T will start off by showing SS pictures on the white board. The first picture shows people going to work then T asks SS "what do you think these people are doing?" do they have to work or they should work?" and then T shows the second picture which contains a sick woman and asks " what do you think about this women? is she sick?should she see a doctor or she must see a doctor?. T shows the third picture which includes a sleepy girl and asks " do you think she is sleepy? what should she do?. T will start eliciting modal verbs from SS by getting the answers from them on those pictures ans asking them questions like" do you think you have to come to school everyday or you should come to school everyday? if you should, why ? and if you must why?. T then elicit the grammatical point that when we are giving an advise, we usually use should and when we are giving a strong advice, we usually use must. And when we have an important thing to do, we usually use should but, when we have an important thing to do, we often use must.

T will focus the students' attention on the information in the margin on must and should. T will read out the example sentences aloud. T will make sure that students understand the meaning of urgent and point out that something can be important/ not important and urgent, or important/not important but not urgent. T ask SS to complete the explanation with must or should. T will allow SS to compare their answers with a partner before checking with the whole class. Afterwards, T will ask SS to use must and should to tell their partner about their priorities for today/this week/ this month.

T will focus the students' attention back on the information in the margin on has to and doesn't have to. T will explain that have to is similar to must in that it is for things which are important or necessary. The negative form is used for things which are not necessary. T will explain that have to is different from must as the negative form of must(mustn't) implied prohibited rather than lack of necessity. T will also point that can and cannot used for permission.T will go through the instruction and the example with the class, then ask them to read the text and choose the correct verb structure. T will go around as they do this, offering extra help where needed. when SS finish, T play the recording for SS to check their answers and then T will do a quick feedback with the whole class.Then. T will ask SS to discuss other advantages and disadvantages of working at home in pairs.

T will tell the students to refer back to the examples in the margin and the text in exercise 2 to decide where the headings should go. After that, T will give SS less than one minute to do it and when they finish T will do a quick feedback from the WC.

T will ask SS to complete the sentences with a modal from the table in Exercise 3 using an appropriate tense. T will go around as the students are completing the sentences and check that everyone is using the modal verbs correctly. Then, T will check answers with the whole class before asking the students to say whether any of the sentences are true for them.