T greets ss and asks them about the most beautiful things that they can think of on our planet. T listens to ss and use the information in the following stages of the lesson. Then, T shows the flow of the lesson and tells ss he will share a big change in his life with them. T uses the PPT file.

T encourages ss to think about different ways that we waste water or we damage our planet. T elicits as many issues as possible and takes notes for the discussion stage of the lesson. Then, T asks ss to discuss or answer the questions before watching the video. T activates ss' schemata and encourages them to watch the video attentively. After watching the video, ss share their answers and thoughts. After checking the answers, T shows 2 slides on how his life changed after watching that video. Ss are exposed to the target language in these two slides.

T highlights the target language and asks ss to think about the differences between the usage and form of two slides. T may change the slides and ask ss focus on the differences between the present events and future events in these two slides.

Ss are asked to work on the form and meaning of the sentences. Ss can write down the form in their notebooks with an example. Then, T shows the slide about the form and meaning of these modals. T elicits the meaning and form as well. Then, T focuses on the pronunciation of the contracted forms of past modals. Ss repeats the contracted forms in a group or individually. Then, in the following stages of the lesson, ss are asked and reminded to use the contracted form in their speaking tasks.

SS are asked to match the words with the photos to revise some issues that we have on the earth. Ss are asked to make a sentence for each photo after matching them. T monitors ss and corrects the mistakes. Then, ss are asked to divide their notebooks into two parts and write 2 things on " What should/could we have done to save our planet? " and 2 things on "What should/could we do to save our planet? " . Then, they will share their answers with their groups or the whole class. T gives FB on the content and accuracy of the sentences.

Ss are divided into three groups. Two groups will debate the topic of saving our planet and the 3rd group will be the jury and give feedback on the responses. Ss might decide on the criteria and T adds the accurate use of the target language to the criteria. So, the debate will be mainly student-centered. Ss will be given some time to prepare for the debate. Then, each student will speak for 20-30 seconds about the issue. After the debate and the feedback from the 3rd group, T gives the final feedback. If there is a repetitive mistake, T corrects the mistake during or by the end of the debate. T asks ss for the FB on the lesson before finishing the session.