- Remind students of the listening exercise in Ali's lesson section (1/3). Ask if they remember any advice that Dave gave. -

- "Now we will look at more advice from the listening". - Show students the cuts ups of activity 1 on page 73 of the text. Tell them that they will be working in groups matching the first half of sentences to the second half (first half of sentences on orange paper, second half on blue paper). - Put students into groups of 3 or 4 (use hand gestures to group the students). - tell students they will have 1-2 mins to match the sentences. - Tell them there is "bonus points" if they are able to put the sentences in order from stronger "advice" to weaker "suggestions". - Monitor. - When students appear to be finishing, ask them, and if they have finished provide that group with an answer key and tell them to check their answers.

- Ask students what different verb forms are used in the different ways of giving advice. - Elicit verb 1 (base) and v-ing. - Write these verbs on the white board in two different columns (one column for base verb and one column for v-ing). - underline the different verb forms with two different colours. - drill some verbs and sentences for pronunciation and appropriate stress. - I think you should go for it - Think go it. Think go for it think should go for it think you should go for it I think you should go for it. There's no harm in asking.

- How might you respond to advice? If nothing then use an example. e.g. "Your friend tells you 'you should go and eat at maiden's tower restaurant'....What would you say back?" - Tell student's that we will now look at some of Derek's responses to Dave's advice. e.g. "Derek say's 'do you really think that is a good idea?'. Can you remember what the advice was?" - elicit responses WC- Briefly - divide students into pairs. Give them ex. 2 and ask them to try to remember what the advice was in each case. ask some ICQ's. - monitor pairs. - give each pair the transcript of the listening exercise and ask them to read quickly scanning only for the relevant information to check their answers.

- Divide students into pairs. - give students page 73 of text - say look at ex. 3 - look at first item - any ideas what that is? do WC example - ask students to complete next 3 items of ex. 3 (jumbled sentences) per pair - ask them to put the sentences in the correct order. - some sentences have two answer options (e.g. "If I were you, I'd get her some flowers" or "I'd get her some flowers, if I were you") - check answers whole class. - IF TIME: Briefly ask what they think the situations is that the advice sentences are referring to. (If time the students can complete exercise 4 in their pairs i.e relating to the jumbled sentences "what do you think has happened? Why is the person giving this advice?".

- divide the class into two groups using A and B. - Tell the students that Student A's have a problem and that student B's will give them some advice. - "When I hand out your cards, I want you to read your cards and THINK ABOUT what you would say" - give the students the relevant role play cards (student A's role-card from p.128. Student B's p. 133) - ask students to move into their groups to talk about what things you would say to the other group. - Go to group A for ICQ's - and ask a quieter student "So what are you guys doing?". Then ask a more vocal student with good demonstrated language skills "What is an example?" - help if required. Repeat ICQ's with group B.

- Place students into pairs (one member A and the other member B) - "When I say START student A's explain or tell your problem to student B's and student B's should give some advice. Try to have a natural conversation using the points on your cards. You have a few mins." - ask ICQ. Ask a student A "what are you doing?" ask student B "what will you be doing?" - "START" - Monitor and take notes of any errors - take general feedback from the class and get some examples of advice given and if it was helpful.

- "Now I want you to switch roles. Student B’s should now give student A’s some advice” - Hand student A’s (page 130) and B’s (p. 132) the next role play activity. - “read your roles quickly. Then explain your problem to your partner and get some advice” - ICQ - "START" - Monitor and take notes of any errors - take general feedback from the class and get some examples of advice given and if it was helpful.

- say to students "I am new in Istanbul, and so are some of my colleagues" - lead class in discussion for getting advice about foods, weekend trips, Bosphorus walks etc.