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Future Predictions
Intermediate level


This lesson acts as an introduction to "future forms to describe predictions." In this lesson students learn and practice future time markers in the context of science and technology. First, they study related vocabulary through pair and group discussion, then they listen to three conversations and focus on related information alone or in pairs.


Abc Speakout Intermediate Book photocopies
Abc Vocabulary matching handout (teacher made)
Abc Personal Gadgets

Main Aims

  • To provide specific information listening practice using a text about the way we communicate in the near future in the context of science and technology

Subsidiary Aims

  • To provide fluency speaking practice in a pair and group discussion in the context of future predictions


Stage 1 (Lead-in) (2-3 minutes) • To activate previous knowledge and lead in to the context of the lesson

-Get the personal gadgets ready before lesson and be ready to talk about their features and purpose of use. Greet the ss and ask them if they've brought any of their personal gadgets with them. Explain "personal gadget" if necessary. -Show your personal gadgets to Ss and tell them what you like about them. You can tell Ss you like them because they are all portable, practical and easy to use and you can do all your office work or socialize by using them. -Divide ss into groups of 3 and ask them to talk about what they like and dislike about the gadgets for a few minutes. As they talk, draw a smiling face and a sad face on the board. When they finish, ask ss what they think, elicit answers. O/C, FB

Stage 2 (Discussion) (5-7 minutes) • To activate previous knowledge and lead in to the context of the lesson

-Project the pictures on page 35 and elicit what they are. (a rotary phone, a portable record player, a cassette player, a VCR cassette, a fountain pen and ink bottle, an old TV and a rabbit ear antenna on it). Write the words on the board.Then Ss discuss the questions in Exercise 1 in pairs. Elicit what has replaced the objects and Ss' opinions on them. W/C F/B -Divide Ss into groups of 3 or 4. Read/check questions in Exercise 2A with the class and ask Ss to discuss the questions in groups. Nominate Ss to share their ideas. W/C

Stage 3 (Vocabulary Matching) (2-4 minutes) • To introduce the target vocabulary in the listening text

-Make enough copies for pair work. -Tell Ss you are going to give them handouts with some words and their meanings and they will match the words with their meanings in pairs. Give them 2-3 minutes. -Monitor when they work. -Check answers in O/C F/B

Stage 4 (Listening) (10-13 minutes) • To provide listening for specific information

-Explain Ss that they will listen to people discussing the same questions in exercise 2A. Tell Ss to listen and see if the same ideas that they've discussed came up or not. When finished, elicit answers in W/C and F/B. -Tell Ss to look at the notes in ex.2C and find three factual mistakes ALONE. Explain Ss that a "fact" is something for which we can have proof, solid evidence or information and it can be either true or false. Therefore a factual mistake is a false statement or piece of information. Ss check their answers in pairs. As they finish, play the recording again and as them to listen and check their ideas. Let them check answers in pairs again.

Stage 5 (Vocabulary Check) (2-3 minutes) • To identify and practise the target vocabulary in context

-Make enough copies of the audio script on p.166 beforehand. Underline or write the target words in bold so that Ss can recognize them. -Give Ss the copies. Ask them to find the first word in the box in the script and read the words around it. Elicit their ideas as to its meaning. Ask "If you use an intermediary, do you speak directly to the person? (No)" -Get Ss discuss the meanings of the other words in pairs. Tell them they can check their vocabulary handout as a reference. Elicit their answers and check comprehension. W/C F/B

Stage 6 (Future Time Markers) (5-9 minutes) • To help ss identify and practise related vocabulary before they study "future forms"

-Project the sentences in Ex.4A . Read the first two sentences and elicit what the phrases are used for, "to mark a period of time in the future". -Ask Ss to work alone and underline the other time markers. Ss check answers in pairs. Monitor and support. -Project the headings on board and ask Ss to put the time markers under correct headings ALONE. When finished, they check answers in pairs. Check W/C F/B

Stage 7 (Group discussion) (4-6 minutes) • To practise the target vocabulary and language through speaking

-Divide Ss into groups of 3 or 4. Ask Ss to discuss the questions using both parts of the question. -Encourage Ss to ask follow-up questions and give reasons. -Elicit answers in W/C.

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