Ask Ss what they see in the pictures. Ask them how they think people should behave in these places and if there are things that they should or should not do in order to not disturb other people. Demo: People are expected to be quiet in the library, people should avoid making loud noises and eating so they don't disturb others or damage the books. They will have 2 min to discuss in pairs while I write the questions on the board. Ask 1 S to share their answers at the end.

Give Ss the gist text. Give them 3 min to read it and answer the questions at the bottom individually. Draw two columns on the board in the meantime, one for stronger obligation and one for weaker obligation. Review the answers as a group.

Ask Ss to highlight all the verbs (along with their auxiliary) that they think mean obligation. Demo the first one: "I must always wear my seatbelt". Give them 3 min to do this while I write the MFP sentences on the board. Check answers and ask Ss to flip the handout over to see the hightlighted answers. Go through them and see if there are any questions I won't address in the MFP. If there are, answer them on the spot or leave for DEC. Ask Ss to classify the auxiliaries, also called modals, in the columns. CCQ: what makes the stronger modals strong and the weaker ones weak? Write their ideas next to the columns for future review in the next stage.

MFP the following sentences: 1. I must always pay attention to the road. Meaning: CCQ. Is this optional? (no), Is this weak or strong obligation? (strong) Is this polite? Is it more polite than “have to” for example? (Yes) Where would you hear this word, is it something your friends would tell you or perhaps something you would hear or read in an airport? (airport). Write must in the strong obligation column and next to it "Rule from driving school, polite". Form: Subject + modal (auxiliary verb that expresses necessity or possibility) + adverb + main verb + complement. CCQ: what kind of word is this...what is it expressing, necessity or possibility.... Stress: I MUST ALWAYS PAY ATTENTION to the ROAD. Linking: must-always 2. I have got to wear a seatbelt, no exceptions. Meaning: CCQ. Is this optional? (no), is this a rule all people should follow? (yes, it comes from outside the driving school) Is this weak or strong obligation? (strong) Is this more formal or informal? (informal). Write have got to in the strong obligation column and next to it "General rule from outside the driving school, informal". Form: Subject + modal (have got to) + main verb + complement CCQ: Any similarities with the previous sentence? Pronunciation: Stress: I HAVE GOT to WEAR a SEATBELT, NO EXCEPTIONS I’ve GOT to WEAR a SEATBELT, NO EXCEPTIONS. Linking: colloquial, becomes I’ve got to, becomes I’ve gotta, becomes I gotta (spoken, grammatically incorrect) Phonetic sound: ve gotta (schwa) wear… 3. I’d better listen to the instructor carefully to avoid an accident. Meaning: CCQ. What can happen to the driver if he doesn’t listen to the instructor? (he might crash), Is this weak or strong obligation in comparison to the others? (weak) Is this more formal or informal? (informal) Write next to the sentence "If you don't do it, something bad may happen, informal". Form: Subject + modal (had better) + main verb + complement CCQ: Any similarities with the previous sentence? Pronunciation: Stress: I’d BETTER LISTEN to the INSTRUCTOR CAREFULLY to AVOID an ACCIDENT Linking: ‘d-b, avoid an Phonetic sound: an closer to schwa sound in the a 4. I should stay focused while driving. Meaning: CCQ. Is this weak or strong obligation in comparison to the others? (weak) Is this more formal or informal? (formal) Write next to the sentence "It's the right thing to do/ opinion, formall". Form: Subject + modal (had better) + main verb + complement CCQ: Any similarities with the previous sentence? Pronunciation: Stress: I should STAY FOCUSED while DRIVING Linking: should-stay while-driving Phonetic sound: should is quick, the ou closer to schwa

Give Ss controlled practice handout. Ask them to fill in the blanks with the correct modal. Remind them they will use each modal twice in the exercise and that they have to take into consideration how weak or strong it is and the context of the sentence to find the most appropriate one because they will all seem like possible answers. Give them 4 minutes to answer individually. ICQ them about the mechanics of the task: How many times will you use each modal to fill in the blank? (twice), How will you know the most appropriate answer? Will it be evident or will you have to think about the context and how strong the modal is? (it will not be evident). Ask them to flip the handout over for the answers. Go through them in case Ss have any questions.

Give Ss the freer practice situations where they will have to describe to their peers the things they can and cannot do in certain contexts using the TL vocabulary. They will get 3 min to do this. Monitor for micro-teaching and DEC. At the end of the activity ask one pair of Ss the situation they discussed.

Write DEC on the board. If no mistakes were heard write the following examples on the board: 1. I must work from 8 am until 6 pm 2. It might rain. We'd better to take an umbrella. Ask them if there is anything wrong with them. Provide OCFB.