* say " I've got a problem' and say " what should I do?" * tell the student the problem * give ss a few minutes to discuss in pairs * nominate to get feedback * elicit ' should' and shouldn't' * ask " Is that good advice?' write on the board' Thank you, that's good advice.

* ss look at list of words in Ex 1a) on their own & tick what the know. * check with the class. * write the words on WB showing the stress. * explain the meaning. gesture, picture * Model and drill the words individually and chorally * pay attention to desert & dessert. contrast

* ask ss to imagine they are invited to dinner at someone's house in UK. * Give ss time to read the sentences 1-8 in EX.2a) and decide if true or false. * ss check in pairs * ask ss to look at the photo.& elicit who the people are and where from. * sts listen to CD and do the exercise. check in pairs * get feedback

* sts do the Ex. 4a) & 4b0 on their own and then check in pairs. * use CCQs to check the meaning *write the form on WB ( positive, negative, question) * point out that we often use " I (don't) think .......should

* sts look at the sentences in Ex.4a * write them on WB and add a sentence with ..... mustn't * give models. highlight the weak form of should /ʃəd/ * show the word stress and sentence stress * sts practice individually and chorally

* sts do EX. 5a on their own. * They check in pairs and get class feedback

* tell sts that some friends from England are coming to visit Istanbul. * sts in groups decide when & where they should go and why * monitor sts and help to correct