I will show students some pictures and ask them the question: What age do people have to be to do the activities in the photos? I nominate some students to tell me their predictions.

I will ask students to read the text "What age can I…? A guide to what you can legally do at different ages in England" for general information. After they read it, they will do the gist activity individually. In OCFB we clarify the answers.

I will share the G-form and ask students to complete it. If necessary, students can read the text again. Once they complete the activity, in OCFB we will share the answers and I will make special emphasis in the language used in each sentence. I will ask the a couple of introductory CCQs to connect with the language clarification part.

I will assign each student a slide and ask them to do the matching activity. Once they have done it, I will ask them some CCQs about the meaning of each example. 1. - Can you apply before you are eighteen? (No) - Do you have permission to apply at seventeen? (No) - When is the first time you can apply? (At eighteen) 2. - Is it possible to get married at fifteen? (No) - What is the minimum age to get married? (Sixteen) - Do you need to be sixteen or older? (Yes) 3. - At eighteen, is parental permission necessary? (No) - Can you marry without asking your parents at eighteen? (Yes) - Is parental permission required before eighteen? (Yes) 4. - Can you work four hours a day at fourteen? (No) - What is the maximum number of hours you can work? (Three) - Is it permitted to work less than three hours? (Yes) 5. - Is it necessary to go to school after sixteen? (No) - Can you stop going to school after sixteen? (Yes) - Is it your choice to continue or not? (Yes) 6. - Is it a good idea to wear a seatbelt? (Yes) - Is it necessary by law in every country? (Not always) - What is the safe action when you are in a car? (Wear a seatbelt) Then, in the form part, I have a table, with 4 categories and the respective modal verbs already organized in each one. I will ask students if there is any nuance in the use of the modals in each category and together we will clarify the differences in case they exist, this is specially focused on formality. They I will ask the FCQs related to the use of infinitive, base form, use of to be verb, etc. The pronunciation part won't be done in this session, it will be carried out after the controlled practice to take advantage of a second language exposure and use recorded sentences.

I will share the G-forms amd students will do this activity. Then, to check the answers, we will listen to recordings so students can also well familiar with a consistent pronunciation model. Then, I will share a second G-form to check pronunciation together. We well drill the pronunciation chorally and I will elicit from students the stressed words in each example

I will project on the screen the sentences students need to work on in this stage. They will restate the given sentences using the words in parenthesis (in the chatbox). Then, they will tell their classmates about situations where the sentences could be true.

I will take some notes on students' production (oral and writen) related to the use of modal verbs for degrees of obligation.