T displays some quotes about learning (We learn by doing, The best way to learn is to teach, etc.) and asks students which ones they agree with and why.

T p rojects a website message along with several replies and asks students to identify the advice given in each response.

T shares screen to display a table containing information about a radio programme focused on problems and advice. T explains that students will need to complete the table using details from the listening. T clarifies doubts, asks a couple of ICQs and then plays the audio. Ss check answers in pairs (optional) and then OCFB.

T introduces tasks for meaning, form, pronunciation and appropriacy of the modal "Should". Meaning T shares a slide with sentences using 'should' and asks students to identify the correct usage through guided discovery (CCQs). Example: Look at this of sentence with should and answer the questions. "I think you should study online." Is this a suggestion or an obligation? Is it a good idea or bad idea? Form T projects a couple of examples on screen and explains Ss that they will select the correct answers. Then, Ss inductively figure out the form. Example: You should talk to native speakers. (Correct) You should to talk to native speakers. You should talks to native speakers. Complete the rule: We use ________________ + the base form of a verb to give _____________________. The negative for should is ________________ + the base form. Pronunciation T projects a new slide displaying the words should and shouldn’t. Then, T plays a short audio clip and asks students to identify the silent letter in both words. Should /ʃʊd/ Shouldn't /ˈʃʊd.ənt/ Ss repeat the words. T sends a brief link to identify if the pronunciation is correct or incorrect. https://voca.ro/15w3aGMNUFYa 1. Incorrect 2. Correct 3. Incorrect 4. Correct

T explains the activity by projecting a task in which students must put words in the correct order to form sentences. Then T provides an example, sets a time limit, and asks ICQs to check understanding. Pair work (optional) and OCFB. Example: a / idea / that's / good = That's a good idea. Later on, T asks students to use the same correct statements to reorder them to make a conversation. T provides the first line as an example, and students continue the task individually. Pair work (optional) and OCFB. Note: Ss might practice the conversation in pairs.

T tells students that each of them will have a specific situation to ask for advice. Their partners will give suggestions using should. T explains Ss that they will use the following phrases for the conversation. I think you should... You should... What about ...? Why don't you ...? Ss practice and role-play the situations.

T provides content language feedback using DEC on screen.