T greets the ss Ss begin by looking at a picture. T tells ss this is Sarah. She works for long hours. She is asking for an advice. What do you think her friend would say? Can she help her? How? Who might she visit? Ss try to guess the target language.

T puts ss in pairs for 2 mins and asks them to discuss in pairs how would Sarah find solution. After 2 mins, T stops the discussion and does a feedback. How’s Sarah feeling? (stressed) Is she happy at work? (no) Where did she go after that? (psychiatrist) Should Sarah get some rest? (yes) Will it help if she stops working? (might help)

Then T tries to elicit one sentence from the ss on what would they do if they felt like Sarah. Ss try to say a sentence using one of the modal verbs they guessed in the lead-in stage If they don't say the sentence correctly, T writes it on the board correctly.

In this stage, T starts by clarifying the meaning of the TL first. Then, CCQs: Does 'can' express possibility or ability? What about should? Can we say 'She can rode a bike'? Can you correct it? When the meaning of the TL is clear and T checked their understanding, T starts to clarify the form. T writes/highlights the form of the TL on the board and gives an example + clarifies the negative form.

Ss practice the TL the focus is on accuracy to get the form and meaning correct. Ss get handouts from the teacher. There are 5 gaps ss need to fill them with the correct modal verb. Ss are taken to BOR to do it either in pairs or individually. Then, ss discus their answers when they come back from BOR. T shows the ss the correct answers.

Ss need to personalize the TL and have further practice. ss get a link for an activity. Ss see a complete sentence, then they need to rephrase the sentence using the modal verb given. Then T does a feedback

T asks ss to go to BOR and discus in pairs what they are able to do, possible to do, obliged to do, etc.. using the TL Finally, T does some error correction and a feedback asks if ss have any question