Nehad Elzeny Nehad Elzeny

Into the Future
pre-intermediate level


In this lesson, students will learn about will for prediction; might; will be able to. I will start the lesson by a warm up video to set the context of the lesson and having the students generate ideas about the future and robots. then I will elicit the difference between will and might. And check the meaning, form, and pronunciation. After that, the students will practice speaking about their goals and the life in the future. The lesson will end with a speaking exercise about their future and how the life will look like.


Abc Audio CD
Abc Video
Abc Audio CD
Abc Handout Face2Face pre-intermediate

Main Aims

  • To provide clarification and practice of the difference between will and might in the context of Into the Future

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

I'll start the lesson with a video as a lead-in. The video talks about the robots and how the life will look like in the future and how useful the robots can be. Then discuss with them if they like robots and how they will look like in the future. Write some of the students' sentences on the board to deal with them later.

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

Use the students' ideas from the board to write a couple of sentences. one includes will and the other one includes might. Ask them which action will surely happen and which action I am not sure that it will happen.

Clarification (5-6 minutes) • To clarify the meaning, form and pronunciation of the target language

Look at the sentences on the board and ask the students some questions: Do we use will to talk about the future or the past? Which verb form comes after Will? What is the negative form of will? What is the Question form of will? Use the same questions with might. Then elicit the difference between will and might. And then drill the pronunciation orally and individually.

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

Give the students a fill in the gaps hand out. Ask ICQs and set the time for the task. Students work individually to answer the exercise and then they peer-check the answers together before checking with the whole class and give them feedback for their answers.

Semi-Controlled Practice (5-6 minutes) • To concept check further and prepare students for free practice

Give the students the handout and tell them to write a full sentence using these words. Then students check in pairs before giving them the feedback and discussing with them their sentences.

Pronunciation practice (3-4 minutes) • To provide students with pronunciation practice of the target language

Ask students to listen to these sentences and circle the word they hear. Make sure that the students get the answer. Students check in pairs. Then the students get the feedback by listening to the audio again.

Free Practice (5-6 minutes) • To provide students with free practice of the target language

Ask the students to talk about their lives in the future how it will look like. Students will have one or two minutes to get ideas to talk about then ask the students to describe their lives in the future in groups. The teacher monitors and deal with the mistakes when it is necessary

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