Upper-intermediate class level
To provide review and clarification of future forms in the context of future dreams
To provide product writing practice of a letter or an email in the context of " how do you see your future?"
Procedure (28-39 minutes)
T. plays a video using the data show getting students to guess the context of the lesson, then. discusses the content with the Sts explaining what they are going to do throughout the class. T. draws a timeline to show sts that they are going to study the future. If sts are still confused T. can draw some pictures representing initials that form the word future getting sts to guess the word in order to set the context.
To build a kind of scaffolding, T. asks Sts to elicit as many words as they can about the future. T.Writes down the words on the board getting sts to say the word and the teacher repeats after them the words they present. this is followed by presenting some new vocabulary they are meeting in the text reading,then: T. tells students they are going to read some texts about some persons in task one.
Students are asked to work in groups to read the texts around and match the headings with each text. T.asks Sts to read again and find out words that refer to the future and write them on sheets of paper. T.tells sts they are going to a party and they 'll have to choose and buy a present for a person.Sts choose a random name and decide what they will buy,they are asked to work in pairs,this is followed by the No game.
Sts are asked again to work in two groups to read the given sentences and match them with the future expressions. Then, they are asked to stick their production on the board I show sts the difference between planned future and unplanned one getting them to practise orally. I write a verb and then two sts are asked to write a sentence using a future form.
T.Writes down the number 2099 getting students to guess what the world be like then.T. shows sts some models getting them to do the same. T. shows sts a model email about what he is going to do in the future, then gives them a time limit to do the same. Early finishers make a kind of reading gallery sticking their production on the board. Students take turns to read and decide which ones are the best.