To set the context, I will project the picture of a man who sleepwalks and ask students if they see an oddity or a problem in the picture. Later I will ask sts what advice they could give. Imagine that he is your friend what could you say to him.

I will ask students to do an exercise on oddities. With this exercise, I want to see how much they know or remember the uses of modals. At the beginning of the exercise, I will tell sts that there may be more than one answer or both of the answers may be true. I will ask them to work in pairs. ICQs: Can you choose two answers? Are you going to work in pairs?

Meaning When the sts are done, we will check the answers all together and analyse the meaning of the modals. To do this, I will ask sts some questions to make the meanings clear for them. If these questions aren't helpful enough for sts to get the meaning, I will give a short explanation by using different examples. After analysing, , I will ask students some concept check questions like: Does it mean necessary? , Does it express a good idea to do this? , Does it express logical necessity?, Does it express possibility? , Does the obligation come from the speaker or someone else? Form After that, I will write a few sentences on the WB to show sts the position of modal verbs.

When we are done, the sts will do the exercise on earthquakes to check if they understand or not. they will do it in pairs. I will give visual feedback to students. After that, students will move to the next controlled practice on page 99. we will check the answers all together

The sts will read the statements in exercise 3 and try to find out three true common beliefs. Later they will work in pairs and compare their answers by using the necessary modal verbs. When they finish the speaking activity, they will listen and check their answers. While they are talking, I will take notes about their mistakes and we will do error correction.