1.- T shows G-Slide with a student thinking about future options (army, job applications, university, internship, temporary job, etc.), and elicits what Ss can see. ELICITING Qs: “Who is this person? What is he thinking about?” “What options can you see?” “Is he sure about his future or still deciding?” 2.- T narrows focus to the topic of future plans and decisions. ELICITING Qs: “Is it easy for graduates and school leavers to find a job in your country?” “Do most people start a career immediately?” “What else might they do?” T models answer: “I think in Canada most of post graduates people find a summer job right after or they just take a year of vacations.” 3.- T sets task (based on slide prompts): “Discuss these questions: You have 2 minutes. Discuss together.” 4.- Ss discuss in pairs (breakout room if possible). 5.- T conducts brief OCFB collecting ideas and reformulating some Ss’ answers using natural future forms (e.g., going to, will, might) without explicit correction yet, to prepare for the grammar focus.

4.- T shows G-Slide with the table (names: Nora, Oliver, Dino, Caroline) and sets context: “You will hear four students talking about what they studied and their future plans.” 5.- T gives clear instructions for gist task: “Listen and complete the table. Write: What they have been studying Their plans or ideas for the future” ICQs: “How many people are speaking?” (4) “Do you write full sentences or notes?” (Notes) 6.- T quickly demonstrates by modelling one example (without giving answers) playing the audio: “For example: ‘studied drama’ / ‘going to travel’ (just notes like this).” 7.- T shares Google Form or slide link and screen shares the table. 8.- T plays audio once (continuous). Ss listen and complete individually. 9.- T conducts OCFB and confirms answers: Answer key: Nora → Drama & education / will probably teach, but going to travel to Trinidad, might work there Oliver → Ancient History / going to join the army (starting in September) Dino → Fashion / going on holiday, then planning to do a master’s degree Caroline → Modern languages / going to start a job in September, will take a holiday first Follow-up Task – Categorising Future Plans (Based on Slide) 10.- T sets second task using next slide with categories (no clear plan / work + holiday planned / fixed plan arranged / short-term + future study): “Now look at the table. You need to decide and drag what kind of future plan each person has in the word bank.” 11.- T gives clear instructions: “Match each student (Nora, Oliver, Dino, Caroline) to one category and complete the ‘Main idea’ column with a short note.” ICQs: “Do you match each person to one category?” (Yes) “Do you write or drag the category?” (drag the category to each name) 12.- T models one example (without giving full answer): “For example: ‘no clear plan’ → the person is still exploring options.” 13.- Ss complete the table individually (1–2 minutes), then compare answers in pairs. 14.- T conducts OCFB and confirms answers: Answer key (Main idea): Nora → no clear plan / exploring options Oliver → fixed plan already arranged Dino → short-term plan + future study Caroline → work + holiday already planned 15.- T ask “Did they all sound 100% sure about their plans?” Some = very sure (e.g., Oliver, Caroline) Some = not sure (e.g., Nora) , Are their plans… Decided / arranged (Oliver) Planned but not 100% sure Just ideas / possibilities (Nora) T briefly highlights language from the audio linked to meaning (e.g., probably, going to, planning to, will) to smoothly transition into the clarification stage.

16.- T shows G-Slide with gap-fill sentences (from the audio) and sets context: “Now we will listen again. This time, focus on the language the speakers use.” 17.- T gives clear instructions: “Listen again and complete the sentences. Use the word bank if you need, but you must write the correct form to complete each sentence.” ICQs: “Are you listening for general ideas or specific words?” (Specific words) “Do you need to write full sentences or complete them?” (Complete them) 18.- T briefly demonstrates one example (eliciting the answer): 19.- T plays audio (pause after each speaker if needed). Ss complete individually. 20.- T conducts OCFB and confirms answers: Answer key (marker sentences): I’ll probably end up teaching drama I’m not going to apply for anything this year I’m hoping to go there for a few months I’m about to join the army I’m starting my training in September First I’m having a holiday with my family I’m leaving in five days After that, I’m planning to do a master’s degree I’m due to start work at the beginning of September I’m going to find a beach somewhere nice and hot 22.- T highlights key future forms on the slide (grouping them): And elicit: "Which sentence shows an arranged plan?" Present continuous (arranged plans) (Dino, Oliver, Caroline) "Which sentence shows intentions?" Future plans & intentions (going to) (Nora, Caroline) "Which example shows a prediction?" Will (predictions / speculation) (Nora, Caroline)

22.- T shows G-Slide with the 10 completed sentences from the previous stage and sets task: “Now let’s focus on the meaning of the future forms.” 23.- T gives instructions: “Work in pairs. Categorise each sentence using emojis: ☁️ = future plans / intentions (going to) 📅 = arranged plans (present continuous) ❓ = predictions (will)” 24.- T models one example: “I’ll probably end up teaching drama → ❓ (prediction)” (T demonstrates how to add emoji on slide) ICQs: “What emoji is for plans?” (☁️) “What emoji is for arrangements?” (📅) “What emoji is for predictions?” (❓) 25.- Ss work in pairs (2 minutes) to categorise sentences. 26.- T monitors and supports. 27.- T conducts OCFB and confirms answers: ❓ I’ll probably end up teaching drama ☁️ I’m going to find a beach somewhere nice and hot 📅 I’m starting my training in September 📅 I’m leaving in five days ☁️ I’m planning to do a master’s degree 28.- T asks CCQs: “Did the speaker decide before speaking?” → ☁️ “Is it already arranged?” → 📅 “Is it just a prediction?” → ❓ B. Meaning + Form (Google Form Task) 29.- T sets task: “Now complete the Google Form. Focus on meaning and form.” Shares the link in the chat 30.- T gives instructions: “Choose the correct option to complete the rules and answer the final question.” ICQs: “Are you writing long answers?” (No) “Are you choosing the correct form?” (Yes) 31.- T shares Google Form link and screen shares first question. Form content: We use _____ when there is no special plan, this is something you predict or see as a future fact. → Answer: will + verb We use _____ to describe a present intention about the future. → Answer: going to + verb We use _____ to describe something we have already arranged to do. → Answer: Present continuous Select which sentence IS NOT expressing plans or intentions: → Answer: We have dinner at the hotel 32.- Ss complete individually (2 minutes), 33.- T conducts OCFB and confirms answers. C. Pronunciation 34.- T highlights pronunciation on board: I am → I’m /aɪm/ I will → I’ll /aɪl/ going to → gonna /ˈgə.nə/ 35.- T models and drills (choral → individual): I’m going to travel I’ll probably work I’m meeting my friend 36.- T marks stress: I’ll PROBably END up TEAching I’m GOing to FIND a BEACH 37.- Ss repeat and practise rhythm.

39.- T shows G-Slide / Google Form with prompts and sets task: “Now you will practise using future forms.” 40.- T gives instructions: “Individually, use the prompts to write complete future sentences.” ICQs: “Do you write full sentences?” (Yes) “Do you use the correct future form?” (Yes) 41.- T models one example: “I / plan / study engineering → I’m planning to study engineering.” (T highlights structure briefly) 42.- T shares Google Form / Slide link and screen shares task. Task: a) I / plan / study engineering b) My sister / think / join the army c) I / due / take my driving test next week d) Alex says he / not going / apply for university e) I know I / will not get the job 43.- Ss complete individually (2–3 minutes). 44.- T monitors and supports where needed. 45.- Ss compare answers in pairs (1 minute). 46.- T conducts OCFB and confirms answers: Answer key: a) I’m planning to study engineering. b) My sister is thinking of joining the army. c) I’m due to take my driving test next week. d) Alex says he isn’t going to apply for university. e) I know I won’t get the job. 47.- T briefly highlights correct use of forms (going to, will, present continuous, other expressions like planning to, due to) to reinforce accuracy before freer practice.

48.- T shows G-Slide with prompts and sets context: “Now you will talk about your own future plans or someone you know.” 49.- T gives instructions: “Individually, write 5 sentences using the prompts. Use different future forms (going to, present continuous, will, or other expressions).” ICQs: “How many sentences do you write?” (5) “Do you use different future forms?” (Yes) 50.- T models one example: “I’m going to travel abroad next year.” 51.- Ss write individually (3–4 minutes). T monitors and supports. Communicative Task (Speaking) 52.- T sets speaking task: “Now discuss your ideas with your partner.” Prompts on slide: “What are your plans?” “Are they arranged or just ideas?” “Why are you doing this?” 53.- Ss discuss in pairs/groups (3–4 minutes). Feedback + DEC (Delayed Error Correction) 54.- T conducts OCFB: “Tell me one interesting plan from your partner.” 55.- T writes some good examples and some incorrect sentences on the board (anonymous). 56.- T gives instructions: “Work together: Which sentences are correct? Can you correct the mistakes?” ICQs: “Do you correct individually or together?” (Together) 57.- Ss discuss and correct orally. 58.- T confirms answers, reformulates errors, and highlights good use of future forms. 59.- T briefly reinforces key forms: going to = plans present continuous = arrangements will = predictions