As a lead-in, get the SS to work in pairs and discuss how people get to work in Paris and what they have to after taking a bike. During whole class feed-back I will ask them some CCQs like 'can they take the bikes to the home?, no they can't. Do they have to pay for the first half-hour? no they don't have to.

before delivering the texts, tell them that are going to read the text quickly without trying to understand everything and underline modal verbs can/can't have to/don't have to. Give the hand-outs and get them to do the task alone. after they finish ask them to check their answer with their partner.

deliver the hand-outs and ask them to choose the correct answer between to options. remind them that they're going to work alone again and do the task at the top of the page. make sure that they all do the task and project the text, the answers highlighted. get them to check their answers. after that ask them to match the sentences with the statements below.

project a table regarding the form of target language. get them to complete the table according to the rules about bike pick-up stations in Paris. In this activity I'll give the marker to a student and ask him/her to write one answer in the relevant blank and to give it another student. when they complete the table, I'll show the form of target language on the board through eliciting.

play the recording 9.5 and get them to repeat after the recording. I'll drill the structure through back-chaining.

tell them that they're going to complete the questions with can/can't and have to/don't have to. deliver the hand-outs and get them to work alone. after they finish the task ask them o check their answers with their partners. finally project the answer key. after that divide the the clas into two groups. tell them that group A is going to find which sentences are true in İzmir and group B is going to find the false sentences. Ass CCQs to make sure if they undrestand what they are to do. nominate one student from each group to tell their answers.

give each student some cut-ups about tourist card system in three European cities. before getting the task started ask some ICQs to clear 'price, transport, entry to museum etc and other informations'. get them to complete the table. after that project the table and ask them to stick the cut-ups in the relevant place on the board.

Get them to work in pairs and discuss which city has the best tourist card system. get a quick feed-back.

ask them to imagine they are going to have their own country and they are free to set the rules in their own country. divide them into two groups, group A will discuss what people can and don't have to do while group B will discuss what people have to and can't do in their countries. get them to work in their groups to work on this activity. nominate one in each group to tell about their country. provide delayed error correction.