introduce topic context by showing some images of "green" products and elicit the word "green" from them. hopefully they will already have this concept in mind. we will then have a class discussion, i will ask "can anybody tell me some 'green' products they use?" "do you use a car or public transportation to travel?" "do you recycle your paper?"

write examples on the board for the grammar exercise. "we're going to install a water tank at our house" elicit from the students that this is an example of definite arrangements is this something we are sure about? will it happen for sure? do we already have a water tank? "I'll just eat this chicken cold instead of heating it up" was this decision made at the time of talking or before?

Give students work sheet and ask them to match sentences with their descriptions, as shown in examples. monitor students and help any struggling. as them discuss in pairs their answers when finished. move to grammar q2; monitor students working on q2 in pairs to check understanding, from the monitoring and the pair conversations, i will know whether we need more clarification or not, if so, do a couple more examples with heavier ccqs.

grammar q3 give students title a or b, in pairs they will do task 3 in 30 seconds. do not show your partner your answers. can we show our paper? how long to we speak for? will you guess what questions they are answering? monitor students and do error correction if needed. next, we move on to speaking, pronunciation give students a b or c, so they are in groups of 3. after youve read about the product, in your own words, tell your group about your product and which should come 1st 2nd or 3rd in a competition. swap groups and repeat process. class discussion topic; would you buy any of these products? why or why not?

ask students to tell the class how green they think their product is and why or why not. correct any errors as a whole class in discussion form, putting any needed examples on the board and drilling/ context checking