I will have the word, "Eco-Guilty" on the board and ask students what they think it means. Then I will have the students read the short text and ask them how eco-guilty do you think you are? After, I will put up my questionnaire on the overhead projector (this will be a model for them) and have them fill out their own to figure out how eco-guilty they really are.

I will ask students to think about how people will live in the next 20 years. They will think about this question for less than a minute with a partner. Then I will put the students in groups. Depending the variety of the answers they got for the questionnaire, I will use "very guilty, should feel guilty, or too good to be true." If everyone received below 0 for the questionnaire i will not be able to use this technique. I will then ask the students to read the text about a predictions that have been made about the next 20 years and think of which ones are already happening, are likely to happen an probably wont happen. They will work on this within their groups/pairs (depending on the number of students). I will ask the students who thinks what and why. Afterwards, I will have the students get into two groups. I will have two charts set up on the walls. I will ask the students to look at the highlighted verbs in the predictions, and ask them which ones refer to a.) an action or situation that will be finished in the future, b.) an action or situation that will be in progress in the future. They will receive the verbs in cut-up slip and will have to put it in the right section on the wall.

In order to make sure that the students have understood the activity and did it correctly I will draw a timeline on the board and elicit information from the student to make sure they have understood the target language. After i will ask students CCQs to clarify that they have understood. Students will be given a fill in the blank activity and asked to complete it individually. Then students will pair up with a partner and check answers. I will then give them an answer key to check their answers.

I will give the students a worksheet and ask them to complete it. Once they have finished the activity I will ask the students to correct each others work, and tell their partner why he or she is incorrect. Then I will give them an answer key to check their answers.

Students will pair up with a partner and will be given a prediction. They will be asked to discuss each prediction and decide if you think it will happen and if they think it will be a good thing. The prediction cards will be switched at times. I will be monitoring during this activity and making delayed corrections.

Students will get into pairs and will be asked to think if the given predictions will happen and explain why or why not. I will ask them to use the tenses as they are talking about the predictions. During this activity I will be monitoring to make sure that they are using the tenses and making error correction as I hear any mistakes.