I will show a picture of some people having job interviews, and elicit the context. I will then show one picture of a woman dressed inappropriately at a job interview. CCQs: What is she wearing? (short skirt and tank-top) CCQs: Is she dressed well? (no) CCQs: What do you wear to a job interview? (formal clothes, suit, shirt, long pants) Ss talk in pairs about what is good to wear to an interview. No take-up after this. I just want Ss to get the idea that we are still talking about interviews.

To help lead Ss into the concept of advice, I will get Ss to think of ways to says something contrary to the situation. Say: I want to tell her to wear formal clothes. I don't want her to wear a short skirt. What can I say to her? If no students can recall the language 'I think you shouldn't wear a very short skirt (for an interview)' then I will ask students to recall what they read in the previous lesson. I want them to see the TL in use after the concept of giving advice is already in their minds. Showing the reading from the previous lesson: Say: What did Marta say? (Pointing at reading) Elicit: I think you shouldn't wear a very short skirt (for an interview). Say: What did Bahliya say? Say: You should wear clean and neat clothes.

This is the start of my guided discovery. In this section I will highlight the TL and ask students what Marta and Bahiya are doing when they say these sentences (giving advice). Say: Working in pairs: Look at these two sentences (showing h/o) and answer the questions. The following is on the h/o: Say: I think you shouldn't wear a very short skirt (for an interview). CCQ1: Did Marta think a short skirt was a good idea? (no) CCQ2: Did Marta think it was better to wear something different? (yes) Say: You should wear clean and neat clothes. CCQ3: Did Bahiya think dirty clothes were a good idea? (no) CCQ4: Did Bahiya think clean clothes were better? CCQ5: What are Marta and Bahiya doing? (giving advice, saying it's a good idea to... it's better to... giving their opinion) (End of h/o) CCQ5 is to try to elicit 'advice' but most probably Ss won't know it. I will check that Ss know the word advice. And I will use the Turkish 'tavsiye' if necessary. I will then elicit the words which mean a good idea (should/shouldn't). Say: What word means it's a good idea, or it's better to? (should) Ask: What word means it isn't a good idea, or it's better not to? (shouldn't) At the end of this section Ss have gotten the idea of advice and that should/shouldn't is the TL.

This section looks at clarifying the meaning. The following CCQs will be on a h/o. They will check that the listener still has a choice whether to act according to the advice or not. The speaker is only giving advice which the listener may or may not listen to. I will ask Ss to work through these questions in pairs. When we say "You shouldn't wear a short skirt to an interview." CCQ: Can you wear a short skirt? (yes) CCQ: Can you wear pants and jacket? (yes) CCQ: Do I think a short skirt is a good idea? (no) CCQ: Do I think it's better to wear a suit? (yes) When we say "You should wear clean and neat clothes." CCQ: Can you wear clean clothes? (yes) CCQ: Can you wear dirty clothes? (yes) CCQ: Do I think dirty clothes is a good idea? (no) CCQ: Do I think it's better to wear clean clothes? (yes) At the end of this section, the meaning of giving advice should be clear.

This section Ss will work on the form and practice drilling of the TL. It may take a long time depending on the students. I've given 10 minutes for this task. If it is less, then there will be more time for freer practice. If it takes more time, I will skip the oral controlled practice. The following will be in a h/o: Where is the verb in these sentences? (wear) Is it in the present or the past? (present) Is "You should to wear" correct? (no) Is "You shouldn't to wear" correct? (no) Why? (b/c it's should and bare infinitive) 'Wear' is the main verb, so what is 'should'? (auxiliary verb) What does should wear mean? (good advice / tavsiye/ I think it's better to...) S + should + V1 You should wear clean and neat clothes. Drill and ask: where is the stress? (wear, clean, clothes) How can we write the negative? (you shouldn't wear) What does shouldn't wear mean? (not good advice) S + shouldn't + V1 I think you shouldn't wear a very short skirt (for an interview). Drill and ask: where is the stress? (wear, clean, clothes) How can I ask a question? Should + S + V1 ? Should she wear clean and neat clothes to an interview? Should she wear a very short skirt? (End of h/o)

After the clarification, Ss will do some oral controlled practice. I will do the whole process outlined below if the form hasn't taken too long. If it did, I will either skip this or only do pos/neg responses to 'at an interview'. I will write "At an Interview" on the board. (Or just say it) I will hold up cards (a short skirt / a suit / formal clothes / a hat / trainers / a T-shirt) I will demonstrate with one card (a short skirt) and ask "What is the question?" Elicit "Should she wear a short skirt?" Then I will ask "What's the answer?" Elicit "She shouldn't wear a short skirt." I will repeat the demonstration (a suit) and ask "What's the question?" Elicit "Should she wear a suit?" Then I will ask "What's the answer?" Elicit "Yes, she should wear a suit." This controlled practice is to make sure Ss know how to make the right choice with their advice; what is good advice. It also gives them some oral practice prior to controlled writing practice.

On the WB: You should wear formal clothes. -> (not) -> You shouldn't wear formal clothes. You should wear formal clothes. -> (?) -> Should you wear formal clothes? You should wear formal clothes. -> (they; not) -> They shouldn't wear formal clothes. Demonstrate (with student's help) how to change the sentences. Show h/o, and say: make new sentences or questions (brackets). w/c fb: Get Ss (fastest ones first) to write sentences on the board.

Each student is given either one question asking advice or one answer giving advice. They need to walk around trying to find their matching partner. This activity introduces a new context. Trying to impress one's girlfriend's parents. It uses a bit more language in the responses, so it will make Ss stretch their thinking about what is possible with this TL. I have also amended the book activity and removed any WH questions. This class has some weaker students, and I want them to have some speaking practice, and introducing positives, negatives, questions, and WH questions in the one lesson just seems unfair. If there are an odd number of Ss in this activity, I will give 1 of the same answers to two Ss and ask them together to find their question. When they find their partner, they sit down together. I will distribute the matching activity so that Ss can do all the questions. They can check with their new partner. w/c fb: Ss listen to the questions and answers of each pair and checks answers together. (This won't work if there are less than 10 Ss, unless I just ask for the final answers.

Show Ss some cut-outs and ask them in pairs or groups of 3 to give some advice (pos and neg). Demonstrate with one or two cut-outs. Monitor from a distance. Don't interrupt. Write down any problems I hear and w/c fb (3 min). Write the sentences (some correct, some incorrect) on the board and ask if they are correct.