Future forms and their use
To provide clarification, review and practice of the future forms ("will", "be going to", and present continuous) in the context of listening to everyday conversations.
To provide gist and specific information listening practice using a listening exercise about romantic relationships.
Procedure (42-64 minutes)
Without giving HO1 to the students, show one student the picture, and ask him/her to describe what's happening. (There are two women, one of them is crying.) Ask the class to discuss in groups of 3 why they think the woman could be crying, discuss as WC. Next, say that their names are Sandy and Zoe, and that during this lesson we are going to listen to some of their conversations.
- Tell students we'll now listen to a conversation between Sandy and Zoe, and they have to answer one question: why is Sandy so unhappy? They don't need to understand every word. Give HO1 (folded) to students. Tell them to read and listen. Ask them ICQs ("What are you going to listen for?" "Do you have to understand everything?") After they've listened once, ask them to check the answer with their partner, then check as a whole class. (Because David hasn't called her.)
- Direct students' attention to the numbers in the text (1,2,3). Ask students about the time of the actions. (Future). Ask students how many ways there are of speaking about the future (3) and ask students to name them. (Divide WB in 3, write answers - 1. present continuous, 2. "be going to", 3. "will").
- Ask students to tell you what situations each form is used for. If they can't describe, act out scenarios to elicit the answers (present cont. for arrangements; "be going to" for intentions; "will" for spontaneous decisions). Focus on "will" for contractions and negative. Highlight the fact that "will" often goes along with "I think..." Draw timelines to clarify. - Give students the Grammar Expl. HO. Tell them it's for reference while they do the activities, they don't need to read it. - Next, direct students' attention to the side of HO1 where it explains the future forms. Ask them to read it with a new partner and then talk about why each form is used for each scenario.
- Direct students' attention to ex. 2. Tell them these sentences describe one of these three ways of speaking about the future. Read them, and ask students (in pairs) to match the letters with the numbers in ex. 1. - Show the rest of HO1 to students (chest it), tell them to fold above the picture of David. Explain that students should read and answer the questions in the dialogue (ex. 3) with a partner. Ask ICQs ("Are you going to read or listen?"). - Listen to the dialogue and check answers. When checking answers, ask CCQ ("Why does this use "will"?") - Unfold HO1 again (chest it), and focus on ex. 4. Explain that students should read and write the appropriate future form with their partners. Ask ICQs ("Will you just read?") - Listen to the dialogue and check answers.
*Part, none, or all of this can be done, depending upon time* - Tell students to have a short conversation about whether or not Sandy and David have a future. - Tell students that they'll now listen to the final conversation. They should listen for the answer. (ICQs: "What will you listen for?") - The answer is no. Ask them if they can highlight the future form (they can listen again). Ask them what form it is, and why.
- Show students HO2 (chest it). Put students in new pairs. Ask them to do one activity at a time, and explain the instructions before each one. If students are finished early, ask them to write their answers on the board. - Not all of this HO may be necessary to do. If students seem competent, cut it short (only do the first two exercises or so) and move on to free practice.
- Tell students that they will now write a dialogue about a future music festival. Gives students HO3. Make new partners.