T greets Ss T shows a slide with an image of an elderly man (Google Jamboard), and give an example of how T sees himself in the future. 1 minute T shares the link of the google Jamboard presentation where Ss need to discuss in Break out rooms, in pair or trios the following question: What will you be doing in 20-30 years? 1 minute T nominates one student from every pair to share their answers to the rest of the class. 1 minute

T projects a Google form with some answers to a survey showing the usage of the grammar points, future continuous and future perfect -highlighted in bold- and ask Ss to select the correct title (individually) that better suits the answers. 2 minutes How much time do you have? (2 minutes) Do you have to select or put together a title? (Select) Ss go to breakout rooms, in pairs or trios, to discuss their answers. 2 minutes T asks Ss to tell their answers in class as a whole and confirms the correct answer with them. 1 minute Why did you choose that option?

T shows and shares a Google slide with a list of sentences using the target language (future continuous and future perfect), in marker sentences for context, and a table where Ss need to classify them by their meaning. T works the first one as an example with the class. 2 minutes Are you matching or classifying? (classifying) Are you working in groups? (Yes) How much time do you have? (3 minutes) Ss go to breakout rooms in pairs or trios to solve the task and come to an agreement. 3 minutes T asks Ss to share their answers in class as a whole and confirms the correct answers with them. 1 minute

MEANING 2 minutes T elicits from Ss the name and the meaning of the two grammar structures (future continuous and future perfect) What tenses can you spot in the sentences? (Future continuous and future perfect) What structure do we use to talk about actions in progress at certain time in the future? (Future continuous) What structure do we use to talk about actions completed by a certain time in the future? (Future perfect) FORM 5 minutes T asks Ss to work in pairs, filling up the blanks related to the components of each grammatical structure in affirmative statements. T elicits from Ss in class as a whole the answer of the previous exercise and elicit form through FCQ's What's the auxiliary for future continuous? (Will be) Do we have to conjugate the verb be according to the subject in future continuous? (No) What's the morphological structure of the main verb? (present) What's the auxiliary for future perfect? (Will have) Do we have to conjugate the verb have according to the subject in future perfect? (No) What's the morphological structure of the main verb? (past participle) PRONUNCIATION 3 minutes T models each item and the elicit from Ss the features of connected speech they identify, and elicit the # of syllables, linking and elision sounds, the work chorally in pronunciation as needed. To what auxiliary belongs the following sound /ləvbɪn/? 'll have been Does the auxiliary have sound weak or strong? weak *note: When have is an auxiliary verb it has weak stress /əv/

T shows and shares a Google form with 6 multiple choice sentences where Ss have select, the appropriate type of future (continuous or perfect) and solve with Ss the first one as an example. 2 minutes Ss solve individually the rest of the sentences. 2 minutes Are you writing or choosing the correct option? (choosing) How much time do you have for this activity? (2 min) Ss go to breakout rooms in pairs or trios to check their responses. 3 minutes T asks specific students to share their answers to the whole group. 1 minute

T shares a Google Jamboard where Ss will read and discuss the following questions in breakout rooms, in pairs or trios. 5 minutes What will you have achieved by 2030 in terms of your relationships with family and friends, traveling, and earning and saving money? What will you be doing during the following years to achieve your goals? T will nominate some Ss to share their opinions about the questions. 3 minutes

T shares a Google Jamboard with some of the mistakes made in the previous activity by Ss and eliciting error awareness from them. 5 minutes