T will show the Ss an image on powerpoint of a scene where many different things could happen in the next two minutes (for example, the dog might get run over). The T will instruct Ss to discuss some ideas with their partner of 'what could happen next'. T will direct Ss towards the TL by providing the example "the lady might trip over". ICQ: are you going to think of ideas about what might happen in the next 2 minutes or 1 week? (2 minutes), are you going to discuss your ideas with a partner? (yes) T will will then select Ss to share their ideas with the WC. T will record any good model sentences on the board ready to be analysed (corrections will be made if needed). Good examples: The dog might get run over. The lady may drop her bags The man might fall of the ladder The car might hit the ladder. The car might run the dog over The lady will drop her bags

Ss will identify the TL 'might, may and will' and define each term. T will elicit the answers by showing them the appropriate model sentences on the WB if need. Ss will then identify the different structures on the WB. 1. Will: e.g. The man might fall off the ladder (SURE) will+infinitive 2. May: e.g. The woman may drop her bags (LESS SURE) may+infinitive 3.Might: e.g. it might rain. (LESS SURE) might+infinitive T will demonstrate the structures using a timeline with 'sure' at one end, 'not sure' in the middle and 'sure' on the right. Label affirmative and negative. T will then elicit 'won't'/will not/ by asking Ss 'if we are definitely sure that this statement (example 3) is not true, what could we say?' (answer: it won't/will not rain) and then add 'won't' onto the timeline. Explanation: the negative of will is won't/will not. e.g. She won't/will not drop her bags

T will instruct Ss to read the 6 statements (exercise 1). T will inform Ss that there is a mistake in each sentence and ask Ss to find the mistake and write the correct version. T will complete the first sentence as an example. e.g. 'I think that our teacher wills give us a test next week' should read' (WILL) - No S in 3rd person singular. When finished, Ss will check and discuss their answers with a partner. ICQ: are all the sentences correct? (no) are you going to check your answers with a partner? (yes). T will present the incorrect sentences on the WB. T will select Ss to give the correct answer to give FB to the whole class.

2. i may be go to America soon (don't need be) CCQ: Talking about the past or future? (future), are you sure you will go to America soon? (unsure), 3. I may not to get married (don't need to - modal verbs are followed by main verb base form) CCQ: Is the person sure about getting married? (no) is this affirmative or negative? (negative) do we need to use 'to' when using a modal verb? (no) 4. I think my country might wins the next world cup (WIN - no 3rd person singular) CCQ: are we talking and the last or next world cup? (next) are they sure or unsure? (unsure) 5. i think that it will rains tomorrow (RAIN, no S in 3rd person singular) CCQ: are they predicting rain for now? (no) are they predicting rain for a day in the future? (yes) 6. I won't to become rich or famous (don't need TO) CCQ: Won't is affirmative or negative? (negative) are you sure or unsure? (sure) 7. I'll never living in another country (live - don't have an ing form) CCQ: will you live in another country? (no), are modal verbs followed by ing? (no)

Ss will be paired with a new partner (grouping technique: number 1-6 twice and pair up). Ss will rearrange the sentence from exercise one so that they are relevant for their own life. T will complete an example with the WC. e.g: I may be go to America soon --> I won't go to America soon ICQ: are you going to change the sentences so that they are true or false? are the sentences going to be true about you or your partner? T instructs Ss to work on their own and then discuss their answers with a partner. T will select Ss to share their answers with the class (WCFB).

T will stick labels in each corner of the room ‘appearance, money, work, home’. T will place Ss into new pairs, label them A or B, and direct them to a corner. T will bring a Turkish coffee cup into the lesson and perform a role-play with selected Ss. Ss (A) will ask T how their life will be different in one year’s time, in relation to ‘appearance’. The T (B) will then respond using the modal verbs learnt in this lesson. E.g. Ss (A): will I be rich in 1 year’s time? T: (B) you might be rich in 1 year’s time. Ss will ask questions about the subject for 2 minutes then move to the next conversation topic (e.g. money). ICQ: which group is going to be asking the questions? (A) Which group is going to be answering the questions? (B) When Ss change to the 3rd conversation topic (e.g. work) they will be instructed to reverse roles and repeat the task but talk about differences in 10 years time. ICQ: are you going to play a different role? (yes) Are you going to ask about your life in 1 year or 10 years time? (10) How many minutes have you got? (2) T will monitor Ss during the task and make notes of any incorrect (or good examples) of grammar use. T will write some of the errors on the WB and ask Ss to identify the mistake. T will check Ss understanding of MFP when necessary. T will then ask Ss to tell the WC what the fortune-teller told them about their futures. This will elicit the ‘I will/I’ll’ contraction. T will correct Ss if they make mistakes by using CQQ or using hand gestures. e.g. Ss answer: I might have 4 children CCQ: Is S sure about having 4 children? (no) is S unsure about having 4 children? (yes) or ask Ss where it should be marked on the timeline.

T will show Ss a picture of a caveman. T will tell Ss that the caveman is called 'Boz' and lived many years ago. Ask Ss to discuss how he might have/may have dressed and lived years ago. e.g. he might not have worn sunglasses, he might have worn shoes etc. Get Ss to discuss in pairs and give WCFB.