Teaching Practice 4
B2 - Upper Intermediate level
Grammar - To review and extend ss awareness of future continuous and future perfect, and give controlled and semi-controlled practice in them, in the context of future goals.
Speaking - To give ss practice in speaking for fluency.
Procedure (45 minutes)
Arrange the chairs in the classroom into pairs. YouTube Video: Play World Health Organization video which discusses what they do and why they are important. Ask ss to think about three things the WHO wants to accomplish in the future. Watch the video. Ask ss what they learned. Ask ss: What do we call things we want to accomplish in the future? Are these goals ongoing? Will they stop at some point? Is there a set date for finishing these goals? IF video does not work: Put a question on my back, and have students answer the question (in full sentences). By listening to their answers, I try to figure out what the question is. I win when I can say what the question is. Do mingling activity in which ss have a question attached to their back. Ask the ss to go around the room, and have students answer the question on their back, and they must guess what the question is. Whoever can guess their question first wins.
MEANING: Set task: SS will get in pairs. They will be given a HO to elicit the meaning of future continuous and future past. ICQ's: Will you work on your own? Will you write on the sheet of paper? Do Question #1 as an example. Have ss do task. MONITOR Feedback: Have ss check Answer Key (double-sided) WC Feedback: Drill pronunciation of the two sentences (choral drilling, men, women, individuals). Then, write the two sentences from the HO on the board. Have a student underline the verb phrases. Feedback: Ask the CCQ's, which are on the test sheet. Try to elicit the verb tenses: FUTURE CONTINUOUS and FUTURE PERFECT.
FUNCTION/USE and FORM: Set Task: Give ss the HO which focuses on function/use form of the two verb tenses. Tell ss to work in pairs and only focus on the top part of the HO. ICQ's: Will you work individually? In pairs? What will you do... top portion of the handout. SS do task. MONITOR SS check with each other. WC Feedback: SS read the rules for Future Continuous and Future Perfect aloud. Set Task: Ask ss to now focus on the bottom part of the HO. In pairs, have them complete the form of Future Continuous and Future Perfect. SS are asked to come to the board to create the form of the two tenses: by using pieces of paper that have the individual words printed on them. If this is clear... Teacher says two additional sentences taken from the WHO text they read earlier. "From now on, health workers will be targeting the four remaining countries." "By the time you read this, polio will have disappeared." Teacher highlights pronunciation of the sentences. Choral drilling is used for pronunciation (all together, men, women, individually) Then, the teacher writes the sentences on the WB. A student is asked to come up and underline the verb phrase. Is this Future Continuous or Future Perfect? WC Feedback: CCQ's: Is future continuous used when the action is IN PROGRESS at a certain time in the future? Is future perfect used when the action is COMPLETED by a certain time in the future? Are there any clues that we can see in the sentences to tell us whether the sentence requires Future Continuous or Future Perfect? (by... - time adverbial) Also... say sentence "Teacher, when will we be having the exam, please?" What tense is used? (Future Continuous) Is it to because the exam is in progress at a certain time in the future? (no) Is it to make the sentence more polite? (yes!) Write sentence on board and ask student to underline the verb phrase.
Set Task: Show the VISION2020 HO. On one side is the authentic reading material, on the other is a gap fill activity. Explain that they will complete the sentences in pairs. ICQs: Will you use Future Continuous? Will you use Future Perfect? Will you do this task on your own? For example, you will do this... (complete #1 as an example) SS do activity MONITOR FB: SS check with other pairs. WC FEEDBACK: Write the numbers 1-5 on the board. Give students a pen and have them write the verbs on the board. IF TIME PERMITS: Have students do a second handout (on AIDS2031). Ask students is AIDS curable? Is it preventable? Use same procedure as above.
SPEAKING ACTIVITY: In pairs (specify who is ss A and who is ss B). Set Task: Explain that you want the ss to start thinking about their own personal goals for the future. Would goals have to do with your job? Would goals have to do with your family? Would goals have to do with your health? Show HO. Tell them that you would like the ss to brainstorm in terms of their own personal goals. They can have a few minutes to just think of some personal goals. Explain that they cannot write sentences... just take notes. Once they have brainstormed some ideas... Explain that they will be interviewing each other in terms of their personal goals for the future. Have ss A begin asking questions to ss B (without ss seeing the questions). SS A should write down the answers. Demo: Ask a ss to come up and ask you Question #1 as an example. SS do activity. MONITOR After 5 minutes, have the students switch. MONITOR WC Feedback: What is one thing you learned about your partner? What was the difference between the sentences? At the end of class, give ss Reference HO for Future Continuous and Future Perfect.