T elicits what the previous lesson topic was. CCQs: What was the text about? Is Dr. Tyagi sure or does he talk about possibilities? Could you find examples in the text where he is sure about his sayings? Could you find examples in the text where he is talking about possibilities? Ss try to find examples in the text individually. T elicits the correct examples.

T writes on the board modal verbs: will, could, may, might. T elicits the negative forms: won't, could not, may not, might not. T asks Ss what modal verbs are used to talk when we are sure about something and what modal verbs are used to talk about a possibility? Ss make predictions. T explains that Ss will get some sentences and need to choose if they mean a possibility or the speaker is sure about it. They have 2 minutes to do it in pairs. CCQS: What will you do? Will you work individually? How many minutes do you have? T gives Ss HO ex.1a. Ss work in pairs. WC FB.

Ex. 1b. T plays 1.13. Ss listen and drill the sentences. T elicits the form: modal verb + bare infinitive. T tells Ss that they need to rewrite the underlined parts using the modal verbs in brackets in 2 minutes. T gives HO ex. 4. Ss work individually. Ss check their answers in pairs. WC FB.

T gives MFP of TL. T gives HO of ex. 2, Ss in 2 minutes individually need to match the highlighted expressions with the questions. Ss work individually. Ss check the answers in pairs. T draws the cline on the board and elicits the correct answers from Ss (small chance of smth happening: unlikely, likely, probably, definitely: bi chance of something happening). T elicits the form from Ss with questions: Which words come before them? Which words come after them?

T tells Ss with black shoes to stand up and change their seats. T tells Ss that they are going to make notes for each sentence how likely are these things in the future. T gives an example from her life: I am likely to continue living in Turkey because I will definitely get my dream job here. T gives HO. Ss think about their ideas and experience, and then prepare the language they need to discuss. T monitors and helps Ss as necessary.

Ss discuss in pairs. T monitors unobtrusively. T helps Ss as necessary and notes down some of the things Ss are saying.

T writes examples of good language which Ss produced and language which needs further work on the board. Pairs discuss the language, discussing how to correct or reformulate the language which needs more work. T praises Ss for the good language and elicits corrections and reformulations for the rest.