1 Brainstorming: `What advice did Polly give to her friend Antonia?` (review previous lesson) 2 T uses visuals to help ss recall the topic and writes some model sentences of TL on the WB You should take something for the hostess/ you shouldn't arrive late/you must ask the hostess if you can smoke.

1 Ss look at 3 model sentences (HO ex 1) and find the right definition for should, shouldn't, must on their own, WC FB. 2 Ss fill in the gaps with should, shouldn't or must in pairs, then get a FB from the T (HO ex 2) 3 Ss make questions with wh-question words + should I + v1 and respond with short answers in groups of 3 (HO ex 3)

1 T scripts CCQs to check the ss' understanding of the meaning of the 3 model sentences written on the WB earlier (Should: a Is it a good thing to arrive late? (no) b Is it a good thing to arrive on time? (yes) c Are we giving a piece of advice? (yes) Must: a Is it ok to smoke without asking? (no) b Is it necessary to ask the hostess if you can smoke? c Can you smoke if you want to? (no) 2 T clarifies the affirmative/negative/ question form of should on the WB eliciting from the ss 3 T focuses on pronunciation by marking stress/weak forms on the WB, backchaining as well as choral and individual drilling. Pronunciation may be revisited in the FB/error correction stage following practice 2. At this stage TL errors are corrected immediately. (is it x or y? fingers to show contractions; reformulation)

1 T shows a picture of a funny man to get ss interested in the activity. T explains that Luigi is coming to Istanbul for the first time to meet his Turkish girlfriend's parents and he is a little bit nervous about it. 2 T asks ss to discuss and write with their pairs some pieces of advice for Luigi (PW). Before they start get a couple of examples from them and ask ICQs (Are you going to write or discuss first?) What are going to write? (Luigi should.../Luigi shouldn't ) 3 T checks Ss' accuracy and helps them if needed (If there are early finishers, T asks to them to write an extra advice or to check if their sentence is correct 4 Ss compare advice, agree or disagree with their partner's advice (GW) At this stage TL accuracy errors are corrected immediately (You did a good job, just...: swop position with gestures, S self-refelction)

1 Ss post their advice sheets on the walls (4 groups/sheets) 2 Ss in their groups visit each of the 4 stations (one by one) and find 3 pieces of advice they disagree with (GW) 3 1 s from each group informs the class about some advice they disagree with (S-class) using `I (don't) think he should` form 4 T asks if the WC agrees or disagrees (Do you think Luigi should...?) There is no error correction during this fluency activity. FB will be given in the last 5 minutes of the lesson.

Delayed error correction of the errors noticed during the fluency activity. T highlights good examples of language use and points out some main errors. The pronunciation is revisited if needed.