Focus the Ss on the pictures on the board. Tell Ss to share what they can see in the pictures. Encourage Ss to come up with as much ideas as they can. Elicit and praise them wel, but do not correct any of their guesses.

Focus Ss on the the HO. Tell them to work in pairs, look at the optical illusions and match the words with the photos. Demonstrate with the first one with the class. Tell Ss ' Can you see an old lady?' 'Ss: picture 7'. Put Ss in pairs and give each pair the Hos. Provide them with 3 minutes to do it. Monitor and help.

Focus Ss on the pictures on the board. Pre-teach ( candlestick, a feather, wobbly and jelly) through the photos. Try to elicit the words before telling them yourself. Focus Ss on the statements on the HO. Tell them to match the statements to the pictures (optical illusions). Demonstrate with the first one. (It looks like a man playing the saxophone) (picture 8). Give Ss the HOs. Provide them with three minutes to do the task. Monitor around. when Ss finish, tell them that they are going to listen to two people discussing optical illusions. Ss listen and check their answers. Ss check answers in pairs. Check answers with the whole class.

Direct the Ss' attention to the box of "grammar spot". Tell Ss to go through the questions and answer them. Monitor and help. Ss then check answers in pairs. Check answers with the class. While Ss are working, write on the board: It must be a duck. It could be\ might be a duck. Ask Ss CCQs: " Which is most sure and which are less sure?" " Must = most sure, could & might = less sure". Focus Ss on the use of the "be" and compare it with the other example: " She might be wearing a feather" Highlight that we can use both structures: " must\might\could+be+noun OR must\could\might +be+verb+ing" It can't be a duck. Ask CCQs: "What does "it can't be" mean?" " it means that i'm sure it is not a duck" Highlight that in negative we use "not" after "must, might and could" but we don't usually use "couldn't". It looks like a man playing the saxophone. It looks red to me. Ask Ss which one means " similar to" and which one means " seem to be\ appear?" highlight the form: We use look like+noun " =similar to" We use look+ adjective '=seem to be" Drill the sentences chorally and individually. Mark the stress on the examples on WB

Focus Ss on the sentences on the HO. Tell them to respond to the sentences using the words in brackets. Demonstrate with the first one. Give Ss time to do the task. Monitor and help. Ss then check answers with the answer key under the table. Put Ss in pairs. Ss practice and take turns to tell each other the sentences and respond to them. Monitor around. write down any notes and\or mistakes, to check them with Ss when they finish if there is any

Focus Ss on the sentences. Tell them to discuss if they believe these sentences true or false using the modal verbs. Focus them on the first example and elicit some ideas. put Ss in groups of four. Give Ss the HOs. Provide them with 5 minutes to do the task. Monitor and help. When Ss finish, ask some groups to give you some ideas about some of the statements