Lifestyle Changes, TP6
To provide clarification and practice about future continuous and future perfect in the context of lifestyle changes
To practice speaking by using future continuous and future perfect
Procedure (33-45 minutes)
The pictures of Brian the life coach and Ginny his client are projected on the whiteboard. Ask students what they think/remember about these people and get some answers.
Divide the class into 2 and tell the students that they will make sentences by combining the words together. Each group will be able to take the next set of words as they complete each sentence. The aim of the groups is to complete 4 sentences in the first place. They will work on the following sentences received from the text: -We'll / be / exploring / the / options / together / but / she's / the one / who'll / be / taking / the decisions. -We'll / be / talking / about / the / next / step / in / our / next / session. -By / the / end / of / the week / I'll / have / achieved / all / the goals. -I'll / have / given up / smoking / by / the / end / of / the year. After they are completed, each group will check each other's sentences.
Two sentences from the previous exercise are used to highlight the future continuous and future perfect. They were projected on the white board and CCQs are asked to the students. The timelines representing the sentences can also be projected. 1-We’ll be talking about the next step in our next session. • What do we plan? [talking about the next step] • When do we plan it?[in our next session] • How long will it take? [depending on the session time, maybe an hour] • Will they stop talking when the session is over? [yes] (They’ll have been talked about the next step when the next session is over) 2-I’ll have given up smoking by the end of the year. • What’s her plan? [to give up smoking] • Will she be smoking next year? [no] • When will she stop smoking? [before the end of the year]
For clarification, four sentences are projected on the white board, but this time with blanks to clarify and higlight the form. The blanks are filled in by eliciting the information from the students. Then the sentences are drilled for pronunciation.
Tell the students that they will fill in the blanks with future perfect and future continuous on their own and hand out the exercise #2 from the course book. Tell them that they will check their answers in pairs. Then the answers are checked with the whole class. If there is any disagreement about the answers, they are clarified with CCQs.
Tell the students that they will be given six sentences and are expected to complete the rest of the sentences. Hand out exercise #3. They will try to make predictions for themselves and their classmates. After they complete the sentences, they will stand up and check the sentences of the other classmates to see if there are any similar predictions. Then the ones who find similar predictions will share with the whole class. ICQs: Will you make prediction only for yourself? - No Will you check your predictions only with your partner? - No
The students will work in pairs. Each student picks a paper (in which fortune1, teller1, fortune2, teller2.... are written) to define her/his partner. A set of sentence starters (time expressions) and a set of picture cards are given to each pair. Each student will be a fortune teller and each chooses a picture randomly and according to the picture s/he'll make a sentence like a fortune-teller by selecting a time expression from the sentence starters. The students take it in turns to be fortune teller. The teacher models the practice with a student. Some of them share their predictions with the whole class. ICQs: Will you show your picture to your partner? No Will you choose only the picture? No, a time expression as well.