T shows a picture of Güzin abla and wants them to guess who she is. T asks questions about what she does to elicits the words 'agony aunt' and 'give advice' T asks Sts if they give an advice to their friends or family

After eliciting the word 'give advice' and 'agony aunt', T shows a picture of a sad girl and tells why. Asks them 'What should she do?' to check to see if they are able to use 'should' when giving advice. After getting answers, she writes the answers on the board. 'She should be happy.', 'I think she shouldn't be sad.' 'It would be good idea to study hard.' etc. Then, she shows 1-2 more pictures and wants them to give advice in order to make them use the useful language. T models the sentences. Choral drilling and individual drilling.

T wants the students to work in groups and gives a letter to one student, he/she tells the problem and wants the other students to give advice to him as an agony aunt before T gives the students thinking time. They choose the best advice. Then, Sts work in pairs. They all have role cards, they need to tell their problem to their partner and ask for some advice. After each pair finishes, they swap their partners. T asks what their problem was and which advice he/she liked more. T monitors the class during the activities and takes notes for feedback.

First, T gives feedback on content. If there is a pronunciation mistake, T models and drills it. If there is a grammatical mistake, T writes the wrong sentence on the board and asks if the sentence is correct or not.