Sidney Sidney

Upper-intermediate level


In this lesson, students will be able to learn and practice the use of future forms in the context of daily routines.


Main Aims

  • To provide clarification of language used for making plans in the context of daily routines
  • To provide clarification of future forms in the context of daily routines

Subsidiary Aims

  • To provide practice of future forms in the context of daily routines


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

Teacher shows students example of a daily schedule. Asks students: "Are you going to do any of these things today?" (Yes/no/maybe) "Today we're going to learn about how to talk about the future."

Exposure (6-7 minutes) • To provide context for the target language through a text or situation

Teacher pairs students together before task is set, and sends link to Google Drive text "One morning with Horatio" to class via group chat: "I'm going to send you a document in the chat." Instructions: "You are going to read a short text. When you're done reading, fill out the Google form. Do not click submit. When you're done, check your answers with your partner. When you're finished, write "done" in the chat." (OCFB is delayed until the next stage with Google Slides.)

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

Teacher opens up Google Jamboard 1. "We're now going to look at some future tenses. I'm going to send you a link. In pairs, I want you to match the examples with the future form." (Teacher gives example, dragging the first slide to the correct box.) "When you're done, type "done" in the group chat. You have four minutes." Answer key: "I'm going to call" - going to + verb / "I'm meeting three new clients" - present continuous / "I'll write" - will + verb / "I finish work at 12" - present simple / "I'll just spend the whole afternoon" - will + verb / "I'm about to do a video conference" - about to + verb / "I'll just answer that" - will + verb // After time limit is up, teacher performs OCFB with Google Slide 5: (Text can be revealed as students answer questions by changing the font colour). Teacher covers MFP (meaning of each grammar chunk/tense, followed by form of each grammar chunk/tense, form of each grammar chunk/tense.) Meaning: "I'm going to call" CCQs: Is this a plan for the future? (Yes) Did I decide on this plan now or in the past? (Past) // "I'm meeting three new clients" CCQs: Is this a definite plan? (Yes) Is it in my schedule? (Yes) // "I finish work at 12" CCQs: Is this something that happens at a specific time? Is it in my schedule? (Yes) // "I'll just spend the whole afternoon..." CCQs: Is this something I'm planning on doing? (Yes) How do we know it's in the future? ("The whole afternoon") // "I'm about to do a video conference" CCQs: Is this happening in the near future or a long time from now? (Near) Had I planned on the video conference already? (Yes) Form: ("What goes in the first/second/third/fourth/fifth box?" - students have already matched form to text in previous exercise.) Pronunciation: Teacher drills pronunciation for each sample of the TL.

Controlled Practice (5-8 minutes) • To concept check and prepare students for more meaningful practice

"I'm going to send you another Google form in the chat. Open it and answer the questions. Do not click submit. When you're finished, check your answers with your partner in the group chat." Teacher sends students Google Form "Daily Routine." "You have five minutes." When task is complete, teacher checks for understanding with OCFB.

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

"We're going to go into breakout rooms and I want you to spend the next 5 or 6 minutes talking to each other about what you plan on doing today." Teacher puts students in breakout rooms and monitors for fluency and accuracy, making notes for DEC at the end of the lesson. Teacher completes lesson with DEC of the TL and praise for good application of the TL.

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