Teacher (T) asks learners to discuss one question related to the topic, e.g., "Would you like to have your hair dyed like the picture? Why? Why/not?" (Open-class discussion).

Teacher plays an adapted audio text, giving students a gist task. Learners listen and answer the following questions individually: 1. What does Mickey think about Beatrice's hair? 2. Why is Beatrice going to Ireland and how does she feel about it?

Teacher uses a task designed from the audio script to introduce and elicit the TL. Learners predict or identify the modals used. 1 I can't imagine Laurie will approve. 2 I don't suppose Beatrice will care what Laurie thinks. 3 I doubt if he'll let her work on reception looking like that. 4 He may well have to let her. 5 He's unlikely to find someone to replace her now, is he? 6 But I shouldn't think he'll care. 7 I'm bound to be a bit nervous when I get there. a Well, you're sure to make a memorable impression on them. 9 I daresay I'll go for something a bit less bright.

T clarifies meaning, form, and pronunciation of modal verbs using slides. Learners take notes and answer concept-checking questions (CCQs) on Google Forms.

Learners complete a gap-fill activity individually using Google Forms. Check answers in pairs in breakout rooms. Teacher conducts OCFB.

Teacher sets up a communicative task where students individually make notes on at least eight things they will probably do, might do, or probably won't do in the next two weeks. Students share their predictions with each other using modal verbs (will, might, won't) to express different levels of certainty and ask a follow-up question. Teacher monitors and supports.