*Ss watch part of a youtube video of a couple fighting (01:00-01:40) and think about who they are and what might have happened. *Pause the video at 01:40 and have Ss take notes for about 30 seconds: who are they? what might have happened? *Ss compare ideas with a partner and come to a conclusion. *Monitor and listen for any TL being used or sentences that need to be reformulated to introduce the TL. *Take short w/c feedback: What happened? Elicit: They must have argued.

*Ss discuss in groups of three or four why the couple "must have argued" and write 3-4 sentences per group. They have 3 minutes. *Monitor and note down any use of the TL or sentences which can be reformulated to introduce TL. *Play 2:10-02:15 for feedback on video and activity. Ask Ss to discuss in pairs what must have happened and elicit, "They must have broken up".

*Elicit 3-4 sentences that Ss wrote in the previous stage and write on the whiteboard. *If Ss produce sentences in the simple past, write their sentences with gaps to elicit the past modal form. *If necessary use use pre-made sentences in simple past and write gaps for past modal form and elicit missing words. *Write sentence 1 from HO1, "They must have fought" and ask Ss to discuss in pairs: Are we sure they fought? When do we think they fought? *Take short w/c feedback

*Give Ss HO1 with sentences using past modals and CCQs. Ask them to work in groups of three (or pairs) and discuss the questions in part A. *Ss then match the sentences with the headings in exercise B with the same partner. *Monitor and assist Ss if necessary. *Have early finishers write their answers on the whiteboard under each heading. If no early finishers, elicit from w/c. *Have Ss work in pairs and rearrange the jumbled sentences in exercise C. *Have fast finishers write their answers on the whiteboard. If no early finishers, display answers. *Ask: Can we separate must/might/may/can't/couldn't/should/shouldn't and have? (No! They always go together). Ask: What comes after "have"? (The past participle of the verb) *Drill for pronunciation and mark the linking and stressed words.

*Tell Ss to rewrite parts of the conversation on the back side of HO1 with a partner. *Regroup Ss and give them 4 minutes to complete. *Have Ss work with another pair and act out of the dialogue and check their answers. *Display answers and take short w/c feedback: did any pairs have anything different?

*Give each table 1 picture with 2-3 prompts. Have Ss work in pairs and complete the prompts with their partner, writing on a separate piece of paper. They have 1 minute per picture. *After 1 minute have pairs move to the next picture/table and complete until all groups have seen all the pictures. *Monitor and note down language for delayed correction at the end of the lesson. *Display all the pictures and have Ss compare their sentences with another group. *Take short w/c feedback, were your sentences similar to the other group's?

*Put pictures around the room and instruct students to speak about what they think might have happened with their partner. *Ss look at each photo and write their sentence. *Monitor and note down any language for the feedback stage. *After Ss have looked at all the pictures, have them compare their sentences with another group. *After 8 minutes, instruct Ss to turn the papers over and check what actually happened. *Take w/c feedback, how many were similar to the sentences you wrote? *Write language heard for delayed error correction and elicit correct sentences.