T instructs students to, in their groups, play a quick game of "I spy." The game is played by seeing someone, saying "He is wearing a purple shirt," and then the others guess who it is. If the other Ss in the group can't guess the correct person, you give more clues. This is to help set the context for and lead into describing people at a party.

T informs students that they will be listening to a recording of people talking at a party, describing other people. T chests Listening Exercises HO. T instructs students to keep it folded, only completing exercise a. T distributes HO, giving Ss time to look over the names and picture. T puts picture of party on projector. T plays recording. Ss complete while T monitors. FB: Check in pairs. T writes answers on WB.

T instructs Ss to unfold HO. T tells Ss that they will listen again, and this time write down who says each sentence, Peggy, Karen, or Leo. T writes "Peggy Karen Leo" on WB for emphasis. T gives Ss time to look over sentences. ICQs: Are we writing down who they are talking about? (No). Are we writing down who is speaking? (Yes). Can it be Derek speaking? (No). Who can be speaking? (Peggy, Karen, or Leo). T plays recording. Ss complete while T monitors. T possibly replays recording if necessary, but as this is a language lesson, will only do so if the listening proves very challenging. FB: Ss check in pairs. T provides whole text transcript with examples bolded as answer key.

T elicits from Ss the word "modal verb" if possible. T elicits word "possibility" from students, using Q's such as "I don't know how old Abolfazl is. But I think I know, maybe. Do I DEFINITELY know? (No.) What's a word for maybe knowing? (Possibly)." T informs Ss that they will look at the sentences in 2b. They will then complete the HO (T chests HO) about the modal verbs of possibility. Ss are to complete HO on their own. T distributes HO. Ss complete while T monitors attentively, deciding whether or not the controlled practice needs to be completed. FB: Ss check in pairs, then discuss in groups. T distributes answer key. T uses model sentences and CCQs to clarify meaning and form ONLY for major problem areas, determined by monitoring. T clarifies pronunciation only of problem/difficult areas by drilling with class.

T chests e5 HO. T instructs Ss to look at the sentences that Karen says at the party, and to circle the correct modal verb. T distributes HO. Ss complete while T monitors. T prepares WB for FB and next stage. FB: Check in pairs. Early finishers write answers on WB. T clarifies only problem areas if necessary.

T informs Ss that they are going to listen to a recording. Then they are going to use the modal verbs of possibility (which should now be written on the WB) to make sentences about what we think we hear. T plays #1 as example, eliciting from students that the water might be cold. T then plays rest of recording. Ss complete while T monitors. FB: Ss discuss their sentences in their groups, seeing if any of them chose the same answers. T monitors. T then elicits a few responses, focusing on hot error correction. T does delayed error correction as needed.

T reminds Ss of the initial I Spy game that was played in the beginning of class. T instructs Ss to play again, but this time using things that they don't know, but might POSSIBLY be true, using TL. T gives example: He might be...30 years old. He could be from Cairo. (Ahmed). T tells students to try to use TL. Ss complete while T monitors. FB: If-time, delayed error correction.

T puts picture from exercise 8 on projector. T instructs Ss, in groups, to use TL to discuss who, at the party, might own each item. Ss discuss and write answers while T monitors. FB: Delayed error correction.