Selin Selin

Teaching Practice 6
Upper Intermediate level


In this lesson, students will review and practice future forms; Present Simple, Present continues, Future Simple in the context of Predict the Future. They will review the uses of be + verb1', 'will', 'be going to'. They will practice situations where different forms are used. Students will have semi controlled and free speaking practice talking about the future.


Abc Situation cards

Main Aims

  • To provide clarification, review and practice of uses of Future forms in the context of Predict The Future while proving clarification on the appropriate uses of each form in different situations.

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a conversation of the target language in the context of Predict the Future


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

T asks sts to work in pairs (A, B) and gives a Turkish coffee cup to each pair. T asks A to tell the fortune of B and asks B to remember and write the predictions on WB. ICQ: Who is A? hands up ICQ: What are you doing? Telling the fortune ICQ: What B doing? writing on WB. T monitors for language use. Once the task is complete, don't FB yet. T sticks on WB the below questions. Put sts in PAIRs - Ask sts to discuss these questions i put on the WB - 1 minute for each • Your arrangements for this evening • Your intentions for the rest of the year • Your predictions for the planet for 2020 T monitors for each task and notes the language sts are using. Target language - PS, PC, FS (will, be going to) I think....... Probably........ No FB - move to the next stage - make notes of the WB

Testing students for prior knowledge (8-10 minutes) • To provide practice with the target language through an activity

Divide the WB into 4 boxes and write: Present Simple on the top left Present continues on the top right Going to + infinitive in the bottom right box Will + infinitive in the bottom left box Divide the class into 2 groups and give them (HO - pieces of cut up papers) set of situations (predictions, promises, refusals, arrangements etc). Provide bluetac. Ask sts to look at each situation in their group and decide on which box each one belongs to and then stick the situations on the board in the right box (or the wrong box). ICQ: Are you going to discuss it in your groups first? Yes ICQ: What are you going to do once you decide? Stick it in the correct box on WB Then ask sts to look at the board and make sure its all correct. When the board is full, ask sts to correct the wrong ones if any. Ask Sts to give reasons with examples, T helps in FB.

Highlighting (6-8 minutes) • To draw students' attention to the target language

Put sts into (CHANGED) pairs again but make sure with a different person this time. (Stick on the questions on A3 sheet on the WB) Ask sts to look at these questions that they talked about before and talk about them again using the correct forms. Your arrangements for this evening (present continues) Give an example - I'm cooking fish for dinner. (PC) I'm going to meet Marion at 8 o'clock (PC) Your intentions for the rest of the year (going to) Example: I'm going to Antalya for summer holidays (if planned) Your predictions for the planet for 2020 (they need to use will) Example: There will be more pollution. ICQ: Are you going to discuss them? Yes Monitor very closely and pick up any errors and correct. Do pronunciation drilling for contraction 'i'm' at this point. i'm = /ʌɪm/ I'll 'dark l' 'ill'/ʌɪl/

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

Chest HO student workbook pg 27, exercise 3 and 4. Ask Sts to work individually. Check in pairs. WC feedback and error correction.

IF-Time Activity: Role Play (8-10 minutes) • Highlighting the difference between going to and will through a controlled role play

I will only do this role play activity if i get through the previous stages quickly and have time. Choose 3 students, A, B, C Tell them they will do a role play Give them their script and ask them to act on my instructions. ICQ: Do you watch Arkadasim Hosgeldin? ? ICQ: Are you going to wait for my instructions? Yes ICQ: When? after each stage ARKADASIM HOSGELDIN (TV programme that does exactly this) Put the music on - Paper dolls (reason: future forms) Give instruction at each stage and let them play while using the correct TL which will not be given to sts. Get the rest of the class to error correct afterwards if any.

Free Speaking Practice (9-10 minutes) • To provide students with free speaking practice of the target language

Divide the class into groups of 3 or 4 (depending on the numbers). Ask them to talk their plans for the next 5 years. Give them 5 minutes to chat freely. Monitor. T explains: This is how native speakers say it but don't use it in writing. He is gonna (going to) She is gonna (going to) Error correction - FB. Get some sts to reflect on their conversations to WC. End of the lesson.

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