Rachel Garbers Rachel Garbers

Future clauses with if, when, as soon as etc.
Intermediate level


In this lesson students will learn to correctly identify and use the conjunctions 'as soon as', 'before', 'unless', 'until', 'if' and 'when' in sentence construction. Students will do a controlled practice exercise of changing verb forms to correspond with the correct tense and then engage in freer practice where they must use the conjunctions to speak in groups about their personal future plans.


Abc Colour paper and pastels

Main Aims

  • To provide clarification, review and practice of conjunctions 'if', 'when', 'until', 'unless', 'after' etc. in the context of the future life choices, personal aspirations, need and wants of students

Subsidiary Aims

  • To provide clarification, review and practice of travel, occupations and English studies lexis in the context of the
  • To provide fluency speaking practice in a conversation in the context of what students would do with a lot of money and why
  • To provide fluency speaking practice in a conversation in the context of the career decisions of students' friends


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

T hands coloured paper and crayons to Ss and starts by singing "If I was a rich girl....." T then instructs Ss: "Draw a picture of what you would do if you were rich and also write down one reason why you would do that." T allows sufficient time for Ss to draw and write their reasons. T also draws a picture and engages with Ss while they are drawing and writing. T then allows opportunity for student feedback in pairs. When giving feedback Ss must construct spoken sentences as follows: "If I were rich I would........ because................."

Test #1 (10-15 minutes) • To gauge students' prior knowledge of the target language

T asks WC: " What is the function of 'because'?" Answer: "It is a conjunction/ it joins the two sentences." Ss brainstorm all the examples of conjunctions which they know and T writes them on the board. T divides Ss into 2 groups and let them build/spell as many of the conjunctions as possible within 3 minutes. T divides Ss into pairs and gives each a HO with gap-fill exercise. Ss must select and insert the correct conjunction from the board to complete the sentences. Student-pairs compare their answers with their peers. T then provides correct/final answers on the board. CCQ 1 : T-WC: "Who can tell me again what do we cal all these words?" Ss should respond: "Conjunctions" If not, teacher elicits the answer. CCQ 2: T -WC: "Who knows what the function of a conjunction is?" T waits for students to elicit the response: "to join two sentences"

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T displays phrases from pg. 53 of New Cutting Edge Intermediate on the board. T: "Can you remember the people from the previous lesson?" "Whom do you think said this phrase" Ss elicit appropriate responses. T gives Ss the opportunity to point out the conjunction and verb forms in each phrase and indicate it on the white board. CCQ 1: T-WC : "What tense is this?" Ss respond: "Present tense" CCQ 2: T-WC: " Can you see that although we are talking about something that will happen in the future we always use the present tense after the conjunction?" Ss then identify any other verb forms in the other clauses. T gives HO with activity 2 which students complete in pairs. Ss first complete the exercise in pencil. T provides answer key and allows time for error-correction

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

T divides students into groups of 3. T gives each student a HO with uncompleted sentences which they must complete and make true for themselves. T instructs : "Complete these sentences to make them true for you." Ss write their answers. T instructs : " Tell your friends about your answers." (If necessary T demonstrates to make instructions clear). Ss then talk about their answers in their groups. While Ss talk in their groups, T monitors, listens and checks for correct grammar usage and pronunciation. T provides a possible model answer as a HO for Ss to refer back to.

Free practice (13-15 minutes) • To provide students with free practice of the target language

T divides Ss into pairs and gives each a final HO with open, incomplete sentences which they need to complete for three specific individuals (Shaun, Paul and Sarah), by selecting and using specifically designed clauses. T displays visuals on the board. T explains any unknown vocabulary to students if needed. Pairs then take turns reading their responses to each other. If time allows students then practice speaking freely about their own friends to each other using the sentences in the previous exercise as guidance or students play a real game of Boggle in their groups.

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