David J. Lyndon David J. Lyndon

What does the desert hold?
B2 level


This lesson deals with three ways of talking about the future using present continuous, going to and will in the context of extreme travel destinations and experiences.


Main Aims

  • Grammar: future forms - going to, will & present continuous for future use.

Subsidiary Aims

  • Vocabulary connected with context of previous class.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will use pictures (a calendar, concert tickets and a menu) to introduce the context. I will ask the students what questions they feel like asking if they see these things in a friends' house. This will hopefully introduce the idea of plans, organization and split second decisions.

Exposure/Highlighting (8-10 minutes) • To provide context for the target language through a text or situation

The students will receive the script for the listening from the last lesson. The context has already been provided and so I will ask them to underline the TL. When finished I will highlight the TL by writing the form on the board. We will then check answers by receiving the script again but with the examples underlined and numbered. I will then use a timeline on the whiteboard to show when example number one happens. I will ask students in pairs to discuss where each example should go. When they finish I will ask them to write up their examples in the WB.

Presentation/Clarification (10-15 minutes) • To clarify the meaning, form and pronunciation of the target language

To establish meaning, alongside our timelines I will have two columns, time and attitude. I will elicit the times (mainly future) and attitudes. (planned, organized, just decided and soon to be decided) and add them. To show form I will erase the timelines, and elicit the three forms in the positive. We will then see the negative and question forms. We will then drill pronunciation with some prepared sentences. We will focus on going to being pronounced gonna, and the contractions.

Controlled Practice (5-10 minutes) • To concept check and prepare students for more meaningful practice

As a controlled practice exercise I will have the students play a game where I give them a situation, and they must run to the picture from the lead in that represents organized, planned or just/soon to be decided. Pick students who get it right to tell the class why they chose that method.

Production (8-10 minutes) • To provide students with free practice of the target language

The students will be placed in groups and given the list of targeted vocabulary. They will be told to share the meanings with each other. If nobody in the group knows the definition, then they come and put the word on the board. After this, we will play the game where the students are given the situation of being trapped in the desert. They must pick three things from the given list to take with them.

Feedback (3-5 minutes) • To correct any mistakes in form or pronunciation. To close the lesson.

I will have two or three sentences highlighting common errors on the board, and drill the students on these. I will end with asking when we use each form, and close the lesson.

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