1. Ss will draw cards first thing (will survive, won't survive, might survive) and be placed in groups according to the card they drew. 2. T will give instructions about the HO and songs that will be listened to and distribute the HO. 3. Ss will listen to several song clips and complete a gap-fill exercise to introduce the TL. 4. Ss will discuss in their group what they think the songs had in common. 5. T will elicit F/B and show the TL for the lesson.

1. T gives activity instructions and distributes the HO. 2. Ss complete a cutout matching activity in their groups. 3. T directs W/C F/B to clarify meaning, highlight time and probability. 4. T introduces short forms, Ss fill in the blanks on the WB, T drills on short form. 5. T gives activity instructions and distributes the second HO. 6. Ss complete the rules activity in groups. 7. T directs W/C F/B to clarify meaning and drill TL.

1. T uses three examples from the cutout matching activity to begin to elicit the form. 2. T gives instructions for the activity has Ss complete the bottom part of HO3 in their groups. 3. After Ss have completed in groups, T will nominate Ss to fill in the gaps on the board. 4. Through W/C F/B T will use completed form to check comprehension of meaning, form and usage, highlighting time and probability again.

1. T will regroup Ss for the final three activities of the class by numbering them (1, 2 and 3) 2. T will give instructions about activity and distribute the handout. 3. Ss will complete the HO in groups. 4. T will project answers on the board.

1. T gives instructions for the activity. 2. In their groups, Ss create three statements similar to the survival texts, but in the context of school. 3. T directs W/C F/B.

1. T will give instructions about the last GW discussion. 2. T will show the World War Z clip. 3. Ss will have a discussion in their group using the target language: Ex: I might survive a Zombie war because I know how to fight. 4. T will monitor and give delayed F/B and correction.