Ask the students to look at the picture. Ask them what it is, what they can see in the picture if they are the same squares, and what differences the squares have. Ask them to try to know the correct answer. Elicit the answer C.

Ask the Ss to read the text, and try to answer the question Do they get the right answer?" (Morgan gets the right answer.)

Show them the third slide and ask them to fill in the blanks individually by looking at the text. Then put them in pairs to discuss their answers.

Ask CCQs here "Is he completely sure the answer is C?" (No) "Does he have a strong belief it is C?" (Yes). "Is he sure it isn't B?" (No) "Does he have a strong belief it isn't B?"(Yes) Showing the last two sentences: "Is this a certainty or a probability here? (Probability) Is he sure it is B? (No) Does he have any belief that it is B? (yes) Is it a strong belief?(No) Show the next slide and have the students write the numbers in the correct boxes. Put them in BR and have them discuss in pairs (or groups a depending on the number of the class). Explain the functions here. we use must for..... Highlight that mustn't isn't the opposite of must here. and when it comes to can't explain can isn't the opposite of can't here. In the next slide talk about form. Ask the students what part of speech are they? Elicit the answers. Finally drill the 3 sentences. on the slide.

Show them the exercise on the slide. Do the first one with all of them and ask the Ss do them individually. Remind them there might be 2 possible answers for some of them and then put them in pairs(or groups) to discuss their answers. Ss nominate each other to answer in whole class feedback.

The same procedures as in controlled practice.

Introduce the exercise and encourage them to use different modal of deduction when discussing. Put them in pairs (or groups). While monitoring take notes for delayed correction. Get whole class feedback. Write the sentences you noted and ask them to correct the mistakes. Elicit the answers. End the lesson.