Display slide 1 (futuristic city/technology image). Ask open question: “What do you see in this picture? Facilitate brief whole-class responses; elicit ideas from different students without explaining or correcting. Display slide 2 (three options: flying car, driverless taxi, robot teacher). Give 1 minute individual thinking time: students choose their favourite technology and write on a small piece of paper: the name of it one short reason why they like it. Pair work : students show their paper to the class and explain their choice + reason in simple sentences. Monitor quietly and note emerging language.

Transition from warmer: Now let’s see what the author says about future technology. (30 seconds) Distribute the reading text Brand New World. Set 2 gist questions (Which companies are planning changes?Are these changes good or bad for jobs?) Give students 3–4 minutes to read silently and answer the gist questions. Quick feedback (1 minute): elicit answers from 2 or 3 students; keep it brief.

hand out the 5 detail questions based on the text. Give students 2 or 3 minutes to read the text again and answer the questions in short sentences (they will naturally use will/going to). Elicit answers from students and write their sentences on the board (focus on examples containing will and going to). Collect good sentences; do not explain the whole grammar yet just highlight that these two structures are somehow different

Read aloud the first board sentence (with will) from Highlighting stage. Ask: Is this sentence about now or the future? (elicit: future). Repeat the same thing for sentences 2 and 3 . Read sentence 4 (with going to). Ask same question: Now or future? (future). Then: Why not will here? Elicit initial ideas about difference. Show the Will vs Going To slide. Point to examples and rules. Elicit from students: What does going to show? (plans/evidence)” What does will show? (prediction/decision now Model two personal examples for final check: If I study medicine… (doubtful tone): elicit will vs going to. If my phone rings now : elicit will vs going to. Students respond and explain difference.

In pairs, students work together to complete the gaps with will or be going to. They discuss and agree on each answer. Monitor quietly . Whole-class check elicit answers from different pairs. Do not immediately say if correct or wrong. Instead ask the class: What do you think? or Do you agree? Invite other pairs to say if they like/dislike the answer or to correct gently if needed.

Instruct students: Take out a small piece of paper. Write one prediction and one plan for your future (next month, next year, etc.) using will or be going to. (1 minute individual thinking and writing time) Randomly select 3 or 4 students to share what they wrote with the class (each 30 to 45 seconds). Monitor and give brief positive feedback or ask the class What do you think? if time allows