New lesson plan: Making promises or Offers with will

Manuel Yanez

Making promises or Offers with will - A2 level

Making promises or Offers with will
A2 level

Description

This lesson focuses on the use of will to make promises and offers in everyday situations. Students are introduced to the target language through contextualized examples and guided discovery activities that highlight how will is used to express a future intention to help someone or commit to an action. Learners first identify examples of promises and offers in short dialogues before analyzing the meaning, form, and use of the structure. Controlled practice activities allow students to distinguish between promises and offers and to complete sentences using will. The lesson then progresses to freer communicative tasks, such as role-plays and pair-work conversations, where students respond to common situations using appropriate expressions (e.g., “I’ll help you with your homework.” or “I’ll call you tomorrow.”). By the end of the lesson, students will be able to use will accurately and appropriately to make promises and offers in both spoken and written communication. The lesson also aims to develop learners’ confidence in using functional language for real-life interactions.

Materials

Books, notebook and else

Main Aims

To provide clarification of To enable students to use will to make promises and offers in everyday communicative situations. in the context of Books, music related activities

Subsidiary Aims

To provide clarification of language used for Students will be able to distinguish between promises and offers in short dialogues and situations. in the context of daily life

Procedure (39-50 minutes)

Lead-in (5-8 minutes) • To set lesson context and engage studentsGenerate interest, activate schemata, and create a need for the target language

Show the six pictures from Activity 2 (messy room, feeding fish, washing dishes, gardening, etc.). Ask: What is happening? Is there a problem? How can this child help? Students discuss in pairs and share ideas. Teacher elicits examples of helping people and keeping promises in their own lives.

Highlighting (8-10 minutes) • Draw attention to the target language in context

Students read the examples: I'll teach you how to play the guitar and I'll practice the violin every day. Then they listen to the song (Activity 2) and identify which promises the children make. Teacher writes examples from the song and book on the board (I'll help you, I won't forget, I'll carry them). Students identify what all sentences have in common and classify them as promises or offers.

Clarification (Meaning, Form, Pronunciation) (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning: CCQs distinguish promises from offers. Am I helping someone? (offer) Am I committing to do something in the future? (promise). Form: Subject + will + base verb / Subject + won't + base verb. Highlight contractions (I'll, we'll, won't). Pronunciation: Choral and individual drilling of key examples, focusing on weak forms and contractions.

Controlled Practice (10-12 minutes) • To concept check and prepare students for more meaningful practice

Students complete Activities 1, 2, and 3. 1) Identify promises, offers, and predictions. 2) Match situations to responses. 3) Complete sentences using will and verbs from the box. Pair-check after each activity, followed by teacher feedback and correction.

Free Practice (8-10 minutes) • Use the language communicatively and personalize learning

Students complete the My Life section by writing three promises to family members using will and won't. Then, in pairs, they share their promises and respond to additional problem situations (e.g., I'm hungry, It's raining, These books are heavy) using offers and promises. Teacher monitors, notes errors, and conducts delayed feedback at the end.