- T puts the images of a child (T's daughter) and an elderly women (T's mother) on the board and asks Ss to work in pairs and say three things about the picture. - Ss work in pairs to generate ideas.- T monitors - T elicits answers (about three or four) and invites Ss to the WB to write their ideas on it - T elicits answers as to which of the ideas are facts and which are not. T prompts Ss to say that those which are not facts are only guesses. T elicits the word 'speculate' by giving several letters only on the WB and then elicits the noun of 'speculation'. - T sticks the cards with the modal verbs of could, may, must, might, can't on the board and asks Ss what they are. - T elicits the answer of 'modal verbs'. - T gets Ss to scan the listening text they worked with in the previous lesson and find two sentences with modal verbs. T invites Ss to write the sentences onto the board and asks if which one is about present and which one is about past. - T points to the modal verbs, the noun of 'speculation' and sentences in the past and present and elicits the answer of 'modal verbs of speculation in the present and past'

- T gets Ss exposed to the TL through a guided discovery, in which Ss will see the TL in use in situations. T asks Ss to read the situations with the use of the given grammatical items, to think about the meaning of the model verbs in use and of their form and do the tasks in the guided discovery. - Ss work with the guided discovery. - T monitors - T gets Ss to check their answers with a partner - Ss check their answers in pairwork - T gets the feedback, which is the subject of the clarification stage of the lesson

- T uses the feedback from the exposer stage to clarify the MFP of the target language. - T elicits answers about a)the meaning of the given grammatical items and b) the form of the grammatical items. T invites Ss to the WB to highlight the meaning and the form of the TL - Ss give their answers regarding the meaning and the form and highlight them on the WB. - T gets Ss to work in pairs and reformulate the sentences about the pictures presented in the lead-in stage and use the TL. - Ss work in pairs and reformulate the sentences. - T monitors - T invites Ss to the WB to write their reformulated sentences

- T sets ex. 1 as a controlled practice activity. - T explains the activity. Ss need to rewrite the sentences with the modal verbs in brackets to add speculation. - Ss do the task. - T monitors and helps if needed. - T gets Ss to check their answers in pairs - Ss check their answers in pairwork - T gets Ss to check their answers with the answer key.

- T sets ex. 2 as a semi-controlled practice. - T explains the activity. Ss to complete the sentences with some of the TL. - Ss do the task. - T monitors and clarifies if needed - T gets Ss to check their answers in pairs and discuss why they decided to choose any of the modal verbs - T monitors - T passes the answer key

- T asks Ss if they have pictures of their friends or family members on their phones. T asks Ss to choose the picture of a friend or a family member on their phones. T arranges Ss in groups. T gets Ss exchange their telephones with the chosen pictures. Ss need to make their guesses about the people's present and past (five or six sentences). After they have finished the guessing task, the groups come together and talk about their guesses. They find out which ones are true and which ones are false. - Ss do the activity in groups (or pairs if there are a few Ss in the class). - T monitors - T gets the feedback of the true guesses Ss made about the chosen people.

- T explains the task. Ss need to write a description of an unusual crime scene (The windows are closed. The doors is locked. There is a fireplace and chimney). Ss must work in pairs and discuss and draw logical conclusions about what the crime was and how it was done. - Ss do the task - T monitors and helps if needed - T collects Ss' descriptions and posts them around the classroom. - Ss read each other's descriptions and choose the best one