Roya Roya

TP5
Upper Intermediate level

Description

In this lesson, students review different forms of future in the context of a telephone conversation to arrange a trip to a football match. The lesson starts with a fill in listening text, and it follows by a controlled practice of the target language. Finally, the lesson finishes by a free speaking activity.

Materials

P71toweztbdcbqs6ub9h ho7 HO7
Ugjpl4qorpw6nbpvis38 ho6 HO6
Asynlcwosmeki8awrsak ho5 HO5
Q1klhyudtce7gtmq35qv ho4 HO4
Qxqx0il4quadbefl4tzt ho3 HO3
Bdgsj31fsmauocpstobs ho2 HO2
Ahokfgrsw9eb9390fka9 ho1 HO1
Pujvegrlthaexxthjim9 ohp OHP

Main Aims

  • To provide review of future forms in the context of a trip to a football match

Subsidiary Aims

  • To provide accuracy speaking practice in the context of a short talk about various topics using future forms

Procedure

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

-get the OHP ready to be used in different stages of the lesson -link the lesson to the previous lesson What are different ways to get in touch with old friends? What about going on a trip to a football match? -show the picture of a football match by OHP -ask the ss to discuss in PW Have you ever watched a football match? When was the last time you watched a football match? Who did you go with? Which teams were playing?

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

-give instructions for listening for gist -ss listen to the half of the text and they have to answer the following question Does James finally agree to go to the match? -WC FB -give instructions for reading the whole text and choosing the best future forms (HO1) -pass out HO1 -ss read the text individually and choose the best forms -monitor -ss check their answers in PW -WC FB -pass out the answer keys (HO2)

Teach (13-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

-put the ss into groups of four -give instructions for reading a number of questions and analyzing the TL (HO3) -pass out HO3 -ss analyze the TL and check their answers in GW -pass out HO4 so that they can study the TL and check their answers -WC FB -elicit the sentences with TL and write them on the WB; the TL is categorized into (Future plans & decisions, and Future Predictions) -CCQ to clarify meaning I’m going to drive. Do I have a plan and decision to drive? [Yes] Did I plan now or before? [Before] I’ll tell her it’s something really important. Do I have a plan to tell her it’s something really important? [Yes] Was it planned beforehand? [No] When did I decide to tell her? [at the moment of speaking] United are playing City. Which time are we talking about? [Future] Is it something that is planned or decided? [Yes] Is there an arrangement between United and City? [Yes] It starts at five. Which time are we talking about? [Future] Is it decided beforehand? [Yes] Is it part of a timetable? [Yes] I'm sure she'll understand Does she have a plan to understand? [No] Am I 100% sure that she'll understand? [No] Is it my opinion that she'll understand? [Yes] Is it a prediction? [Yes] Look at those clouds, it's going to rain. Do I see the clouds at the present moment? [Yes] Do I have a clear evidence for raining? [Yes] Do I predict raining? [Yes] -Elicit the form from the ss I’m going to drive. [+] subj + am/is/are + going to + verb [-] subj + am not/isn’t/aren’t + going to + verb [?] Am/is/are + subj + going to + verb? I’ll tell her it’s something really important. [+] subj + will + verb [-] subj + won’t + verb [?] Will + subj + verb? United are playing City. [+] subj + am/is/are + verb-ing [-] subj + am not/isn’t/aren’t + verb-ing [?] Am/is/are + subj + verb-ing? It starts at five. [+] subj + verb [-] subj + don’t/doesn’t + verb [?] Do/Does + subj + verb? -elicit the pronunciation and drill □ I’m going to drive. /aɪm/ /ցᴅnə/ □ □ I’ll tell her it’s something really important. /aɪl/ /telə/ United are playing City. /ju:naɪtətə/ □ It starts at five.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

-regroup the ss into groups of three -give instructions for fill in practice (HO5) -pass out HO5 -ss work in groups to fill in the blanks using the TL -monitor -ss check their answers in groups -WC FB -pass out answer keys (HO6)

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

-give instruction for the mingling activity -pass out HO7s which contain different topics to have a short talk using the TL -monitor -WC FB -delayed error correction

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