Teacher shows some photos in a ppt related to learning languages, followed by a problem and a question What should I do to improve my English?. Students give their opinion related to this situation.

For this stage, teacher develops a listening task related to a conversation between two teachers talking about learning problems on their students. This is a Gist and specific questions task. After listening once, students identify the problems teachers mentioned. followed by an open class feddback. After listening twice, students complete a google questionnaire to get specifics answers, then students go to BOR to compare their answers All these activities are involved in the context for giving and responding to advice.

For this stage, teacher introduces the target language " giving and responding to advice", Teacher shows some expressions in the ppt for giving advice such as :I think you should...,You should…, You shouldn´t…, Why don´t you…? and for responding advice, for instance: That`s a good idea, I suppose so, You`re right, I´m not sure that´s a good idea. Teacher interact with the students modelling short conversations.

Teacher gives the meaning and form of the target language " giving and responding to advice". Teacher uses some examples , explains the structure of this functional language item ( Should / Shouldn´t + base form Verb) among others expressions. Teacher uses ppts for this.

For this stage, teacher concepts check with examples, asks some questions related to this aim and prepare students for more meaningful practice. After that, teacher models the correct pronunciation of the modal verb " should and shouldn´t" and the stress patterns of the sentences. Students do a drilling task and finally teacher gives feedback.

For this Free Practice students will work in pairs in BOR, in a speaking activity. After seeing some pictures, Ss will identify for each situation the problem, then make a short conversation in which express ideas related to giving and responding to advice. At the end teacher do an OCFB.