Slow Slide 1. 'Confused?' Invite anecdotes about times when students needed help and advice - didn't know what to do. My example (if needed) will be as a young student going out to a very expensive restaurant with my friend's parents - and not knowing how to eat an artichoke.

Show slide 2. Play listening track and ask students to answer 3 TRUE or FALSE questions on gist of conversation.

Slide 3. Play tape for the second time and give students 4 intensive listening questions. What are good presents to take for the hostess? Who usually starts eating first? What subjects can you talk about? What is it not OK to talk about? In FB I shall elicit the language used by Louise when she is giving advice to Isabel. This TL will lead me to the next stage.

Show Slide 4 - Should/Shouldn't. Please refer to TLAS for CCQs. Show Slide 5. Must/Mustn't. CCQs in TLAS Slide 6 to stress the differences in meaning and use between should/shouldn't and must/mustn't. SLide 7 - Form. Modal verb always followed by the main/action verb. Slide 8 - Pronunciation. Simply stressing pronunciation of TL.

Show Slide 9. Tell students they have to fill in the gap in 5 questions with either SHOULD/SHOULDN'T/MUST/MUSTN'T appearing in white boxes on the slide. They are to do this task alone. FB in open class.

Slide 10. Explain to students that they will do role-play in pairs. Taking it in turns to give advice. Make clear that TL must be used. Suggested ideas for conversation are shown on the right but they can also choose their own ideas. Model task by pretending to be student talking to another actual student. Ask if anyone has any questions or is not sure about the task. Monitor BOR to change pairing around if necessary and stimulate more speaking. Warn students in advance of BOR that this may happen.

Bring students back to open class. Invite FB on subjects discussed. e.g. Myrna, what did Gris advise you above?' Then on whiteboard bring up sentences for DEC. Invite students to comment and suggest change.