Project a few sentences from the reading in the previous lesson. "Do you believe these? Why or why not?" Students discuss with partner for 1-2 minutes. Elicit responses from students. Aim to get someone to offer a "maybe" response. If they don't, provide it for them. Rework sentences to include may/might- introduce how this changes the level of certainty for a prediction.

Provide students with a print out of the conference notes they read in the previous lesson. Ask students to underline the verb phrases for talking about predictions and probability for the future. Students work in pairs. Use projection for feedback in combination with elicitation. Count off students to create new pairs. Have them rearrange. Draw a cline on the board. Certain __________ Sure Show students cards with the words MAY, MIGHT, WILL. Have them direct where they should go on the cline. "We're going to look at how we use these." Project the first example on the board. Do with class. "You do the same." Give students form and meaning sheet. Students work with a new partner to answer concept questions. Ss check with a peer. Post feedback around room. Have students turn page over. Elicit where words will go in the table. Use cut outs. Elicit from students what kind of verbs MAY, WILL, MIGHT are (MODAL). Tell them that all modal verbs follow the same rules. They should find these rules for themselves. Project model on board- complete with class. "Do the same." Feedback in WC by eliciting from students.

Drill with students to practice pronunciation. Pay particular attention to the contracted forms. Highlight difference between MAY BE and MAYBE Maybe we'll go to Mars in the future. We MAY be living on Mars in the future.

Project the incorrect sentences on the board. Tell students they should find the mistakes. Give students markers to do so- have them do it on the board. Have students read all of the sentences to check. Draw number on incorrect answers on board and have students seek and destroy. Take this time to cover any points students are having difficulty with.

"Change the sentences so that they are true for you." Model sentence on the board. Students work independently. They work in groups to discuss their answers. Students switch groups and repeat .

Students do activity for predicting. Tell students they're going to write a story about their own futures. Hand out worksheet and have them write their name. Complete the first sentence any way you like. Fold worksheet, demonstrate for students. "Pass the worksheet to your left." Answer the question however you like. Model through one more round. At end, have students open the worksheet they have and return it to its original owner. Students read the story about their future.