Show image as context prompt and ask: 1) What is going on in the photo? 2) What are your preferred means of communication? 3) How often do you use chat rooms, e-mail, phone, text messaging. Lead open-class discussion.

Explain: "I'm going to share an Internet posting about communication with you. I'd like you to read the posting for the general idea and answer the questions: What kind of person is the writer? (opinion writer) What is his attitude towards modern means of communication? (negative) ICQs: Are you reading for detail or for the main idea? → Main idea Do you need to understand every word? → No How many questions are you answering? → Two Given students 2 minutes then discuss student answers/thoughts about the text. Ask follow-up questions: Is he younger or older? Does he like talking? How does he feel about technology?

Ask: What does the writer predict about communicating in the future? Have students re-read posting and underline sentences that talk about the future. Highlight marker sentences: By the year 3000... we’ll all be living in our own separate little hi-tech bubbles. we’ll have lost the use of our voices. we will be communicating only via our thumbs.

Meaning Show marker sentences with timelines and use matching task on G-slide for guided discovery to identify future continuous and future perfect tense meanings. (Sentences 1 and 3 are future continuous and sentence 2 is future perfect.) Explain: Future continuous is used to describe an action in progress at a specific point in the future. Future perfect describes an action that will be completed before a specific future time. Ask CCQs: Which sentence (or sentences) focus on activity in progress? we’ll be living… and we’ll be communicating… Which sentence focuses on a completed result? we’ll have lost… Do all sentences refer to a time before the year 3000? Yes By the year 3000, we’ll all be living in our own separate little hi-tech bubbles. Is the year 3000 the start of this situation? No Is the situation finished in the year 3000? No Is this the writer’s plan or a prediction about the future? A prediction By the year 3000, we’ll have lost the use of our voices. Will people still be losing their voices in the year 3000? No Will the action be finished before the year 3000? Yes Is the focus on the process or the result? The result We will be communicating only via our thumbs. Is this something that we plan to do? No Is it happening now? No Will it happen in the normal course of events? Yes Form Show Affirmative, Negative, Question table task to students as guided discovery task, having them fill in the blanks either on their own in G-slide or in chat (depending on number of students). Do the first together as an example, eliciting student response. As a class, show answers and ask CCQs. Future Continuous CCQs: 1. Do we need one auxiliary or two? Two 2. Which word shows this is the future? Will 3. What verb form comes after be? -ing 4. Can we make we well shorter? Yes (show contractions: I’ll, you’ll, we’ll, she’ll/he’ll/it’ll, they’ll) Future Perfect CCQs: 1. Do we need one auxiliary or two? Two 2. Which word shows the future? Will 3. Which word shows completion? Have 4. Is lost a past simple or a past participle? Past participle Remind students when speaking, we typically use contractions with these verb tenses. Pronunciation Show G-slide and explain: "Now I want you to listen and tell me which two words you hear stressed in the first sentence." Change stress syllables to uppercase when students respond showing correct answer. Ask CCQs: Are auxiliaries (will, be, have) stressed or unstressed? No Which words (what kind of words) are stressed? Content words (nouns, main verbs, adjectives, adverbs) Are prepositions, articles, or pronouns typically stressed? No Have students repeat sentence individually after reading aloud again. Do the same with the second marker sentence. Note that the weak form of have sounds like of. Explain: "Now we're going to listen for intonation difference between declarative sentence and question form. I'm going to read the sentence and you tell me if my tone goes up or down." Have students respond and add correct arrow on slide. Then have students repeat chorally all sentences (backchain as needed).

Show photo with caption, instruct and ask: Read about Jay Fielding. Who is he and why is he going to Brazil? Jay Fielding is an actor, singer and fashion icon who's in Brazil on a promotional tour. Explain: "I'm going to share Jay's itinerary with you and you're going to work in pairs on this practice sheet. First, you're going to answer questions using the correct verb tense, either future continuous or future perfect. Second, you're going to ask questions based on answers provided. You'll have 4 minutes." Go over ICQs, then share link to G-form. ICQs: Are you writing full sentences or single words? Full sentences Do you use future continuous, future perfect, or both? Both Are the times already given to you? Yes Put students in breakout rooms and monitor. Then return students from BORs for answers with OCFB. Share answers, have a student read aloud one at a time. Practice – Model Answers 1. What will Jay be doing at 6:40? [He’ll be driving from the airport to the hotel.] 2. What will he have done by 8:00? [He’ll have checked in at the hotel.] 3. Will he have had his rest by 10am? [No, he will not (won’t). He’ll still be resting.] 4. What will he be doing at 1:30pm? [He’ll be having lunch at the British Consulate.] Practice – Model Questions 1. He’ll be meeting representatives of the Brazilian fashion industry. [What will Jay be doing at 12:15?] 2. He’ll have finished his VIP photo call. [What will Jay have done by 3:00?] 3. No, he won’t. He’ll still be on his way back to the hotel. [Will Jay have arrived back at the hotel by 3:45?]

Explain: Now you're going to work with a partner for speaking practice answering questions about your future plans. I'm going to give you a list of questions with fill in the blanks. First, you'll work together to complete the questions, writing the correct verb tense in the blank. Second, you'll ask each other the questions and discuss your answers. Just speaking, no writing. Use contractions where possible. Share free practice question prompts. ICQs: Are you filling in the blank in the questions by writing? Yes Are you also answering the questions? Completing questions Are you speaking or writing the answers to the questions? Do you use contractions if possible? → Yes Put students in breakout rooms and monitor. After 6-7 minutes, return students from BORs for OCFB. Show answers to fill in the blank questions and ask each student one question to share an answer to. Answers: 1. Will you be eating at home tonight? Who will be doing the cooking? 2. Will you be driving anywhere this weekend? Where will you be going? 3. By the end of the year, will you have travelled abroad anywhere? Where? 4. Do you think you will be studying English this time next year? 5. Do you think people will be speaking English as an international language in 100 years’ time?