T asks them in simple terms if they remember the reading that they did 3 days ago. If they don't or if they weren't present, it's fine. T tells them it was about magic. The T tells them to read the last paragraph and tell WHY he did it.

The T asks students what was the reason why he did it and if we are 100% positive about it. The aim is to draw students' attention to the TL. The students are supposed to say 'money'. But are we sure or are we just speculating. We are actually just speculating that money is the reason. T draws a cline of levels of sureness and writes the may and might in the middle. The T then tries to elicit must and can't. Drill and spell. The T gives an example from the class to help them visualize it better in their heads. Ayşe isn't in class today. Why? Can we say she is ill. She must be because.... She might be.... She can't be because I just saw her outside she seemed fine.

T distributes page 97. T tells ss to look at ex1 in pairs. T monitors. At the end of 5 minutes, tells them to check answers with other pairs.

T shows them the picture and tells students to write 5 sentences about it. T monitors. T asks students to check answers with other ss. T does delayed correction as required.

The T places fliers of movies about magic in front of the stude3nts and asks them to talk about them.

T put studens in pairs. T gives the ptocopiable page from the straightforward book to one person in the pair and asks him/her to give the squares one by one to the other person and to get 2 sentences from the partner for each. when finished, they exchange papers with the neighbouring group.