T asks students if they know wikipedia and writes wikihow.com on the board. T says she was searching how to make useful objects out of recycled materials the other day and came across with this website. T asks how this website can help people and guides a class discussion to tips on how to do things. T explains Ss that they are going to work on giving advice about how to the things later on. She writes dos and don'ts on the board, but doesn't write anything under these titles at this stage. They discuss dos and don'ts of learning a foreign language as a whole class.

T gives HOs and sets up the paired conversation. T asks Ss to complete exercise a. She demos the first one and tells Ss that they must focus on words or phrases to give tips rather than any kind of word that fits in the gaps. She sets the time limit (4 min.) Ss must fill in the gaps and match the advices with pictures and how to sentences. Then Ss plays the recording or gives the answer key. If tehere are any inconsistent answers, T gives feedback. Demo CCQs: *What do I do first? Why?- I check the person who gives advice. Because if I match the advices and topics first, it will be easier to find the missing words. *What do I do next? I decide on the type of word that fits in the gaps. Opportunity: *Can I use a foreign language everytime everywhere? No *What do I need to use it, then? Favorable circumstances, chances *Is it proper to say take every chance? No *Can you tell me another word similar to chance. Opportunity Temptation: *Is temptation something that other people force you to do? No. *Is it proper to use a verb here? Yes *Which words can be used here? Have, feel, resist, overcome. *Do you I think İt's proper to use resist? Why? Yes. Because the following sentence says 'Sometimes it just isn't possible', which implies that we should stop the temptation.

T tells Ss that she has recently started taking dance classes and she is learning how to dance Lindy Hop. She asks if students know anything about the this dnace. Then she begins giving tips on how to dance Lindy Hop. She sticks pre-written tips with useful language under dos and don'ts on the board while talking. T highlights and clarifies useful phrases to be used when giving tips on how to do something.

T tells students to choose a topic from the list on pg. 64, or choose their own topic. If students have difficulties to decide on their topic T may ask them what they are good at or offer them a few other topics. T sets a time(2 min.) to think and take notes and sets the paired-up conversation. Students have 2-3 min. to tell, listen to their partner's tips and finally reach a consensus on whose tips are more functional. Then they go and tell another student the tips they chose to be more functional. This mingling activity goes on until they reach a consensus on the most functional how to tip-list as a whole class. Students will be encouraged to benefit from the useful language. T monitors and gives WCFB.