1. Download the files suggested in the MED section and make copies for students.

2. In this session, students are going to review the present simple and question forms in order to contrast facts vs. predictions.

3. Tell students they are going to work in groups and practice asking questions to find out how often certain activities are done by their classmates.

4. Lay the sixteen cut-up questions – face-down – between the students.

5. Students take turns randomly selecting questions to ask their partner(s) but encourage them to ask follow-up questions s well.

6. Be sure to set a time frame for your students (try starting with 10 – 15 minutes for 16 questions; you may want to adjust this in later classes).

7. Monitor and assist.

8. There are two other different ways to do the activity in the same file, on the second page.

9. Ask students to remember what their classmates said and report to the class the information.

10. It is optional to review preset simple, How often, and frequency adverbs if necessary and depending on how the activity went.

11.There are several pages in this file, make sure you print the one that says  “Present simple: exercise 3 - wh questions, test 1 ”

12. Distribute the worksheet and tell students that Liz is taking her English exam but some of the questions her examiner is asking are incomplete so they need to read the answers and complete the wh- questions.

13. Use the firs sentences as an example to model the activity,

Examiner: Your name is Elizabeth. ....what do…. your friends ......call…  you?

Liz: My friends call me Liz.

14. Ask students to swap their worksheets with other students to check answers.

15. Review with the whole class by asking, did you get the same answers as_____? Who has different answers? What are those differences? Can you explain what¿s wrong with your answer(s)? What’s missing? Who can helps us explain how to complete this sentence? Etc.

1. Download the files of the activities suggested in the MED section and make copies for students.

2. In this session, students are going to discuss some predictions and gain more practice in identifying them and having a conversation.

3. Play a joke on your students and ask them if they think they will pass English, then, asl them to complete the prediction based on facts.

4. Write some of those predictions on the board and circle WILL for them to keep it in mind.

5. Tell students they are going to talk about some 12 events and Rank them 1 – 5 according to how likely they will happen in the future, probably, perhaps, maybe, probably never, impossible.

6. You may want to work on the adverbs and how much they express, then, ask students to read the 12 events and let you know if they have vocabulary questions.

7. When students have ranked the events, ask them to compare them to two other classmates and discuss with them, why / why not depending on how different their answers were.

8. Have a class discussion by giving your personal point of view by choosing a student at random to say how likely this will happen, then you give a very different answer or ‘crazy answer to provoke the student reacts and asks more questions.

9. Distribute the second worksheet and draw students’ attention towards the paragraph about Cathy.

10. Ask students to read it and answer the general comprehension questions.

11. Check the answers and ask more questions based on your students' answers.

12. Ask students to find the text about Cathy in the maze as fast as they can and raise their hands immediately.

13. Ask the winners to read the text from the maze.

14. Have a class discussion with the questions at the bottom of the page.

1. Have the beam projector ready to show the activity suggested in the MED section and download the file and make copies for students of the second file.

2. In this session, students are going to work with different situations to make predictions.

3. Ask students to make some long-term predictions about their lives in 10 years.

4. Project the activity and tell students they are going to talk about the future. Or if you print the activity, cut the 18 cards and ask students to work in groups of three.

5. Students take turns, pick a card, and answer the most original way possible.

6. If you only project the activity, number the cards, and assign everybody in class a question. There will be maybe, three rounds of questions.

7. Ask students to think of their answers and find two more students with the same question to share their answers with.

8. Have a class discussion with all the information students will share.

9. Ask students to read the events listed at the bottom of the page and answer ‘yes-no-maybe’.

10. In this second part of the session, students are going to have some controlled practice of modal WILL.

11. Distribute the worksheet and draw students’ attention towards the cartoon. Talk about it.

12. Ask students to start working with the first section which is about reviewing future forms by matching the rules or meaning with their examples.

13. Check answers and make sure students understand the meaning of the future form in context. Otherwise, provide more examples.

14. Ask students to work in pairs and choose the answers to complete the sentences. Students may need more time for the activity so it is a good idea to ask them to work first with sentences 1-5 and from there, decide how many more sentences they can do in class or for homework.

15. Check answers 1-5 and ask students to substitute some elements in the same sentence to personalize it.