Ask the students the following question: "Peter is a 50 year old man with high blood cholesterol. He works behind a desk all day, doesn't cook his own meals, and doesn't get near enough exercise. The doctor has warned him about his health. What should he do to get fit and healthy?" Allow the students to brainstorm and express their ideas. Take notes from the students and write them on the board.

Take two example sentences from students with should and shouldn't and write them on the table. Ask the students to make more sentences using these structures.

-Meaning: Use CCQs to clarify the meaning of should/shouldn't: Is it an advice, rule or prediction? Do I believe what I say is good for the person? Do they have to do as I say? -Form Elicit the formula from the students. (Subject + should(n't) + verb base form) Does should change with 3rd person? How do we make it negative? Include "ought to/ought not to" as a synonome. Ask a student to turn an example sentence starting with "I think...", then ask how to turn that sentence negative. Clarify that the negative sentence must start with "I don't think...". -Pronunciation Emphasis the silent l in should.

Ask the students to do exercises on page 141 8A of the student book in pairs. Check the correct answers with the class. Control meaning and form using CCQs.

Provide the scenario: " Imagine a friend of yours is working too hard and doesn't eat or sleep properly. They have recently started to feel depressed." Students have to give funny advices to cheer the imaginary friend up.