I use powerpoint slides to show ss two photos. The first one is about a boss shouting to the employee. I ask ss ccqs to elicit 'bad boss'. The second photo is about aboss who's smiling and looks friendly & cooperative to his employees. I ask ss ccqs to elicit 'good boss'. I tell students today's lesson is about good and bad bosses.

I tell students they are going to listen to four conversations. They should match the conversations with their topics (1-4). Then I tell students they are going to listen one more time. This time they should write notes and decide which of the four bosses in the conversations they think is a bad boss and why. I have a whole class discussion with the students to check their answers. If the students find it difficult to understand the conversations, I'll give them the audio script.

I tell ss I'm going to give them an exercise with some sentences taken from the audio they just listened to. In their pairs they read the sentences and try to fill in the gaps with the correct verbs. I tell them this is going to be kind of dificult but they should try to answer. I set a time limit of 4 minutes. I give ss answer keys to the exercise and ask them to check with their partners.

I show students the sentences one by one on the board. I use a lot of ccqs to make the meaning clear for them and help them discover the meaning themselves.

I ask students what kind of words are (have to-must-can)? ss say verbs. Then I ask them what kind of verbs are they? ss say modal verbs. If they didn't know the word(modal verbs) I 'll say it myself.Then I ask them to find the main verb in each sentence. I ask them about the form of hte verb is it v1, v2 or v3? Then I show the form on the board.

I write some sentences on the board and concentrate on the pronunciation of (have to /ˈhæf•tə/, can /kən/, can't /kænt/, must /mʌst/, mustn't /ˈmʌs.ə nt / ) as they are problematic for students. I use back chaining drill, individual and choral drill.

I put students in pairs and tell them they're going to choose the correct answer. I give them the handouts and set a time limit for 3 minutes. I check the answers with the whole class and ask them to justify their answers.

I tell students they wirte sentences about their jobs. If they're retired, they can choose any job they studied in the previous lesson and write six sentences about it using modal verbs. I give them an example out of my job. I set a time limit of three minutes. Then I put ss in pairs and tell them to talk about their jobs. At the end, I pick up a student or two to talk about their jobs as awhole class dicussion.