1. Download the file of the suggested activities in the MED section and make copies for students. As for the first file, one page needs to be cut in half and it is for 2 students.

2. Review WILL forms in affirmative, negative, and questions. You may want to write some examples on the board and elicit from students how they are used in the sentence.

3. In this session, students are going to work, basically, with making questions with WILL and reading horoscopes.

4. Distribute the worksheet and ask students to go over the questions and ask vocabulary questions if needed.

5. Draw students’ attention towards the expressions in the boxes for them to use while talking about the events.

6. Recommend students to use them in order to get more familiar with the conversational style.

7. Set a time limit and when time is up invite students to hare some of the answers, opinión and comments they got from their classmates.

8. Ask students to change their questions, if they were A now they will be B and find a different classmate to work with and repeat the activity.

9. Ask students when their birthdays are what their zodiac signs are.

10. Distribute the worksheet and ask students to find their signs and read them.

11. Ask students if they like those predictions and how likely they are to will happen, probably, perhaps, maybe, probably never, imposible.

12. Ask students to work in pairs and ask each other what signs they are and discuss such predictions.

13. Ask students to ask questions, ‘Why do you say it won’t happen? ‘ 2Why do you believe it will happen?’

14. Ask students to write down two more sentences to each sign n the worksheet.

15. Students work with a different classmate and ask what signs they are, then, read their new horoscopes.

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

2. In this session, students are going to work with an article and discuss the predictions as well as a fun activity.

3. Distribute the worksheet and draw students’ attention to the title of the activity, WHAT WILL IT BE LIKE IN 100 YEARS?

4. Discuss students’ answers.

5. Ask students to number the questions 1-6 for a better organization of the activity.

6. Set a time limit for them to answer and help with grammar and vocabulary as needed and when time is up, ask students to swap papers with other students and read their answers. Then, swap this paper with a second student and read it again.

7. Ask students how different or similar their answers and how likely the events are to happen.

8. Continue with the second part, writing three more questions.

9. Ask students to dictate the questions so they can have something like a bank of questions about future events.

10. Distribute the second activity and have the students read the predictions on the worksheet, then,  think about their partner’s future plans.

12. Students also write three more predictions of their own at the bottom of the worksheet.

13. Students then write 'yes' next to the prediction if they think it will come true or 'no' if they think it won't. They do this without consulting their partner.

14. If a student writes 'yes', they must think of a reason why.

15. The students then take it in turns to tell their partner about their predictions and reasons using the future simple form 'will' and 'won't'.

16. Their partner tells them if their predictions are right or wrong. If a prediction is correct, the student puts a tick in the box. If it's wrong, the student puts a cross. The student with the most correct predictions wins the game.

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

2. In this session, students are going to practice making predictions about movies and talk about some personal future plans they may have.

3. Ask students what they know about the 'Oscars' and if they know any movies and/or actors that have been awarded an Oscar. 

4. Distribute the worksheet and ask students to work individually on Oscar predictions. Tell students they do not need to be experts in movies, however, it is important they participate and 'play' with the information.

5. Draw their attention towards the pictures in the left column and drive them to notice they belong to the WHO, then, check the second column and ask what that may be.

6. Read the example of DiCaprio and elicit other predictions.

7. Ask students to complete the table.

8. Ask students to work in pairs and read to each other their predictions.

9. Ask students to now, write more predictions but using ‘won’t ‘and give their reasons for such prediction.

10. Invite students to share their predictions with the class.

11. To continue with prediction and to contrast with the previous activity, students now will talk about their future plans.

12. Have your students stand and find different classmates to interview. When a classmate answers ‘Yes’, the interviewer should write the classmate’s name and ask for and record additional information. For example:  A. Will you do lots of homework tonight? B. Yes, I will. A. (writes classmate’s name in the box) What kind of homework will you do? B. I’ll do English homework, of course. A. (writes this information in the box)

13. When a classmate answers with ‘No’, the interviewer should the leave box empty. Another classmate may later answer ‘Yes’ for this question. IMPORTANT: Be sure to model this activity with a student.5. Consider using the board to write a similar conversation as above. ‘FIND SOMEONE WHO’ Activity – Version

14. As you can see there is another suggested way to do the activity. Feel free to choose the one you and your students feel more comfortable with.

15. Ask students to report what their friends said.

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

2. In this session, students are going to talk about predictions and plans as a contrast.

3. Ask students to share with the class how their life will be in 20 years in terms of study, work, and family.

4. Distribute the worksheet and ask students to work individually first.

5. Tell students they are going to answer the questions on pieces of paper.

6. Ask students to work in groups of four and have a box, bag, container ready to put the strips of paper with the answers in it.

7. In their teams, somebody asks the first question and somebody else draws a paper, read the answer, and the rest of the group guess whose answer that may be.

8. When all the strips of paper have been read, ask students to talk about their future by giving the answers to the questions (not the questions).

9. Distribute the worksheet and ask students to stand up and simply ask their classmates questions using the target grammar. For example, Student A might ask, “Are you going to have a party next month?” A positive response from Student B – for example, “Yes, I am.” – means that Student A can write the name of Student B (perhaps ‘Thomas’) in the square containing the question.

10. A negative response – for example, “No, I’m not.” – means that Thomas’ name cannot be written in that square by Student A. Student B then asks Student A that question, or any other question, and continues as above.

11. Have your students switch partners after each has asked a question, and continue with the other classmates. Alternatively, tap the whiteboard every few minutes and shout aloud, “Change partners!” every 2 or 3 minutes.

12. The winning student is the one who first writes a straight line of names across or down the Bingo card.