Patrick Ward Patrick Ward

B2 level


In this lesson, students will have the opportunity to practise use of the future passive in the context of space travel, they will also have the opportunity to practise speaking and reading related to the context.


Main Aims

  • By the end of this lesson, students will have a better understanding of the future passive and will have had practice using that language in the context of the future of space travel.

Subsidiary Aims

  • By the end of the lesson, students will have had the opportunity of reading for gist and detailed comprehension, and speaking, in the TL relating to the context of future of space travel.


Lead-in (4-5 minutes) • To generate interest in the topic and activate existing knowledge

Tell the class I am about to show them a short video, and to think about what happens and how accurate it was about predicting the future. Show a clip from "Le Voyage dans la Lune" ( Ask them to talk in pairs for a minute about the clip and then elicit a few comments from ss.

Reading for gist (2-3 minutes) • To practice reading for the gist of the written text

Ss shown the text relating to lunar colonies. They are told to think about the questions "What is a lunar colony? Why might it be useful?" Some answers are elicited from WC.

Highlighting the TL (5-6 minutes) • To highlight the TL so learners can focus on it

T to read aloud the first sentence of the text, emphasising the TL ("will be trapped"). "Is anyone trapping the crew?" (no) "'So what is this an example of?" (future passive). Tell ss to find the other examples of future passive in the text and underline them, work in pairs. Elicit some answers from pairs.

Clarifying TL 1 (4-5 minutes) • To clarify the form of the TL

Tell students to complete part B in pairs, filling in the gaps in to give the form: Will/MAY/might/could + BE + PAST PARTICIPLE. Monitor and then write "the colony will be dangerous" on WB and elicit the form from the class.

Clarifying TL 2 (1-1 minutes) • To clarify the use of future passive

T: We use the future passive: 1) When we don't know who will do something or it's not important. 2) When it's obvious who will do something. 3) When we want to emphasise an action. CCQ: Do we use future passive when we want to say who did something? (no). Do we use it to draw attention to an action? (yes)

Clarifying TL 3 (5-6 minutes) • To clarify the use of modal verbs: will, won't, can, could, might, may

Tell Ss to complete question C in pairs. Nominate ss to write a sentence on the board. For 2 & 3, ask class if any other answer would have worked as well. Ask why.

Clarifying TL 4 (4-5 minutes) • Clarify the pronunciation so learned know how to say it

Use the sentences already on the WB. "Would we say 'Mars will be explored'? or 'Mars'll be explored'?" (drill and backchain). (Capitalised words have the stress:) "ALIENS might/could/may be FOUND in SPACE", "HUMANS might/may/could be SENT to MARS in our LIFEtime", "SPACESHIPS won't be BUILT of WOOD" (spaceships won'be built've wood) - backchain.

Clarifying TL 5 (1-1 minutes) • Clarifying the form: use of 'by'

Tell ss to look at the cartoon of the aliens and read out the text. CCQ: Is it OK to say "The colony will be pay for by the government?" (no) Why not? (it uses the infinitive 'pay', not the past participle 'paid').

Language practice (6-8 minutes) • To provide controlled written practice focused on using the language accurately

Tell ss to attempt to re-write the sentences using the future passive (task D). Tell them to work in pairs. At the end, give them the answer key (unfold the HO). Monitor closely to see if they have any problems.

Language practice (10-10 minutes) • To provide freer oral practice and use the language productively.

Ss put into groups of four. They are told to discuss what will happen over the next 20 years. Ss then feed back to the class what they have decided on.

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