Maxwell Hughes Maxwell Hughes

TP6
Intermediate level

Description

In this lesson, Ss learn about the use of the various ways to use to talk about the future using present continuous, will, shall and going to. They have opportunities to hear examples of each type and categorise these. They then have some free practice in the production stage.

Materials

Te0cuyhsienl6qkgpcuq handout 3 Handout 3
R3cea03frfgl1xv3anik board view tp6 Board plan
Pde3yl1qsmygxp4uo8vg handout 1 Handout 1
Z4rjid1rfuazs48dyjv1 handout 2 Handout 2

Main Aims

  • To provide clarification of present simple, will, shall and be going to used to talk about the future in the context of family life.

Subsidiary Aims

  • To provide gist and detail listening practice of sentences referring to the future in dialogues with the context of family life

Procedure

Lead-in/warmer (3-5 minutes) • To engage the students and to provide the context for the lesson.

Pretend to have to answer your phone. Apologise and then start speaking, saying things like...''Yes, I'll be there...'', ''I'm coming by train'', ''Yes, I am going to bring a cake...'' Now turn to the students and say, ''Families!'' You can't live with them, you can't live without them...'' Introduce the topic of how we often need to talk about the future with family. End saying, OK, let's listen to some other families...

Presentation stage of TL. Listening. (3-5 minutes) • To give Ss practice listening for gist

Listening. Show handout. Say we are doing exercise 1 only. We will listen once. Write your answer on the HO. Who seems to be talking? What are they talking about? Play soundclip 1.16. Then peer feedback. Pairs compare answers.

Listening for more detail. (5-8 minutes) • To give Ss more practice in listening for details.

Individual again. This time listen to hear in which dialogue each phrase occurs. Then in small group. What is the function of each sentence? What pattern can you see?

Listening feedback. (5-10 minutes) • To elicit as much as possible Ss prior knowledge of future tense forms and fill out any gaps.

Ss sit back in the horseshoe. Lay out table as in boardplan, but ask Ss for how gaps should be filled. When it comes to pronunciation, do some drilling individual and choral.

Presentation stage 2. (5-10 minutes) • To get Ss used to saying future phrases more naturally. Controlled practice.

Ss listen to the clip 1.21, which are phrases spoken at a natural speed. Ss work individually to underline stressed phrases. Then feedback in pairs to check answers. As a whole group, drill the complete phrases.

Free practice (5-10 minutes) • To enable Ss to practise speaking for fluency and accuracy in the context of family discussions.

Pairs. Students ask and answer Qs on handout 3. Monitor, note good TL and reformuation possibilities. Feedback as WC.

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