Patrick Cody Patrick Cody

TP 5 - Will, Might, May
Pre-Intermediate level


In this lesson students will clarify and practice the use of; will, might, and may to talk about the future. The target language is taken from a reading passage in the lesson immediately prior.


Abc Statements About The Future
Abc Controlled Practice 1
Abc Controlled Practice 2
Abc Clarification Exercise 1

Main Aims

  • To provide clarification and practice of will, will probably, might, and may to make future predictions.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of future city life


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

First Lesson - Introduction. My name is Patrick. I am from the United States. Students will close their eyes and begin to think about Istanbul in 20 years. How many people are there? What are the buildings like? What colors can you see? Students will share their answers with a partner followed by whole class feedback. Teacher will listen for a echo back any appropriate uses of the target language. (This begins the highlighting phase) INTERACTION: T-S, PW, WC

Highlighting (2-4 minutes) • To draw students' attention to the target language

Students will think about the reading they just did. In pairs students will take 30 seconds to think of words that the author used to talk about the future. Was the author giving his opinion or all of these things true? Students may share their thoughts with the class along with any words that they know for guessing about the future As the teacher hears the target language he/she can begin writing the sample sentences on the board. INTERACTIONS: PW, WC

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

The teacher will begin asking CCQ's about the sample sentences on the board. Meaning should be elicited from the students. After meaning has been elicited the students will be given clarification exercise 1. They will have one minute the complete the table individually and then will check in pairs. After pair work one student may come forward and complete the table written on the board. This will serve as a visual check/feedback. Secondly form will be elicited. The teacher can begin by highlighting May/Might/ Will and asking what comes next? (Verb without to) Specifically highlight the absence of "to". The negative form can also be elicited. Students should guess how the sentences might be made negative. This information can all be written underneath the sample. Next pronunciation will be practiced. Specifically highlight and practice contracted speech. "There'll" be..... Cities'll.... ‘ll /əl/… Choral repetition and the finger technique can be used here. INTERACTION: T-S, S (indiv), PW, WC, T-S

Controlled Practice (3-4 Minutes) • To continue clarifying the TL while students practice.

Students will be given and HO, Controlled Practice 1. Working first as individuals they will complete the matching activity and check in pairs. INTERACTIONS: S (indiv), PW

Semi-Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students will be given a HO, Controlled Practice 2. Working first in pairs the students will complete the sentences using the target language. After pairs they can compare answers in groups of 4. (As students are working the teacher should monitor and make notes of any errors for use in delayed error correction.) After students have completed the activity the teacher can spot-check two-three answers. Ask students CCQ's to defend or explain their word choice. At this point any relevant errors can also be practiced. INTERACTIONS: PW, GW check, WC feedback,

Freer Practice 1 (8-10) • To provide students with a natural / unrestricted context to use the TL.

Working in groups students will discuss whether they agree or disagree with a list of statements about the future. INTERACTION: GW, WC FB

Freer Practice 2 (8-10 minutes) • To provide students with free practice of the target language

Working in groups of three student will discuss and make at least 3 more predictions about life in 2050. After students have had ample time to discuss they will switch in order to speak in a new group of three. (Teacher can monitor and take notes of items for feedback). INTERACTION: GW, GW

Error Correction and Feedback (2-3 Minutes) • To bring the lesson to a close and drill any common mistakes that were observed.

The teacher should refer to his/her notes taken during class. Anything related to MPF of the TL can be revised at this point. INTERACTION: T-S

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