning and Studying. London.

Richard, J. Rogers, T. (2003). Approaches and Methods in languages teaching. Cambridge

University Press.

Harmer, J. (2009). How to teach English, Longman. England.

Larsen - Freeman, D. (2002). “Techniques and Principles”. 2nd. Ed. Oxford University Press. New

York.

Websites:

http://languagelearningbase.com/93575/english-expressions-formal-informal-language-difference

https://www.slideshare.net/LeilinhaM/jeremy-harmerthepracticeofenglishlanguageteaching

https://dictionary.cambridge.org/grammar/british-grammar/types-of-english-formal-informal-

etc/formal-and-informal-language

https://www.englisch-hilfen.de/en/words/restaurant.htm



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Appendixes



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Appendix 1



30



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Appendix 2



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Appendix 3

3. You should

take an aspirin

and take a bed

rest.

2. Hi girls! Sorry , I

have a terrible

headache. What

should I do ?

1. Hello Sebastian!

How are you? Why

didn’t you come to

work today?

1. Hello Marizza! You

don’t look well. How

are you ?

2. I am not very well.

I have a stomachache.

3. Oh Marizza ! you

should go to the

doctor and you

shouldn’t eat junk

food.



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2.

a.

3.

4.

5.

1.

6.

7.

b.

c.

d.

e.

f.

g.

Appendix 4

Match the remedies and treatments with the picture.

Cover with bandage

Take a bed rest

Take a painkiller

Apply an ointment

Go to the doctor

Take an x-ray of your leg

Take a massage



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Appendix 5

Appendix n° 5

Read each situation and write the correct health

problem and complete with should or shouldn’t.

Complete with should or shouldn’t

1. Cristiano Ronaldo has a broken leg .

He ………………………. take an X-ray of his

leg.

He ……………………….. walk fast.

3. Shakira has a headache .

She ………………………. take an aspirin.

She ……………………….. listen to music on her

headphones.

2. Martin Vizcarra has a toothache .

He ………………………. drink cold soda.

He ……………………….. go to the dentist.

4. Natalia Malaga has a backache .

She ………………………. go to dance.

She ………………………... take a bed rest.

5. Sebastian Yatra has the flu.

She ………………………. put on warm clothes.

She ……………………….. drink cold water.



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Appendix 6

Read each situation and write the correct health problem and complete with

should or shouldn’t.

a stomachache a cut a sore throat a headache a fever

1. William has

He ………………………. drink soda

2. Lilly has

She ………………………. go to the doctor.

3. Mary has

She ………………………. cover with

bandage.

5. Steven has

He ………………………. drink cold water.

4. Richard has

He ………………………. take an aspirin.



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Appendix 7

I have

Drink a hot tea

Take an aspirin Stay at home

Take a painkiller Put on warm clothes

Go to the dentist

Take a decongestant

Take an antibiotic

Apply an ointment

Take an X-ray of

your leg

Take cough syrup

Take your

temperature

Listen to music on

your headphones

smoke

Eat junk food

Drink alcohol

Drink cold water

Do exercise

Carry heavy things

use tissues

Take a bed rest



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UNIVERSIDAD NACIONAL DE TRUJIILLO Giving advice

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