I will tell students that I want to create a story together. The story will be in the form of words rather than full, long sentences. I will be drawing on the board and they will be expected to tell me the words. It will be about a person who wakes up and goes to work. There they meet up with a co worker during lunch and they talk about a particular person from the same office. As I stated before, the story will be kept very simple. Through this game of guessing the class will be carried to the context of the listening text where two co workers talk about another co worker of theirs. The lead in is expected to provide a smooth transition to the listening task. .

The students will be provided with a listening text on the context of future possibilites and future certainities. They will be expected to listen rather carefully as the task will be a True// False exercise. The sentences in this exercise are explicitly choosen to addresss the target language of the lesson. In each sentence, an example of a future possibility or that of a future certainity is visible. When finished, the students will check their answers in pairs. Then the students will be provided with an answer key to check and compare their answers.

The students will be given the transcript of the listening text. They will be asked to underline words or statements that express future possibilitiy and/ or certainity. They will be asked about the words they've found. They are expected to find all five of the modals (may, might, could, will and won't) as they all will be present in the particular text. I will have the words on the board. As they will be familiar with the writing of the particular modal verbs through the provided transcript, I assume their focus will not be distracted from the meaning of the words. The students are expected to deduce the meaning of each modal from the text yet, I will use a line of certainity -similar to a timeline- as well as several CCQ's to make sure that any of the students doesn't experience problems understanding the meaning. After covering the clarification of the meaning, I will move onto presenting the form. Each modal verb will be presented on the board with their particular form, including positive and negative. I will use CCQ's to check the understanding of the form, such as "Do we say she mays do?" or "He doesn't might do?" After clarification of the meaning and form and pronunciation drillings, the students will be provided with an exercise to practice the use of the language. They will check their answers in pairs before I present a whole class feedback

Following the clarification of may, might and could, I will move onto the clarification of will and won't. The students will be provided with the clarification of the meaning, form and pronunciation through the same procedure that is applied to model verbs that express future possibility. After the clarification stage, the students will be provided with a exercise to practice the use of the language The students will be encouraged to pair check their answers.

The students will be provided with a hand out which contains several situations. Students will have the opportunity to see all of the forms that have been covered throughout the lesson. They will be expected to choose which one suits the best to the particular situation. Through this exercise, the students will be provided with the opportunity to compare and contrast the different forms of the modal verbs. They will check their answers in pairs before WHFB is presented

The students will be divided into two groups Journalists and Managers of a famous actor. The journalists will try to schedule an interview but the managers will be so picky about the time arrangement.They will be pair up accordingly. Both groups will be provided with certain statements as " He won't be available on Friday afternoon." or "We could do it for only 20 minutes" as well as a schedule showing the availability of the actor. But the statements will not be in the correct form , the students will have to correct them first. They will be expected to produce the sentences to schedule an interview. Through this activity the students will be provided with the opportunity to practice the target language via speaking.