• The teacher uses a picture to elicit some information about the students' future dreams. This is to activate their schemata and prior knowledge.

• Students read a short article about future dreams quickly to understand the gist of it. • Students, in group work, answer 2-3 comprehension questions about information in the text. • Then, students, in group work, answer some detailed questions about the text related to the future simple (guided discovery tool).

• Students, in group work, discover and highlight examples of the future tense (v. to be + going to + infinitive) in the text. • The teacher writes some examples on the board.

• Students work out these examples of the target language in group work. • The teacher, then, elicits the meaning/ use of the future simple tense, then goes for the form/ the structure of the tense. • The teacher then drills the target language in chunks as for pronunciation.

• The teacher asks Concept Checking Questions to check their understanding after the elicitation of each of the meaning, form, and pronunciation. Examples: 1- Are these sentences in the past, present, or future? Future 2- Can we talk about old habits using the future simple? No 3- Do we use future simple to talk about our future plans? Yes

• Students, in pair work, complete sentences in the future simple tense by filling the words from the box

• Students, in group work, do a gap fill activity without a box of words

• Students do a role play of an interviewer and an interviewee (pair work). Each students asks his colleague about his future plans using the future tense, and his colleague talks about his plans using the future tense. • Students, then, exchange roles. • The teacher monitors and takes down notes of their language mistakes.

• The teacher forms new pair groups, comprising one person from each of the other groups. The students tell each other their plans). • The teacher gives feedback of the language mistakes.