Lead-in (5 mins) Objective: Set the context for using "will" and "won't" with pessimistic predictions. Activity: Show an image of dark clouds or a person looking worried. Ask students, "What do you think will happen if the weather stays like this?" and "What do you think the person is worried about?" Have students discuss their ideas in pairs or small groups. Conduct brief class feedback and elicit responses such as "It will rain," "They won’t have a good day."

Gist Reading (2 mins) Objective: Introduce the target language in context. Activity: Provide a short text where a character makes pessimistic predictions Set a gist task: "Read and find out If Lina thinks good or bad things will happen." ICQ: - Are you reading for detail or scanning the text? (Scanning) Students read individually, then class feedback. Teacher asks CCQ: "When does the character use 'will'?" (To talk about something they think will happen in the future.) "What about 'won't'?" (To say something will not happen. 2. Specific information task (5min) Match expressions T demos, asking for help from one student. Then, T shares the link. ICQ: - Are you working alone or with a partner? (alone) -Where are you answering your questions? (Google doc) -How many minutes do you have? (3min) Any questions? Are we clear? 3min. Start. Then, T shares the link. https://forms.gle/bke9AWdujRjHXotFA Monitor: Check all students are on task and speaking English. Listen for interesting comments for feedback/Listen for common mistakes. If students finish early have them pair share. Post-activity Feedback: Teacher shows answers Any questions? Are we clear? Teacher checks responses Wrap up: Good job everyone.

T introduces task for meaning, form, and pronunciation of TL. Teacher displays the phrases, ask if students have any questions, and use a few CCQs to check their understanding. Teacher says phrases first before addressing the meaning. 1. Does "I’ll be late for work" mean I am late now? (No) 2. Is "You’ll break your leg" happening now? (No) 3. Is "She’ll miss the train" something that has already happened? (No) 4. Do I think these things will happen? (Yes) What is the form of these phrases? Subject + 'll (will) /won’t + base verb Model the phrase “I’ll be late for work” Elicit Stress () NOW DRILL Drill Chorally, then Individually. Model the phrase “You’ll break your leg” Elicit Stress() NOW DRILL Drill Chorally, then Individually. Model the phrase “ She’ll miss the train” Elicit Stress () NOW DRILL Drill Chorally, then Individually. Remember that contractions are very common in conversation, but that it is not wrong to use the full uncontracted form. Linking: The contraction "'ll" links smoothly with the subject: "I'll," "You'll," "She'll." IPA: 1. /aɪl bi leɪt fər wɜrk/ 2. /juːl breɪk jɔr lɛg/ 3. /ʃiːl mɪs ðə treɪn/ Stress: Primary stress on the verb: be, break, miss. Intonation: Slight rise on the subject, falling intonation on the verb and object.

Controlled Practice (5-10 mins) Objective: Practice using "will" and "won't" in a controlled setting. Activity: Provide a fill-in-the-blanks exercise where students complete sentences with "will" or "won't" (e.g., "It _____ (rain) tomorrow"). via google docs T models and elicits answers from students. ICQ: Do we work indivially or in paris? (Individually) Where do we answer our questions? (Google Docs) Students complete the exercise individually, check in pairs, then conduct class feedback.

Freer Practice/Production (10-15 mins) Objective: Allow students to use the target language more freely. Activity: Teacher will tell students to ask three questions to one another. Student A's Questions: Do you think you’ll have a nice weekend? Do you think you’ll pass your next English exam? Do you think you’ll get a good (or better) job in the future? Student B's Questions: Do you think you’ll get an interesting email or message from someone tonight? Do you think you’ll meet some new friends on your next vacation? Do you think you’ll live to be 100? Step 1: Student A asks their first question to Student B. Example: "Do you think you’ll have a nice weekend?" Step 2: Student B answers using "will" or "won’t" in a pessimistic prediction. Example: "I don’t think so. It won’t be nice because it will rain." Step 3: Student B then asks their first question to Student A and follows the same steps. Step 4: Continue until all questions have been asked and answered. ICQ: What will you be doing? (asking each other these three questions) ICQ: How will you be doing this? (Pair share) ICQ: How much time do you have? (8min) Teacher will allow students to pair share. ( I will put students in breakout rooms) Teacher will bring the whole class together to discuss the scenarios and their experiences. Scaffolding: Example Sentences: Provide example answers on slide for each type of question to help students structure their responses. "I don’t think so. It won’t be nice because..." "I think I won’t because..." Finish with feedback on content and error correction.

Finish with feedback on content first then move into error correction. Learns are to identify both correct and incorrect sentences including pronunciation, then learners correct latter ones by themselves.