Souvenir/ Gift shop. To elicit the word ask students When you travel, do you go shopping? Yes (What do you buy? Clothes, food, gifts etc.) Do you buy gifts? Yes Where do you go to buy your gifts? To a shop/store What kind of shop is it? Is it a butcher? Is it a bookstore? OR is it a souvenir shop? What is a souvenir shop? It is a shop where you can buy items/things that are local to the area that you visit. Touristic items/things like postcards, coffee mugs, t-shirts and etc. To create a clear image of a souvenir shop, teacher sticks photos of typical Turkish souvenir shops on the board as Evil eye, Turkish coffee cups, Turkish coffeepot, Turkish delight and Turkish carpet. While sticking elicit the name of the objects. (ICQ) What is this?Evil eye/ Turkish coffee cups, Turkish coffeepot, Turkish delight and Turkish carpet. After clearing the definition of a souvenir shop, teacher hands out the paper in which there are two different tourist profiles that need advice on what to buy as souvenirs from Turkey. Sts read the profiles first. Then, in pairs, sts write down at least one advice for each tourist. ICQs: Who are they? Tourists What do they want? They want to buy gifts/souvenirs Do they need advice? Yes What are you going to do? Give advice Later, one student from each pair shares his/her advice for one tourist with whole class.

Will write the below six sentence patterns for giving advice on the WB; How about …? It is (usually) a good idea to … Why don’t you …? You could … I think you should … I suggest… Teacher explains: “My best friend is getting married. She is Mongolian. She invited me to her wedding, but I can’t go. I want to send her a wedding gift. Could you give me some advice?” In pairs, students write down their advice by using the given sentence patterns from the board. Students are asked to use each pattern. Then, one student from each group share their advice with class. ICQ: What are you going to do? Give advice Are you going to write them down? Yes Are you going to use all the sentence patterns from the board? Yes During pair work, teacher monitors to help, correct mistakes on spot and then collect major mistakes to board for further discussion/WCFB This exercise will be a review for four of the functional language phrases above as How about …?/ Why don’t you …?/ You could …/ I think you should … , but the other two functional language phrases as It is (usually) a good idea to … and I suggest… will be new. Therefore through this exercise teacher will introduce these two functional language phrases to students. Students might not be able to complete a sentence with "I suggest". To destroy this problem I must set max 2 example sentences with "I suggest" during the warmer and exposure stages. Must clarify the form as S+Suggest+ S+infinitive /OR/ Suggest+Gerund(doing something): I suggest you take the bus/ I suggest taking the bus I suggest you buy the evil eye/ I suggest buying the evil eye

To review the six target advice phrases as How about …? / It is (usually) a good idea to … / Why don’t you …? / You could … / I think you should … /I suggest… , teacher asks class to give some advice to her friend from Hawaii for her trip in Turkey. " My Friend from Hawaii is visiting Turkey for the first time. She wants to travel in Turkey. Could you give her some advice for things like cities to visit, food and drink, shopping.." Teacher writes on board "If you visit Turkey for the first time, .... " and to eliminate the option of "I think you should" teacher will complete sentence as " If you visit Turkey for the first time, you should go to Kapadokya." In pairs, students write down their advice. One student from each pair will share two of their advice, with whole class. Teacher will elicit one advice for each phrase and write it on the board to highlight and review. Additionally, major mistakes from the monitoring duration will be carried to board to be explained and cleared out. On this stage teacher will erase the form part of I Suggest (S+ Suggest+ S+ infinitive/ Suggest+Ving) from the board to check and enrich students' usage of the functional language phrase for advice..

Students make a circle. Teacher gets in the middle with a paper ball in her hand. To set an example and to start the game, teacher hold up the paper ball and tells “our team is traveling” and continues “ I want to go to Venezuela, but I am afraid of flying” then she throws the ball to one student. Student comes up with some advice first, then tells her own problem i.e. “I want to go to Kars, but I don’t have any money” and throws the ball to another student. This activity continues till every student gives an advice. During the exercise the target six functional language phrases stays on board to keep the student’s away from giving repetitively same answers with the same pattern. Before the game teacher will put back the form for "I suggest" phrase to enrich the accuracy of the phrase..