I will lead in with a question to set lesson context and engage students. I will as students about their midterm results, as far as I know they are very bad, and encourage them to make predictions about the upcoming end of module exam by sticking two statements on the board. By doing so, I will try to elicit information from students. Hello Guys! How are you? How was your midterm? Was it bad, good or so so?Do not worry! I think end of module exam will be easy. What do you think? Do you think it will be easy or hard? Choose your side.

In this part of the lesson, I will try to draw students' attention to the target language within the help of a handout in which they are introduced the form of will and its usage. Students, in groups of four, will be asked to study on the given handout to analyze the meaning of the targeted language. This handout has been accordingly adopted to the background of the students.It is also believed that this activity will prepare them for clarification stage and provide context for the targeted language. The teacher composes groups of four by nominating students as Batman, Superman, Iron Man and Captain America. After grouping, the teacher gives instructions and checks the understanding of the students before distributing the handouts. She sets the task and monitors her students as they are on their tasks. "Each group needs a secretary. Please decide who will be the secretary of the group. You see there are six short anectodes (stories). You will match the anectodes with the correct answer. First, I want you to read all of them. You have 5 minutes to read. When you hear the comment "Second Round", secretaries can come and get the answers to match with the stories. As a group, you have to find the correct answer. If your answers are correct, you are the winner! Now.. Are you going to read all anectodes? Do you need a secretary? When secretaries can come and get the sticky notes from the board? Can secretaries get more than one sticky notes? Are you going to do matching?" Teacher distributes the handouts.

In this part, students will be given a handout in which they can find some concept checking questions. They will be encourgaed to self-discover the targeted grammar rules and the meaning of the language point. "Now, guys. It is time to study grammar. I am not the teacher; you will learn it on your own. I will give a handout and you have 5 minutes to answer the questions. After you finish, you can check your answers with your friends. You have 6 minutes in total. Are you going to study on your own or with your partner? Are you going to check your friend's answer? How much time do you have?" Teacher distributes the handouts and provides whole class feedback following peer feedback.

In this stage, my students practise new language in a limited form. I will give them a handout consisting of 10 questions related to the usage of will. I will give instructions, set the task and then distribute the handouts. Now, you are going to answer some questions about will. You have to work alone. You have 3 minutes to answer the questions. After you finish, compare your answers with your friends. Are you going to work alone or in pairs? How much time do you have to answer the questions?" I will provide whole class feedback at the end of the activity.

In this activity, ss are expected to work in pairs. Students in pairs will be distributed a freer practice activity in page 178. After asking one of their friends, ss are to move down the line and ask the same questions and give answers to their friends. A demonstration of the activity will be done to eliminate any possible confusion. I will set the task and monitor my students to provide whole class feedback at the end of the session. "Yes, guys. Now it is time to do some speaking. In this paper, you will find six questions related to the future. I want you to ask these questions to your friends and learn their opinions. You have 6 minutes. Line up here and move down when you are done."