A paragraph about a student Ibrahim will be shown on the screen and SS will be asked to read and understand the situation. "Ibrahim leaves home at 9:00 a.m. and attends his class at ITI at 10:30 a.m. ------ he hasn't arrived yet" Ss will talk about possible reasons why Ibrahim has got late. Teacher will guide through the whole activity prompting students to talk about the reasons. This activity will generate the following possible reasons: 1. He must be on the bus now. 2. He might come very soon. 3. He could be taking his breakfast on the restaurant. 4. He could have lost his way. Showing all these possibilities. The teacher will draw attention to these modals. This activity will set in the context of guessing or speculating the possibilities.

At this stage, students will be exposed to the TL language through power point slides, These slides have been prepared to make the difference between modals usage in present and past situation. These slides will be shown. They have pictures that set a context and students will use these modals to talk about possibilities. The answer key will reinforce this input. Besides this, teacher will give them some more examples to show possibilities, like Ali lives in Istanbul. He goes to the hospital every day. He must be a doctor, or He could be a patients. He might be sick. etc. eliciting from the students.

At this stage the following important steps will be finished. 1. to explain the difference between the main verbs and the modals with examples 2. to exlain meanings and usage of modals 3. The rules (will be extracted from the students) regulating the modals 4. to explain the form of modals in present and past The teacher again will show the paragraph shown at the lead- in stage. The difference between the present simple verbs and modal verbs will be given by comparing them: Ibrahim leaves his home at 9:00 a.m. It is 10:20 a.m, now. He must be on his way to ITI. He might be sitting on a restaurant to have his breakfast. 1. Attention will be drawn to the verb in the first sentence "leaves" and the modal verb in " must be" in the second sentence. 2. How to make negatives in both the sentences. 3.How to make questions in both the sentences. 4. The verb in the first sentence adds "s" but there is no addition with the modal verb. 5. The use of bare infinite with modals Then the teacher will write some sentences using these modals in present and past form and elicit the form from the students. Subject + modal + base form Subject + modal + have + past participle After extracting the form, the teacher will teach how to pronounce the modals.

Before introducing this stage, write two sentences on the board. 1.People thought party was not good. (may) 2. People are happy to find places at the concert. (must) The first sentence is in past tense. So, we add "have" with may and this is a past situation. People may have thought party was good. In the second case, the situation is present, so we speculate in present. People must be happy to find places at the concert. By explaining this, they will be told to complete the sentences. They will sit in pairs and complete the task. While they do the task, teacher would move around and see if they need any help.

At this stage,students will be told to focus on this before doing the activity: Must = It is used to express certainty (see, i am positive) Can't = to express impossibility / inability ( see i don't think anyway) Might = not sure (see, I'm not sure) After this a little explanation, handout will be given to them and they will work in pair to fill in the blanks. This activity will surely reinforce their understanding of modal verbs of speculation.

Students will sit in the groups of 3 each . They will be given a handout (or they already have it) with three pictures of magicians playing different tricks. Students will sit and speculate about these tricks. Ex. He must be an expert, He must have practiced a lot etc. First, they will discuss as a group and later write these sentences on the paper. At the end they will share their speculations to the class. During this activity, the teacher will first give instructions and and later supervise the whole activity.