English Lesson Planner | Ons Kilani - Doing Something Different, future clauses with if, when, as soon as, until, before.

ons kileni

Ons Kilani - Doing Something Different, future clauses with if, when, as soon as, until, before. - Intermediate level

Ons Kilani - Doing Something Different, future clauses with if, when, as soon as, until, before.
Intermediate level

Description

In this lesson, students learn about the use of future clauses, or situations that haven't taken place yet in. The emphasis is put on how the present tense may also indicate a future time depending on the meaning and the structure of the sentence (linking words --> conjunctions).

Materials

PPT

the speech bubbles

Handout 1 (the reading)

Handout 2 (completing the sentences)

PPT

the speech bubbles

Handout 1 (the reading)

Handout 2 (completing the sentences)

Main Aims

By the end of this lesson, students will have practised using future clauses (with if, as soon as, when, until, before, unless) in the context of people undergoing changes and doing something different with their lives.

Subsidiary Aims

Student will practise reading for gist and specific information.
Students will also be working on their speaking fluency in a dialogue.

Procedure (37-47 minutes)

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Discussion: - how a famous person who used to be selling pens via telemarketing agencies ended up being one of the greatest and most well-known actors in the film industry (Johny Depp). Introducing vocab (resign) - Talking about how people change perspectives during their lives, and how we shouldn't settle to things that we aren't truly happy with. How diffucult it is to start from the bottom up like quitting school and running a business instead (introducing vocab in the Tunisian context). - what if we never take the risk and do something extremely different that WE really want --> we end up wondering years later about all the things we didn't do (Einstein once wondered about becoming a plumber. Though it was perhaps metaphoric but it's a nice way to introduce the vocab, I think)

The reading task (8-10 minutes) • To provide context for the target language through a text.

Individually, students will have to read the three texts and identify any difficult or unfamiliar words. Once everything is clarified, each pair will be given six speech bubbles, which they need to match with the right text.

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

-Putting emphasis on the context (the three stories) -Checking students'' comprehension of the events, focusing on what is in the past Vs the present. -Clarifying the meaning of the first speech bubble "A" using the timeline and the PPT. -In groups, they have to guess the meaning of the other sentences. - Clarifying that all of these sentences haven't occured yet

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

Students will have to think on their own of ideas and ways to complete the given sentences, and to mind the sentence structure and tense selection as well. In pairs, students will check each other's sentences for correction. The teacher displays the PPT with the answer S1 linking verb + sub + verb in the P.S, S2: sub + verb in the F.S. Check if they all got it correctly. Clarify again if necessary or ask another student to.

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

- Switching up pairs, first. - Pick up one pair and tell them to come to the board - Demonstrate what and how they will be doing the conversation. - Ask them to exchange papers, and to select two interesting sentences and read it. - TALK about it!