- T shares Jamboard with Ss - T displays the following question: Do you think life will be very different in twenty years? How? - T demos with her personal opinion. - Instructions: Discuss your answers in pairs. - Students discuss in Breakout rooms (2 min) - T conducts OCFB and asks a couple of students their opinion (2 min)

- T displays a slide with a text and the following questions: "What do you think of these predictions? and How likely you think it is that these things will happen." - T asks students to read out loud the text. - T asks the questions to students. - Students discuss the questions in open class. - T asks one last question: Do you think things will be better or worse in the future? - T asks students to answer the question through the chatbox.

- Teacher, together with the students, elicits synonyms of "I think," then T reveals some examples. - Display slide: Make predictions. CCQs: If we want to make predictions, are we talking about past, present, or future? What is the auxiliary verb we use to talk about the future? Give some examples of the structure. - Next slide. How to express how likely something is to happen. CCQs: If something is probably to happen, are we sure about it? So it means it may happen? If something is definitely to happen, are we sure about it? - Next slide. There is no chance to happen. Are we talking about a negative thought? That's sure to happen. Are we talking about something we think will happen? - T elicits the form of irregular forms of comparative adjectives. (Good, bad, far) - T explains other forms of comparisons. T personalizes the target language by asking questions about their family. - T elicits superlatives rules and the irregular forms of some adjectives. (Good, bad, far)

- Before we move to the speaking task, students do a review of what they've just learned, and T elicits the answer. - T displays the questions: How do you think people and life will be like in 2035? and Do you think it is probable to happen what your partner says? - T asks students to brainstorm about what they can talk about, so students have to say some words. - INSTRUCTIONS: Discuss with your partner the questions. - Learners work in pairs and discuss. (3 minutes) - Learners switch pairs as many times as possible as time allows. - T conducts OCFB.

- T writes samples of learners’ production on the screen and sets a task for the whole group to identify the correct and incorrect sentences and correct the latter ones. - T conducts OCFB