I am going to show the students through the PowerPoint Presentation a slide with different types of careers I used to work and my current career. Also, to let them link with the main aim of the class. Next, send them a screenshot of the handout of that exercise through Zoom chat box. Then, I am going to send them to breakout rooms to match the quotations to the person who said them Also, to let them link with the main aim of the class. I am going to use ICQs to assure that they got the instructions clearly: 1- are you working individually or in groups? groups 2- how many minutes do you have? 2 minutes 3- matching or filling gaps? matching Next, asking them to share their feedback for one minute.

I am going to move with them to the next stage here to discuss the following 3 vocabulary that might stop them from understanding the text: 1- a plumber. 2- resign. 3- run a hotel. Using MPF technique is a must here I am going to elicit the meaning of each word through a picture first. Second, I am going to drill the words, asking them to listen to me twice first and repeat after me then. Next, showing them the spelling of each one. Following a short definition for every vocabulary. I am going to use CCQs to assure that they got the meaning clearly: 1- Does "a plumber" repair sofas? No 2- Does he work in an office? No 3- Does "resign" mean to stay at the same job? No 4- Does it mean leave a job? Yes 5- Does "to run a hotel" mean to walk? No 6- Is "to run a hotel" to be a hotel manager? Yes

I am going to ask students to read the captions under each picture. Then, I am going to ask them to read the quotations and match them to the person who said each of them. I am going to show them the answer key through a circle on the correct person.

I am going to add a personalised story to get them deeply into the context of the future clauses for the purpose of eliciting the meaning of them. I am going to highlight the future time words. I am going to ask them to look at the pictures individually and to discuss all what happened before or after what to show the contrasting between them. Supported with personalised CCQs eliciting the meaning within my story: 1- What happens first? to arrive. 2- What happens second? to wear 3- Am I going to get out of water if I am fine? No 4- Does not ------ until mean not before 2? Yes 5- Does once mean directly after arriving? Yes In addition, I am going to take them through exercise number one on page 53 related to the first question in the Analysis Box. I am going to add CCQs: Does "as soon as" mean the longest possible time? No Does "when" mean to refer to the time of a future situation? Yes Does "if" mean there is a probability? Yes. Does "once" just after? Yes Does "unless" mean except if something happens? Yes Does "until" mean up to specific time? Yes Does "before" mean prior the thing mentioned? No Does "after" mean earlier than the thing mentioned? No As for the pronunciation part, I am going to drill the time words. I am going to say them twice, asking the whole class to repeat and finally to select 3 of them to repeat. I am going to move to eliciting the stressed and unstressed words. I am going to show the linking and intonation in the phrases. At the end, I am going to move to elicit the form of the tense that comes after each time word. Also, to elicit the difference between the dependent and independent clauses. Which is the time clause and which is the main. CCQs: 1- What is that tense? Present Simple 2- Does the sentence order matter? No 3- Can I use "be going to"? Yes 4- Can I put a "," after the main clause? No 5- which one can't come by its own? dependent 6- Do we get the infinitive form after will? Yes. 7- Do we use will after the time word? NO Then, to send them to breakout rooms to discuss exercise 2 and 3 in the Analysis Box. Finally, to get them back to the main room for feedback and to discuss their answers compared with the answer keys.

The students are going to finish the sentences in exercise 2, page 53.

I am going to switch pairs of students within the breakout rooms and ask them to discuss about the sentences they wrote within the controlled practice stage. Then, I am going to get them back to the main room for feedback and to discuss as a whole group.

Language Feedback: That would be through if they got the MPF concept mentioned within the class. I am going to show them a couple of sentences I took them as notes while they were in the controlled and the freer practices. and discuss them As: 1- As soon as I will arrive, I will eat. 2- Unless they will come, I will not go out with them.

Content Feedback: To wrap up the ideas which were discussed in the class.