This plan prioritizes structured interaction, clear goals, and practical language, which resonates well with your group. It provides the scaffolding Motoko, Matsumi, and Tetsuko need, while giving Keiko and Atsushi clear tasks and opportunities to talk. The topic is engaging for Atsuko and Yasuko, and the new B1-level phrases will offer a good challenge for Yurika without being overwhelming for Makiko. The structure is designed to be completed within 90 minutes, with a strict 15-minute setup time.

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Lesson Title: The Advice Clinic: Solving Everyday Dilemmas

Lesson Overview:

• Target Audience: CEFR B1 Japanese Adults (Middle-aged/Older), Mixed returning/new.
• Time: 90 minutes
• Topic: Giving advice for common, low-stakes social problems.
• Main Goal: To enable students to confidently discuss everyday dilemmas and give advice using appropriate B1-level vocabulary and discourse strategies in a structured, collaborative setting.

Learning Objectives:

By the end of this lesson, students will be able to:

• Understand and discuss several common social dilemmas.
• Use a variety of B1-level phrases to ask for and give advice.
• Collaborate with partners to analyze a problem and suggest solutions.
• Negotiate within a group to reach a consensus on the “best” solution and justify their choice.

Target Language:

• Focus: Phrases for giving advice and discussing options.
• Phrases/Vocabulary: (These are B1 level, moving beyond a simple “You should…”)
  • dilemma (noun): a situation in which a difficult choice has to be made between two or more alternatives.
  • If I were in your shoes, I would…: A common way to give advice by imagining yourself in the other person’s situation.
  • Have you considered (+ ing)…?: A gentle way to suggest an alternative. (e.g., “Have you considered talking to him directly?”)
  • It might be a good idea to…: A soft, polite suggestion.
  • On the one hand, … but on the other hand, …: A phrase for showing the pros and cons of a situation.

Materials:

• Whiteboard & Markers
• Projector & Computer
• Obsidian Slides (see outline below)
• Handout: “Everyday Dilemmas” (4 copies, to place at different “stations” around the room)
• Small pieces of paper & pens for Exit Tickets

Lesson Procedure:

1. Getting Started (Warm-up) (10 minutes)

• Purpose: To activate students’ English in a low-pressure way and introduce the theme of problems/advice.
• Activity: Pair-Up Problem
  1. Ask students to find a partner.
  2. Project a simple, relatable problem on a slide: “Your friend borrowed your favorite book one year ago and still hasn’t returned it. You want it back. What do you do?”
  3. Give pairs 3-4 minutes to discuss what they would do.
  4. Briefly ask 2-3 students to share their partner’s idea (not their own). This encourages active listening.
• CCQs:
  • “Are you working alone or with a partner?” (With a partner.)
  • “What are you discussing?” (The problem about the book.)
  • “Will you share your idea or your partner’s idea?” (My partner’s idea.)

2. Introducing the Topic/Language Focus (5 minutes)

• Purpose: To efficiently introduce the lesson’s theme and the target B1 phrases for giving advice. (Strict 5 mins to meet your 15-min setup goal).
• Activity: Target Language Presentation
  1. Transition from the warm-up: “Today, we’re going to be advice experts. We will discuss some common ‘dilemmas’.”
  2. Use the Obsidian slides to quickly introduce the 5 target words/phrases. For each phrase, show it, say it clearly, and show the example sentence.
  3. Drill pronunciation briefly if needed. Keep this part very fast-paced.
• CCQs:
  • “If you say ‘If I were in your shoes,’ are you talking about shoes?” (No, it means ‘if I were in your situation.’)
  • “When we discuss good things and bad things about a choice, which phrase can we use?” (On the one hand… / On the other hand…)

3. Let’s Talk! (Main Activities) (55 minutes)

• Purpose: To provide extensive, structured practice using the target language in a communicative, student-centered context.
• Activity 1: Dilemma Stations (Mingling Discussion) (30 minutes)
  1. Place the 4 “Everyday Dilemmas” handout sheets in four different corners/areas of the room.
  2. Ask students to get into pairs. (If there’s an odd number, one group of 3 is fine).
  3. Instruct pairs to go to one “station.” They should read the dilemma and discuss possible solutions using today’s target phrases.
  4. After 6-7 minutes, call out “Change!”
  5. Instruct students to find a new partner and go to a different station. (This ensures mingling for Atsushi and broad interaction for Keiko).
  6. Repeat this process so that each student has the chance to discuss 3-4 dilemmas with different partners.
• CCQs:
  • “Do you stay with the same partner?” (No, you find a new partner.)
  • “Do you stay at the same station?” (No, you go to a different one.)
  • “What should you try to use in your conversation?” (Today’s new phrases.)
• Activity 2: Group Consensus & Sharing (25 minutes)
  1. Ask students to form their original groups from the start of class (or new groups of 3-4).
  2. Instruct each group to choose one dilemma that they found the most interesting.
  3. Their task: As a group, they must discuss and agree on the single best solution to that dilemma. They must also be ready to explain why they chose it. (This provides a clear goal for Keiko).
  4. Give groups about 10-12 minutes for this discussion and negotiation.
  5. For the last 10 minutes, ask one person from each group to stand and briefly (1-2 minutes max) share:
     • Which dilemma they chose.
     • What their group’s “best solution” is.
     • One reason why.
• CCQs:
  • “How many dilemmas does your group choose to focus on?” (Just one.)
  • “What two things must your group agree on?” (The best solution and the reason why.)

4. Wrapping Up (Review & Feedback) (10 minutes)

• Purpose: Consolidate learning, apply delayed error correction, and gather feedback.
• Activities:
  1. Lesson Recap/Sharing Highlights: Ask a quick class-wide question: “Which dilemma was the most difficult to solve? Why?” Get 2-3 brief answers.
  2. Error Correction Slot: On the whiteboard, write down 3-4 anonymous sentences you heard that contained common errors (especially related to the target language, e.g., “Have you considered to go?” -> “Have you considered going?”). Ask the class to correct them together.
  3. Final Q&A: Ask if anyone has questions.
  4. Exit Ticket: Distribute the paper slips for feedback.

Instructor Guidance & Notes:

• Time Management: Be strict with the 15-minute warm-up/intro block. Use a timer for the “Dilemma Stations” to keep the pace moving. The final sharing is brief to avoid rushing like in the survival story lesson.
• Error Correction Strategy: During the main activities, circulate and listen. Note down common errors related to the B1 target language. Avoid correcting on the spot unless communication completely breaks down.
• Cultural Sensitivity: The dilemmas are designed to be common and low-stakes to avoid discomfort. Foster a supportive atmosphere where all opinions are valid.
• Differentiation:
  • Support (Makiko, Tetsuko): The target phrases will be on the slides and whiteboard. Encourage them to use these sentence starters. The handout also provides reading support.
  • Challenge (Yurika): Encourage her to use “On the one hand… / On the other hand…” to explain the pros and cons of different solutions, adding complexity to her arguments.
• Managing Personalities: The mingling in Activity 1 helps manage dominant speakers like Atsushi and Keiko by regularly changing partners. The group consensus in Activity 2 requires them to listen and negotiate rather than just state their own opinion.

Suggested Supporting Materials Content:

Handout Content: “Everyday Dilemmas”

Key Vocabulary

• dilemma (noun)
  • Meaning: A situation where you have to make a difficult choice.
  • Example: I have a dilemma: I was invited to two parties on the same night.

Key Phrases for Giving Advice

• If I were in your shoes, I would…
  • Meaning: A way to give advice by imagining you are in the same situation.
  • Example: If I were in your shoes, I would talk to my neighbor directly.
• Have you considered…? (use with an -ing verb)
  • Meaning: A polite way to suggest an idea.
  • Example: Have you considered sending a polite message?
• It might be a good idea to…
  • Meaning: A soft, gentle way to give a suggestion.
  • Example: It might be a good idea to talk to the other group members first.

Key Phrase for Discussing Pros & Cons

• On the one hand, … but on the other hand, …
  • Meaning: A phrase to show two different sides of an issue.
  • Example: On the one hand, talking to him is direct. On the other hand, it could be awkward.

Exit Ticket / 今日の感想

(Please cut here and give this to Richard at the end of class.)

1. What part of today’s lesson did you enjoy the most?

2. Was today’s lesson: (Please circle one)
     Too Difficult      /      Just Right      /      Too Easy

3. Was the vocabulary: (Please circle one)
     Too Difficult      /      Just Right      /      Too Easy

4. Any other comments or suggestions for future lessons? (Optional: Write in English or Japanese)

Everyday Dilemmas

Read and discuss these situations with your partners. What is the best solution for each dilemma?

1. The Dinner Party Dilemma: You invited two of your good friends to your home for a dinner party. Today, you found out that they had a big argument last month and are not speaking to each other. What do you do?
2. The Loud Neighbor Dilemma: You live in an apartment. Your upstairs neighbor plays loud music late every night, and it’s making it difficult for you to sleep. You have never met them before. What do you do?
3. The Community Event Dilemma: You are part of a volunteer group planning a local community event. One member of your team is not doing their share of the work, and the event is only a few weeks away. The success of the event depends on everyone contributing. What do you do?
4. The Expensive Invitation Dilemma: Your group of friends invites you to a very nice, expensive restaurant for a birthday dinner. You are trying to save money this month and cannot afford it, but you don’t want to explain your financial situation to everyone. What do you do?
5. The Honest Opinion Dilemma: Your good friend is very excited about their new hobby: painting. They show you their newest painting and ask for your honest opinion. You think the painting is not very good. What do you say?
6. The “Gift” Dilemma: A close relative gave you a very expensive vase for your birthday. You appreciate the thought, but it really doesn’t match your home’s style and you know you will never display it. They are visiting you next week and will expect to see it. What do you do?
7. The Always-Late Friend Dilemma: You have a friend who you love spending time with, but they are always 20-30 minutes late whenever you plan to meet. It has become very frustrating for you. You are planning to meet them again next week. What do you do?
8. The Cafe Mistake Dilemma: You are at a cafe and you order a regular ¥400 coffee. The new barista is very busy and makes a mistake, giving you a much more expensive ¥650 caramel latte. You realize the mistake after you sit down at your table. What do you do?
9. The Hallway Bicycle Dilemma: You live in an apartment building where the rules clearly state, “No personal items in the common hallways.” For the past month, your neighbor has been leaving their child’s small bicycle in the hallway. It isn’t blocking your way, but it is against the rules. What do you do?
10. The Group Chat Dilemma: You are in a group chat with some friends. One friend frequently sends dozens of messages and photos a day that are not very interesting to you. You want to stay in the group for important announcements, but the constant notifications are annoying. What do you do?

Obsidian Slides Outline:

## The Advice Clinic
### Solving Everyday Dilemmas
`A clean, simple photographic image for a presentation. A middle-aged Japanese person is looking thoughtfully at another person who is off-camera, with a gentle, listening expression. The setting is a bright, minimalist cafe. Soft light, blurred background. Conveys empathy and discussion. FLUX.1 style.`
---
# Warm-up: Problem!
## Your friend borrowed your favorite book one year ago and still hasn't returned it. You want it back.
### What do you do?
#### Discuss with a partner.
---
# Key Vocabulary & Phrases
---
# dilemma
---
## == **dilemma** ==
### A situation where you have to make a difficult choice.
#### Example: I have a dilemma: I was invited to two parties on the same night.
---
# If I were in your shoes...
---
## == **If I were in your shoes, I would...** ==
### A way to give advice by imagining you are in the same situation.
#### Example: If I were in your shoes, I would talk to my boss directly.
---
# Have you considered...?
---
## == **Have you considered...?** ==
### A polite way to suggest an idea (use with an -ing verb).
#### Example: Have you considered calling the restaurant to check?
---
# It might be a good idea to...
---
## == **It might be a good idea to...** ==
### A soft way to give a suggestion.
#### Example: It might be a good idea to write them a polite note.
---
# On the one hand...
---
## == **On the one hand... / On the other hand...** ==
### A phrase to show two sides (pros and cons) of an issue.
#### Example: On the one hand, talking to him is direct. On the other hand, it could be awkward.
---
# Activity 1: Dilemma Stations
## Instructions
- 1. Make a pair. Go to a station.
- 2. Read the dilemma.
- 3. Discuss solutions with your partner. Try to use today's phrases!
- 4. When I say "Change!", find a **new partner** and go to a **new station**.
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# Dilemma 1
## You invited two good friends to dinner. You just found out they had a big argument and are not speaking to each other.
### What do you do?
---
# Dilemma 2
## You found a wallet on the train. It has a lot of cash, but no ID or contact information.
### What do you do?
---
# Dilemma 3
## Your upstairs neighbor plays loud music late every night. You have never met them.
### What do you do?
---
# Dilemma 4
## Your teammate at work is not doing their share of the project. The deadline is next week.
### What do you do?
---
# Activity 2: Group Consensus
## Instructions
- 1. Get into your group of 3 or 4.
- 2. Choose **ONE** dilemma your group found most interesting.
- 3. As a group, agree on the **single best solution**.
- 4. Be ready to explain **why** it is the best solution.
---
# Wrap-up & Q&A
---
# Exit Ticket
### Please take a moment to fill out the feedback slip. Thank you!

Exit Ticket Questions (For Paper Handout):

1. What part of today’s lesson did you enjoy the most?
2. Was today’s lesson: (Circle one) Too Difficult / Just Right / Too Easy ?
3. Was the vocabulary: (Circle one) Too Difficult / Just Right / Too Easy ?
4. Any other comments or suggestions for future lessons? (Optional: Write in English or Japanese)

Optional At-Home Activities (Low Instructor Effort):

• Think of a small dilemma you faced recently. Write 3-4 sentences explaining the situation and what you decided to do. Try to use one of today’s phrases.
• Watch a short advice column video on YouTube (search for “Dear Abby advice” or “life advice short video”) and listen for how people give suggestions.

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Lesson Plan for Students (Blog Post Version):

• Lesson Topic: The Advice Clinic: Solving Everyday Problems
• What we will do: We will become advice experts! We will read about some common social problems (dilemmas) and work together in pairs and small groups. We will practice discussing the problems and giving good advice to find the best solution.
• Key Phrases/Vocabulary:
  • dilemma
  • If I were in your shoes, I would…
  • Have you considered…?
  • It might be a good idea to…
  • On the one hand… / On the other hand…
• Handouts: We will use “Everyday Dilemmas” worksheets at stations around the room.
• See you in class!

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Featured Image Prompt for Blog Post:

A bright and inviting photographic image for a blog post. A small group of three middle-aged Japanese adults are in a friendly, engaged discussion around a table in a clean, modern classroom. One person is listening thoughtfully, with a slight smile, while another gestures gently as they explain an idea. The mood is collaborative and positive. Soft, natural light fills the space, and the background is pleasantly out of focus. FLUX.1 style.

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Blog Post Excerpt:

What would you do? This week, we’ll practice our English by solving fun, everyday problems together. We will learn useful B1 phrases for giving advice and work in groups to find the best solutions to some tricky social dilemmas. Come ready to share your wisdom and have a great conversation