Teacher starts lesson by mentioning the topic of vacation saying they need a vacation. Teacher asks students if they 'will' take a trip next vacation while sharing their screen to a picture related to travel and vacation. Teacher asks students if they 'are going to' stay home next vacation. Teacher reacts to students comments and annotates on the picture

Teacher shares screen with a Google Form embedded in a Google Sites document where students will see the text; Teacher points out students will read the text in pairs and choose the right sentence that summarizes the text. Teacher shares the link to the precious document on Zoom chatbox. Teacher elicits students answers for the class Teacher nominates students to explain why they choose their answer.

Teacher points students to read the text again and pay attention to the sentences including 'going to', 'will', V+ING, and Simple present; (Marker Sentences) and jot them down in the appropriate space in the site.

Teacher points students to click on the ‘Future Forms' tab with examples of those sentences (1 per tense) where students will see the sentences and will have to chose the appropriate meaning of the sentence (i.e.: if it's a promise or a desicion at the moment, if the sentence refers to something scheduled, etc.) wirking in pairs. Teacher checks answers with students and then shares the screen to a board where those 4 examples are labeled in an appropriate manner. Teacher checks meaning by using CCQs.: - What is the auxiliary we use when we want to make a promise or a decision at the moment? Will. Can I make a prediction ora request with 'will'? Yes - In the sentence with 'going to', is this a decision at the moment or a plan she already prepared? A plan. Can I also make predictions based on evidence with going to? Yes. - In the third example (simple present), Is this spontaneous or something programmed or scheduled? Programmed/Scheduled - In the last one, Is it similar to the previous sentence? Yes. What additional information is she mentioning (point to the place and time with the cursor)? Place/time Teacher then proceeds to check form by asking FCQs.: - What is the form of the verb that we use after will? Simple Form/Present. What is the negative form of will? Will not/Won't. - What is the auxiliary verb for idiomatic future? To be/Be. What is the form of the verb after the expression 'going to'? Simple Form/Present. - In present in affirmative sentences, do we need ad auxiliary? No. What about the auxiliary for negative sentences? Don't and Doesn't. - In present continuous, what is the auxiliary verb we use? To be/be. And what is the form of the verb? V+ING/Present Participle. Finally Teacher goes over pronunciation with students, an anticipated problem is the pronunciation of will vs wheel, so the teacher will share their screen to a board with the pronunciation of wheel (the wrong one) and will (the right one) prompting students to repeat after them. Teacher then goes along the pronunciation of the examples along with the students pointing out stress (in bold) linking (if any) and asks students to repeat after them 3 times

Students will be pointed out to click on the Practice tab where they will be faced with a new Google form embedded in the site. Teacher will ask students to read the questions and choose the option that best completes the sentence while in pairs. Students share answers with the class. Teacher nominates students to explain why they choose their answer.

Teacher activates schema by asking students questions about traveling.: - Do you like to travel? - Do you have any plans for your next vacation? Teacher shares the screen to a jamboard with pictures related to travel and asks students to discuss the topics on the jamboard: - Where are you going to travel next vacation? - Will you go by plane, bus, ship; or will you rent a car to drive there? - Do you have a reservation for the flight, what about the hotel or a restaurant? - What activities are you going to enjoy? - When are you coming back? Teacher will then proceed to give a short demo of what is expected in the discussion encouraging students to come up with interesting scenarios e.g.: I am going to travel to Cancún next vacation, I will take a flight there because it's faster and my wife hates the road. Our flight departs at 9 am next Sunday. We have reservations for a 3 day stay at the Cancun Bay Hotel. We are going to eat a lot of seafood, I'm going to gamble at a casino while my wife is getting a spa. We are coming back home on March the 1st. Teacher then sends the link to the jamboard on zoom chatbox and sets students to work in pairs while monitoring. Teacher reacts to some information gathered during monitoring and then nominates students to share their classmates or their own opinions about the questions . Teacher shares zoom board to write down two or three different mistakes heard during the activity, then Teacher asks students for the correct form of the structure, pronunciation or part of lexis and writes the correct form.