I ask students to recall how, in Tohid's lesson, they all said that they would prefer speaking with a family member rather than a doctor if they are feeling ill and how doctors were often unable to tell them what was wrong with them (do not use the word 'diagnose', since it is a vocabulary word in the next stage). I ask students to think of problems that doctors can have, eliciting the idea of doctors being sued for compensation.

I tell students that in a moment I will give them a handout and that in pairs they are to match the words with their correct definitions. After I give them the handouts, we complete the first example together. Then the students pair up and complete the activity. While the students are working, I write all of the words on the WB, in order to better deal with any difficulties students have with particular words. I check with the whole class that all students know the words and I deal with any questions.

I tell students that they will be listening to a radio interview and ask them to predict, using the words in the first pre-listening activity, what the program will be about. I don't give the students any feedback at this time, but I elicit the term 'clinical negligence'.

Students listen to the interview and then I ask them whether they were correct. I ask them to pretend that I arrived late to class and didn't hear the program. What would they tell me so that I have a general idea of what the interview was about? Next I tell students that we're going to listen to the interview again and that this time we will listen more closely to specific details. I ask them to look at the second listening exercise on the handout and, in pairs, to try and fill in anything they remember. Then we listen to the interview again and students complete the handout. They peer-check their answers and then we take FB as a class. We may listen again to certain parts if the students missed anything.

I refer students to the question on the handout and ask them to discuss it in groups. After taking general FB from the class I ask them whether what they heard in the listening exercise could happen in Turkey.

For this next portion of the class I will ask students to change seats so that they have the opportunity to work with someone else. I give students the grammar handout and tell them how to complete questions 1) and 2) for all 6 examples. We demo the first example as a class. When they have finished we take some WC FB and deal with any questions. To clarify the use of modals of speculation, I will use the WB to draw a three-column chart with the headings ‘Sure’, ‘Less sure’, and ‘Sure that something isn’t true’ and ask the students to help me place the modal verbs in the correct column. I will avoid a more complicated analysis of the grammatical structures used for different tenses.

I will ask students to read the text on the handout to themselves and then in pairs the students will complete the 8 questions on the back of the grammar handout. I'll take WC FB and get the students to explain their choices.