Merlin Mladenova Merlin Mladenova

Contrasting future forms TP2 Merlin Mladenova
Intermediate level


In this lesson students will revise/learn the difference between the various future forms (will / going to / present progressive). The lesson will start with a warmer. It will be the year 2099 written on the board. Students will have to make predictions on what will happen in the year 2099 and discuss it in pairs. Then each pair will have to give a feedback on what has been discussed. This will help them to guess what the context of the lesson will be: future and future forms. Then we will proceed with the grammar exercises from the coursebook. Right after the first and second exercise, I will give them grammatical clarification of the three different future forms. This will be followed up by the next grammar/listening exercises in the coursebook. At last, if there is time left I would try and do a speaking task in the form of a game or something engaging to summarise the knowledge for the day.


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Main Aims

  • To provide clarification, review and practice of different future forms and their use.

Subsidiary Aims

  • To provide specific information listening practice using a text about meetings in the context of friends and festivities


Warmer/Lead-in (3-5 minutes) • Make students form sentences with the future form "will" and thus eliciting the topic of the day

I will write "2099" on the WB. I'll ask students to imagine what the world will be like then. I will start with my personal predictions. (We will all live on Mars...) then will get them to make predictions themselves in pairs. Then I will get feedback from each pair.

Listening 1 - twice. Introduction to the context (2-4 minutes) • To find out a specific information

Show the photo to the students pointing out that one of the women is crying. Tell the students the women are flatmates, Sandy and Zoe and to listen the recording to find out why Sandy is unhappy.

Exercise 2 (7-10 minutes) • To make students identify the three different grammar forms taking place in the dialogue

Make students look at the numbered parts of the conversation in Exercise 1. Explain that each is a different way of talking about the future. Get the students to identify and then explain the use of each case.

Exercise 3 (6-8 minutes) • To choose the most appropriate future form in a dialogue

Students are given handouts with a dialogue between James and Sandy. There are the three different future forms and students must choose which one is the most appropriate in each case (is it a spontaneous decision, an intention or an arrangement.) Then the recording will be played so that students can check their answers. A pair of students will be chosen to perform the completed task for the whole class.

Exercise 4 (5-7 minutes) • Fill the gaps with the correct future form

Ask the students to read the conversation and put the verbs in the most appropriate future form. Give them a few minutes. Play the recording for the students to check their answers. Then ask a pair to perform the completed conversation for the class.

Exercise 5 - listening (1-3 minutes) • Eliciting a certain information

Tell the students they are going to listen to another conversation. Ask the students if there is any future in the relationship between Sandy and David. Then play the recording and ask them what has happened and what their answer is now.

Exercise 6 (7-9 minutes) • To practice the grammar forms

Do exercises 1, 3 and 4. This will give students the chance to practice the learnt forms.

Chairs of the Future (4-5 minutes) • To create sentences with the future forms

This activity is useful for reviewing the three future forms: present continuous, going to and will. Procedure Put three chairs spaced out at the front of the class. Present Continuous Going to Will Label each chair with either the present continuous, going to or will. Tell the students that each chair represents one of the grammatical forms. Examples: I'm meeting my friend tonight. We’re going to the cinema. Then we’ll probably have something to eat or drink. Invite students to come and sit in a chair and say a sentence. The students come up one by one, sit in a chair, and make an appropriate sentence. Ask concept questions to the student to make sure they are sitting in the correct chair. Example: Student: I’m playing computer games tonight. Teacher: Have you fixed a certain time to play? Are you sure you won’t change your mind? If their answers show they’re sitting in the wrong place, move them to the right chair and have them make a more suitable sentence, e.g. I’ll probably play computer games tonight. Make sure the students choose different chairs by introducing the rule that no chair can be used consecutively.

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