Will Will

TP7 Future Forms
Upper Intermediate level


In this lesson, which is TTT, the students will be tested over future forms in the context of a text about going to a soccer match. The students will read the text and use correct future forms, then they will listen to the audio of the text. We will do language analysis before doing Test #2 and then freer practice.


Main Aims

  • To provide review of future forms in the context of going to a soccer match

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of future events


Lead-in (2-3 minutes) • To set lesson context and engage students

T welcomes Ss T tells Ss that his favorite sport is football (soccer) and who his favorite teams are. T asks Ss if they like soccer and who their favorite teams are. T has some Ss respond.

Exposure to text (3-4 minutes) • To provide context and gist understanding for the the text that is used to test S knowledge of TL.

T changes slide showing two questions on the slides T tells Ss that they will be reading a text and seeking to answer the two questions on the slides T tells Ss that they have one minute to read the text T tells Ss to not answer the a, b, c, options in the text T asks Ss ICQ, how much time do you have to read? 1 min T asks Ss ICQ, are you supposed to answer the a, b, c options in the text? T elicits answers from students for the questions, "What do James and Richard discuss?" and "What do they decide?" Answers are: They discuss time, how to get there, and traffic. They decide to meet at about four.

Test #1 (7-9 minutes) • To test students' knowledge of correct usage of future forms

T tells Ss that they will be going back through the dialogue and choosing the correct verb form T does a DEMO for the first one (a) T puts Ss with partners and tells them they have 4-5 minutes to go through the dialogue T plays the audio and has Ss check their answers

Teach (10-12 minutes) • To teach and clarify the meaning, form and pronunciation of the target language--T will emphasize areas Ss struggled with in first Test.

T tells Ss that we are going to be covering several different future forms T ask Ss the question on the powerpoint, "Which two questions below do we usually use to ask people about their plans for Saturday afternoon?" b/d T tells Ss to think about the answers T gives Ss 30 seconds or so, then elicits answers from Ss T asks Ss what the difference is between the two answers (one is present continuous, the other is 'going to') T covers MFP for present continuous using CCQs to elicit the meaning from Ss. CCQs are as follows: Has this event been planned?yes, Is this action arranged?yes, Is it hard to cancel this plan?yes, So what do we use the present continuous for in the future? events in the future that are arranged T covers MFP for 'going to' again using CCQs to elicit meaning from Ss. CCQs are: Has this decision been planned?yes, When was this decision made? In the past or at the moment of speaking?the past, What do we use ‘going to’ for? intentions for the future T moves on to covering the use of 'will'. T asks Ss the question on the slides, "Which sentence below expresses a new idea? (the speaker has just thought about it) Which expresses an old idea? (The speaker thought about it before). T elicits responses from Ss T covers MFP for 'will' using CCQs to elicit meaning, CCQs are: Was this planned in the past?no, Did he make the decision at the moment of speaking?yes, When do we use the future form ‘will’? When we make a decision at the moment of speaking T briefly covers contractions for affirmative and negative uses of 'will' T covers present simple being used in the future T shows Ss four sentences and asks them two questions, "Do we often use the present simple to talk about the future? No, What are the two reasons we use the present simple in these examples? Timetables, after certain conjunctions T uses these questions to elicit answers from Ss T begins to cover future forms for making predictions (going to/will) T shows Ss two sentences and asks which one is a prediction based off of evidence, and which prediction is based off of belief or expectation T asks Ss if they think there is a big or small difference in meaning between the different forms for predictions

Test #2 (9-10 minutes) • To check students' use of the TL again

T introduces gap fill exercise to Ss T tells Ss they will be completely the activity with a partner T instructs Ss to either use the worksheet or their own piece of paper, but that they will need to use the link or the worksheet to do the activity. T demos first example showing them what they answer is and why it is correct T gives Ss 5 min. to complete activity T goes over answers with Ss

Free Practice (13-15 minutes) • To provide students with free practice of the target language

T introduces conversational activity T shows Ss a list of themes (all of them are about the future) T instructs Ss that they will partner up and discuss these themes with their partners. T tells partners to take turns picking a theme that you want to hear your partner talk about. T tells partners to ask questions about what their partner says. T demos the activity T sends Ss to breakout rooms for remainder of time minus 3-4 min T brings back Ss at the end to do brief feedback and DEC

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