T will briefly set the context by referring students back to the reading they had encountered in the first TP . T will ask: Who were you just reading about? Which magician? Do you remember his name? T will tell students that they now have an exercise about another magician. T says, "I want you to read the sentences and put a circle around the correct verb - work alone". "Do I want you to work alone or in pairs?" T will give student 3 minutes to complete the task and will then ask students to pair check before taking WC feedback. The aim of this feedback is to get a sense of students justification for their choices (i.e. are their answers based on guess work?)

T will bring up a picture of a magician on the projector. T will ask students to talk in pairs about this picture: what are we sure of? what are we less sure of? What can we say he must be? What can we say he might be? What can't we say he can't be? From the feedback that SS give, T will model 3 sentences: For example, He must be a magician. He might be rich. He can't be a teacher. T will check the students understanding of the TL by asking them to where the three model sentences should go on the scale of sure to less sure. T will ask the students to stand and to walk to the left side of the room if they think more sure, to the right of the room should they think less sure.

T will highlight the spoken form by conducting a drill of the model sentences (at least 3 times each). T will highlight the following: /masbi/ /kant/

T will present a model sentence on the WB. T will ask students to identify the form (subject + modal + infinitive). T will summarise the form on the WB. T will highlight the following: that they are not inflected by the 3rd person (musts?); that they are negated by the addition of n't or not (what is the negative of might?), that the opposite of must is can't; that bare (not full) infinitive comes after the modal verbs.

T will provide students with the handout which accompanies listening exercise 2.16. T will ask students to listen and underline the word that is stressed each time. During feedback T will elicit from the students the reason behind the different patterns of stress. T will provide SS with the handout which accompanies listening exercise 2.17. T will ask students to listen decide if the speaker is more or less sure of what he is saying? T will ask students to check in pairs before taking WC feedback.

T will ask students to work in pairs and to practice saying the sentences in exercise 2 (new handout). T will tell students that "your partner must decide if you are more or less sure of what you are saying." T will ask students to sit back to back while doing this exercise and to note down what they think. Once one student has finished, the other should have a go. T will demonstrate task.

T will separate students into three groups and provide them with separate images relating to a famous person. Students must speculate who this person is - it might be, it can't be, it must be. Once the groups have finished, each team will announce their decision and their reasoning behind this: it must be so and so because...Students will find the answers under the table. During this activity T will monitor taking notes for feedback.

Should time allow, T will ask each student to think of someone (a famous person). In pairs, they will guess who each person has thought of, based on hints provided. E.g. "He is a footballer." "He might be Hakan Sukur...etc".