T displays three images on screen related to studying (slide 1) T asks what these pictures are about and elicits that all of them are about studying. Then T shows the next slide with the picture of a person who is supposed to prepare for an exam and asks the Ss if he really seem to be preparing. Ss discuss the question in BoR and T conducts OCFB after it

Instructions: Read the text about Bruce and find the best title for it. (Slide 3) ICQ: How many correct titles are there? T conducts OCFB

Meaning: T asks the Ss to look at the text again and find all the do's and don'ts for Bruce with the partners in BoR. Slide 4 After that there is OCFB where T provides the Ss with the right answers. To summarise, T elicits if should and shouldn't are about good or bad ideas. Form: Ss need to complete the rules of the forms for positive and negative sentences. (Slide 7) Pronunciation: T models the pronunciation of individual modal verbs and those in a sentence then carries out coral and individual drill. (Slide 8)

Instructions: Fill in the gaps with should or shouldn’t + the verb from the box individually. Next, learners work in pairs and compare the answers in breakout rooms. OCFB - teacher displays answers on screen. ( Slides 9-10)

There are two small texts about people who need advice on studying. (Slide 11) Instructions: What advice can you give to Carla and Chris? Discuss it with your partners. T demos with one learner. Do you think Carla should study every day? T scaffolds the task by eliciting active target language that SS will need to use in their discussions. T highlights that Ss need to use both should and shouldn't. ICQ: Do you need to think of positive or negative sentences? (both) Learners work in pairs and discuss the situations in breakout rooms.

T conducts OCFB following up on the productive stage. T writes on the screen samples of learners’ production and sets a task in pairs for learners to identify the correct and incorrect sentences and correct the latter ones. T conducts OCFB