Nikki Nikki

TP8LP_Nikki Sterios
Upper-Intermediate level

Description

In this lesson students have the opportunity to explore and use multiple grammar forms in the context of talking about the future. During the lead-in Ss share one thing they will do in the future. Ss will read an email about Thanksgiving plans and point out grammar structures: be going to future, will, present continuous, and future continuous in affirmative and negative statements. MFPA will then be explored using CCQs to clarify meaning and choosing the correct structure from two examples for Form. P will focus on contractions +‘ll, stressed and unstressed "will", the prevalence of gonna, especially in American spoken English. Appropriacy will focus on "will" as formal and sometimes used formally where rule of thumb would have be going to. Ss will practice using the target language by filling in gaps in a controlled practice exercise and speaking about their plans for the future, using the target language, in a freer practice.

Materials

Abc Padlet
Abc Zoom board
Abc Jamboard
Abc Google Slides

Main Aims

  • To provide clarification and practice choosing and using the appropriate grammar form when talking about future time in the context of near term plans.

Subsidiary Aims

  • To provide practice improving accuracy and fluency when talking about near term future plans.
  • To provide practice reading to identify specific target language in the context of an informal email about future plans.

Procedure

Lead-in (3-5 minutes) • To engage students and to set the lesson context talking about the future using the target language

T:Share screen and link to Jam board T: Confirm Ss can see and access JB T: Ask Ss to think of one plan they have for the near future they want to share T: Post sticky of plans in chat box with your name on it - look at mine. T: comment on content and any use of target language

Exposure (10-12 minutes) • To provide context for the target language through an email about holiday plans

T: Share screen Google slide email and confirm Ss see T: This is an email to my friend about my plans for the very near future - two weeks from now. T: Read it silently and write down four different structures I use to talk about the future. (Model one structure) Use your own paper or electronic note pad. You have 3 minutes. T: I will send you to breakout rooms. When you have discussed and agreed on your answers write them on the padlet. T: Share p(adlet Screen. T: Write your answers on your Room no. pad. you have 3 minutes. ICQ: Where are you writing your group's answers? T: make break out rooms, send padlet link T: monitor BOR: OPFB: Elicit problems/ agreement from Ss (2 mins) What do you notice about the way future time is shown in English?

Clarification (10-12 minutes) • To clarify the meaning, form, pronunciation and appropriacy of the target language

Meaning: T: Does English have one "future tense"? T: Share Google slide screen T: English has a lot of different verb forms that are used to convey different aspects of future time. Review M & F with covered image T: Share screen Google slide CCQ T: There is one slide per BOR. Answer the question on the slide numbered the same as your BOR number. Answer with your partners. Make sure you can explain why you chose the answer. You have two minutes. T: Nominates Ss to give answers. Ss confirm or dispute, justifying answers. Form: T: Share Google form T: Let's look at the first Q together. T: Here is the link. everyone work on your own for two minutes. T: Let's go over the answers together. we will take turns Ss OCFB Pronunciation/Appropriacy T: Google slide for Pronunciation T: model and drill contractions with will, stressed and unstressed "will", going to -> gonna T: Are 'll contractions more or less formal? Use in a formal letter like last week or today's? what aboutt gonna?

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

T: share google slide screen for controlled practice T: review slide do first eg together. T: Work with new partners to fill in the gaps. use the slide with your room number on it. I will put you in new bors, you have 3 mins T: monitor BORs for content and language usage, note down examples Ss report back answers. Elicit corrections and justifications if needed (3 mins)

Free Practice and Content and DEC Feedback (10-10 minutes) • To provide students with free practice of the target language

T: share slide for freer practice. T: reads instructions and offers model -I am hiking in my favorite forest next week. I will drive there in my car or with a friend. T; You have 5 mins to discuss with your new partners. T: SS to new BORs T: monitors Ss for content and language use. T: comments on content of Ss discussion and writes language on zoom board Elicit which is correct and which has errors, Ss agree or disagree and justify

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