Jonathan Aponte Jonathan Aponte

TP7 - LP - Jon Aponte
Pre-Intermediate level

Description

In this lesson, the students will be introduced and practice the simple future tense.

Materials

Abc Zoom Platform
Abc Power Point Slides

Main Aims

  • Students will be introduced to and demonstrate knowledge of the simple future tense for written grammar practice

Subsidiary Aims

  • Students will practice speaking skills and apply the simple future tense in order to discuss with a partner what they will do once the COVID-19 Pandemic is over.

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

The T directs the Ss to look at the sentences in the lead-in task. The questions employ the simple past tense. The Ss will have to convert the questions using the future tense, 'will' or 'going to.' The T will show the answers to the lead-in questions in the next slide.

Gist Exercise (2-4 minutes) • To draw students' attention to the target language

The T will have the Ss listen to a 31-second Sound Grammar audio clip using the 'going to' form of the future tense. The Ss will answer four T/F questions as they listen carefully to the audio clip. The audio clip will be heard twice if the Ss need to hear it again. The link to the gist exercise is found below. https://docs.google.com/document/d/1xuGbvP3aQAGuLcIVdP4PBulDS0N39XkZEJF5MSYUe1M/edit The T will nominate Ss to provide answers to the T/F questions. The T will ask the Ss if they see a difference between the answers in the lead-in task and the gist exercise.

Clarification (4-7 minutes) • To clarify the meaning, form and pronunciation of the target language

The T will explain the MFPA for 'will,' 'going to,' and 'shall.' The slides have plenty of content upon first glance. The T explains the nuance difference between 'will' and 'going to,' in addition to shall. The T will take some time to cover form because it is the crux of the lesson, including how the negative comes in between the auxiliary verb and the main verb. Appropriacy will be covered last. The T will ask Ss if they have question about the MFPA before moving on to the controlled exercise.

Controlled Practice (9-11 minutes) • To allow students to practice the target language in preparation for the free practice activity.

The T will provide the Ss with a guided discovery worksheet that requires them to complete four different tasks. The Ss will 1. put the verbs in brackets into the simple future tense; 2. put the words into the correct order; 3. negate the following sentences; and 4. answer the questions with yes or no using the simple future tense. Examples are provided for all four. The T will instruct the Ss to do the first two problems of each exercise first, then return to the others problems in order to make sure they complete a portion of all of the exercises for class review and in doing so make sure the time is well spent. The Ss will in pairs/groups in the breakout rooms in order to help each other with the exercises. The link to the worksheet is found below. https://docs.google.com/document/d/1926VgCJT6xK9zk97usnMkSJH13UPJG5olmdaRt4vlso/edit The link to the answer sheet is found below. https://docs.google.com/document/d/1Sfmv1c09wa52CmhVQtgpD9QlO15UJQ8UgyVWA2axVUA/edit The T will go over the answers with the class and nominate Ss to provide their answers.

Free Practice Exercise (9-11 minutes) • To provide students with free practice of the target language

Ss will get into pairs and work in the breakout rooms for the free practice exercise. Ss will discuss three things they will do once the COVID-19 health pandemic is over. Ss will use the future tense forms discussed during the lesson. The T will monitor the breakout room activity to check if the Ss are using the future tense to discuss their future events with their partner. The T will move into the corrective feedback stage of the lesson if Ss finish the free practice exercise earlier than the time allotted to them.

Free Practice Exercise Feedback (5-8 minutes) • To allow students to share their thoughts and get feedback on their speaking skills.

The T will nominate Ss to share their ideas with the class. The T will try to do something new, and call upon other Ss to judge and provide corrective feedback on the utterances of their peers instead of the T. The T will step in and provide corrective feedback if/when the class is unable to provide it for the S that just uttered his/her ideas.

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