Jeremy Schlichter Jeremy Schlichter

Intermediate level


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Main Aims

  • To provide review and practice of the simple future tense in the context of relationships and making plans

Subsidiary Aims

  • To provide opportunities for fluency speaking practice to solidify the grammar point


Test (3-5 minutes) • test students prior knowledge of future simple

After a (very) brief icebreaker, students are handed a test and asked to fill in the blanks. During the test, the teacher will monitor to check students understanding of the grammar. The rest of the lesson will be adjusted accordingly. Students will be allowed to check the answer key afterwards. If the majority pass, the reasons why some sentences are the way they are can be explained to help the slower students, otherwise, proceed to warmer.

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

Students are referred back to previous lesson to get the concept of dating/choosing partners. A story is introduced in where a friend of mine had a bad date last night and some of her friends tried to cheer her up by taking her out. At this point the marker sentences will be elicited/extracted from the students and shown on the WB via projector or marker

Clarification (7-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Depending on students performance on test, this stage will vary greatly: If students fail: Students will be provided with guided discovery sheet and instructed to start at 'Meaning'. Students initially work through the questions individually, each stage will be peer checked before comparing answers as a class and answering comprehension questions. If students succeed, students will be allowed to start at 'Form' as a brief review. After which finer grammar points such as 'will vs shall' can be discussed before moving on to pronuciation drilling of the marker sentences. Extra time from early finishing of this stage due to prior knowledge will be used to expand the time of the freer practice stage at the end of the lesson.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students are given another gap fill activity (this time in context) to test whether or not the clarification stage was successful in improving their understanding. Answers are once again peer checked and FB will be given at class level, or via answer key if stage is running long.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Students are asked to pick a celebrity or their spouses and are asked to plan a date with them. They are instructed to choose what happens on their date. The time it will occur, when they will meet, where they will meet, what they will do, etc. Clues will be provided to the students via pictures, but students must script it themselves.

Freer Practice (8-10 minutes) • To provide students with freer practice of the target language

Students now can memorize their scripts and in a mingle opportunity ask the others about their dating plans. Categories will be shown on the board for 'most romantic', 'most exciting', and 'most unique'. Students will vote on categories during the FB stage.

Flex-time activity (8-10 minutes) • To provide further speaking practice of the target grammar

Students are given a blank 'find someone who' sheet and asked to script some questions about what they think their peers will do this weeked. After the students have a few minutes to think, they can mingle and can collect names. This time though, students can write a persons name in multiple places and can collect more than one name for each task (rewarding students with the better predictions). Whoever collects the most names is the winner (to add a competitive edge to it).

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