Ask students who among them has children, ask if other people give you advice, if you give other people advice about children? (If they say no, then ask, could you give advice?) Elicit "manual" and "childcare". Students work in groups to brainstorm advice that might be included in a childcare manual for Turkish parents. Tell them to think specifically about Turkey. "Some advice for parents anywhere, and some advice for parents in Turkey." (ICQ) Wrap-up: students share.

Elicit phrases used when we give people advice. T provides students with one of the phrases from the book first, then asks students to produce more examples in groups. T writes students' responses on board, trying to elicit other items from book if they aren't offered by students. T divides class into 4 teams and provides each team with a set of cards, each card having one of the target phrases. Ss work as a group to decide which items fall in which of the 3 categories: "Shouldn't do it" "allowed to do it" and "should do it". T uses CCQs to flesh out a few nuances in meaning. Pronunciation drilling.

Ss work individually to complete a handout requiring them to complete the suggestion prompts to form pieces of advice on childcare. After they have finished, students walk around the room and share one piece of advice from their handout. Each student must remember one piece of advice that they heard (not from their sheet) and who said it. (ICQ this). Wrap-up: students report one tip that they heard from another student.

Ss work with a partner to create a public service placard that might appear on a bus or a subway, containing tips for childcare and using the TL. At least one of the tips must be specific to Turkey. Pairs hang up their placards. Students walk around with their partner and read all of the placards. Each pair must remember one tip they agreed with and one tip they disagreed with. As wrap-up: T calls on individual pairs to report on the tips they agree with and disagree with. T asks where the tip that they disagree with came from and facilitates debate between the two sides. To encourage more use of TL, T asks student who disagrees if they might change the tip or frame it in another way.

While students are doing the free practice, T notes errors or problems using the TL or other errors that inhibit communication. T writes sentences on board and uses error correction techniques or drilling practice of pronunciation to address them.