Students play a quick speaking game. The teacher shows time prompts on the board (tomorrow, this weekend, at 7:00 a.m.). In pairs, students make sentences for each prompt. A few answers are shared to activate prior knowledge of future forms.

Students read or listen to a short dialogue/text that includes examples of will for predictions, present continuous for plans, and present simple for schedules. They answer gist questions such as “Which sentences talk about plans?” and “Which talk about predictions?”

Students look at selected sentences from the text. The teacher underlines the verb forms and asks students to notice the differences between will, am/is/are + verb-ing, and present simple verbs.

The teacher explains the meaning and use of each form using a timeline and clear examples: Will → predictions or guesses Present continuous → arranged future plans Present simple → fixed schedules or timetables Concept-check questions are used to confirm understanding, along with quick form drills.

Students complete a structured activity such as gap-fills or sentence matching, focusing on choosing the correct tense. They work in pairs, and answers are checked as a class.

Students work in pairs with prompt cards (e.g., weather forecast, diary plans, school timetable). They create sentences using the correct future form with some teacher support.

Students talk about their own future using all three forms: one prediction, one plan, and one schedule. Volunteers share with the class. The teacher monitors and notes errors for feedback.