Martin Plasse Martin Plasse

Grade 8 level


Sts learn to use somes phrases to express opinion as well as some vocab related to the future. The vocab is taught through a guided discovery gap fill. Sts finally discuss interesting questions about the future and express simple agreement and disagreement.


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a conversation in the context of the future and classroom technology

Subsidiary Aims

  • To provide clarification and practice of the future as a topic in the context of technology and school


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T plays Jetsons clip right after telling the students they should try to figure out what it is about. (Clip should be stopped at 2:03) T asks what was it about, tries to get some of the vocab out. Is it like that now? Do you think it will be? Why?

Useful Language (Vocab + Controlled practice) (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

The vocab is clarified through a guided discovery gap-fill. Sts complete the definitions of the 5 words. FB is done with the faster sts coming to write the correct answers on the board. After that, use the ppt. pictures and CCQs with WC and individual sts to further confirm meaning. Drill pronunciation.

Exposure (Semi-controlled practice) (10-12 minutes) • To provide a model of production expected in coming tasks through listening

T models a dialogue about the future classroom where the 2 speakers express simple opinions and either agree or disagree. (using "masks" to show the speaker is changing). If there happens to be an exceptionally good student in the classroom who could play one of the parts, by all means use him/her. The sts answer a few statements with True or False as they listen. Might want to read the dialoghe 2 times. Check meaning of difficult/important words prior to listening. FB is done as a WC, perhaps choosing individual sts to give their answers. This is not done to put them on the spot, but to see where they may have had difficulty and allow for further focused FB as well as giving motivation for paying attention during such a task. It's important here to take the time needed to clarify MFP (meaning, form, pronunciation) of everything in the TL before moving to the production stage.

Productive Task (Semi-controlled practice) (10-15 minutes) • To provide an opportunity to practice target productive skills

Interesting Qs are put up on the TV and/or handed out on a sheet of paper for sts to discuss in groups of 4. Since students will probably have a lot of difficulty expressing themselves Qs will be put in statement form and the 3 other members express agreement or disagreement: "I agree"; "I don't think so".

Feedback and Error Correction (6-8 minutes) • To provide feedback on students' production and use of language

T simply comes back on what he picked up during the productive task. Thus, monitoring of the previous task, though hands off, is very important. T might also want to add asking students whether they agree with the statements as a WC.

Extra (0-5 minutes) • Spend extra time, and allow students to get to know there new teacher.

Students can ask T "any" Q they like and/or T can put the Jetsons video on again.

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