One student volunteers to think of a real or fictional person. The student describes the person using 3-4 sentences (no names). The rest of the class asks yes/no or wh- questions to guess the person. The student who guesses correctly earns a point and becomes the next describer. The teacher focuses on fluency and participation.

Vocabulary: emergency plan, health concern, stress level, comfort zone, observation, bandage change, pain medication label, antibiotic type, anti-inflammatory dose, wound cleaning The teacher presents each word with: A clear definition One contextualized example sentence After each word, one student produces a sentence orally. The teacher reformulates when necessary. Students write the vocabulary and one example sentence in their notebooks.

Project the modals. Present model sentences for each modal and its structures. Elicit from students: Which sentence sounds like a rule Which sounds like advice Highlight: must vs have to (intensity + source of obligation) Show negative forms: mustn't / don't have to / shouldn't Ask students for some examples. Students copy key examples.

Students work individually. Exercise A: Choose the correct modal (should / must / have to). Students compare answers in pairs. Whole-class feedback with brief justification. Exercise B: Sentence correction (fix incorrect modal usage). Pair-check followed by whole-class confirmation. The teacher highlights: Difference between mustn't and don't have to Overuse of must

Students work in pairs. Each pair imagines they are preparing instructions for new staff or caregivers. They must write: 5 rules using must or have to 3 recommendations using should Pairs present their rulebook orally. The class listens and may ask one follow-up question. The teacher monitors and notes errors for later feedback.