T elicits 2 responses to the question "My girlfriend's birthday is tomorrow. Is it a good idea to buy her a present?" T writes these responses, and explains they're reasons T *should* buy her a present. Class drills pronunciation, T draws their attention to EXPOSURE activity

T introduces the new activity: Roleplaying as record label executives, Ss will have 4 minutes to skim TEXT and vote on the good and bad qualities of a managerial candidate via Google Form. After 4 minutes, T explains that the good qualities are the reasons we *should* pick that candidate, and the bad qualities are reasons we "shouldn't." Transition to USEFUL LANGUAGE stage.

Teacher asks CCQs to demonstrate meaning: "If I *should* do something, is it a good idea?" (Yes) "If I *should* do something, is it important?" (Yes) "What if I *shouldn't* do something - is it a good idea?" (No) "Should I go to the store without a mask?" (No!) T explains the meaning of "should" (The correct or good thing to do). T shows linguistic charts and drills UL pronunciation with Ss, one syllable at a time. T shows a cline with a smiley face and a sad face on either end, and the words "Should" and "Shouldn't" in the middle. Elicit responses from students to place TL in correct sections of the cline.

T gives Ss 3 minutes alone to write 2 sentences about qualities a manager *should* have. ("A manager *should* be..."), and 2 qualities they *shouldn't* have. T then breaks Ss into pairs to practice using these sentences in conversation for 5 minutes. When 5 minutes expires, T shuffles pairs and the students practice again. Additional prompts in case students want to practice, but don't care about the activity: What is one law that *should* be different? "I'm looking for the best food in Mexico - Should I go to Oaxaca, or Mexico City?" etc.

DEC - guide students through analysis of 2 examples of good language, and 2 examples that could be improved. Elicit responses from class to fix errors. Use any remaining time to address common pitfalls, additional questions.