Sarah Abdel Hady Sarah Abdel Hady

Will for offers and instant decisions
Intermediate level


In this lesson, T presents 2 different pictures and discuss with Ss some questions related to pictures such as where the people in each picture are, what's the relationship between them etc. T adds there's a problem in each picture and asks Ss try to guess what the problem is, then T gets some ideas from Ss. Ss listen to the conversation (listen for gist) to check what the problem is and how it's resolved in each picture. Ss listen again to the conversation (for specific information) to fill in the gaps individually, then check their answers in pairs. T displays the answer key on ppt with highlighting the TL in red. T asks CCQs to Ss trying to elicit the meaning from Ss, then elicit the form and highlight it on board. After that, T focuses on the pronunciation of contracted form, models and drills within sentences. T shows Ss more examples of the TL and Ss will be thinking about each situation and trying to come up with the best answers, then Ss will doing a completing activity to work on the TL as a controlled practice. T gives open class feedback. For freer practice, T creates some prompts of the TL such as I've forgotten my pen and put them on cards, one set for each table. one by one student draw or take a card, read the problem then the rest have to respond with an offer or instant decision.


Abc New Cutting Edge Intermediate Students' Book
Abc Situation cards- Freer practice
Abc Offering with (I'll)- Controlled practice HO2
Abc Gap-fill HO1
Abc Power Point Presentation

Main Aims

  • By the end of this lesson, students will be able to give offers and make instant decisions by using (will)

Subsidiary Aims

  • Students will be listening to a conversation where they need to fill in the gaps and they will be discussing situations by using will structure. My sub aim is listening for specific information and speaking for accuracy.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students to get their interest to the topic

T greets the students and shows two different pictures on the PowerPoint, invite Ss to guess what's going on in each picture by asking students to answer some questions about the pictures. T asks students to work in pairs and discuss over the questions and come up with some answers. Students give some answers and guess what the problem is in each picture.

Pre-teach (3-5 minutes) • To make the text accessible and pre-teach the difficult phrases

Introduce the difficult words in the listening: 1- Pick someone up is phrasal verb with Pick (v) (synonyms) to take, get or bring someone or something from somewhere or (context) I always fight with my husband over whose turn to bring the kids from school. What's the verb for "bring"? Give Ss 5/10 Sec to think then say it twice first (model), then drill it. Finally write it on the board. 2- Give someone a lift is expression with a lift (n) (Description) while you driving your car, you notice a person standing a lone on a high way street in a raining night waving to you to drive him/her to the nearest bus or train station then you take him/her to this destination, what do we call this? Give Ss few sec to think then say it. Modell, drill then write it on board. Highlight stress and linking. CCQs: Have you ever give a stranger a lift? (No) Can you do this while driving at night? (Maybe) or Give a lift = Give a ride or drive someone to somewhere by your vehicle (synonyms)

Listening task (5-10 minutes) • To check their guesses and fill the gaps to get the target language

Set the listening task: You're going to listen to 2 conversations try to figure out the problem in each one(listen for gist), and take notes on how the problem is resolved. I'll ask these ICQs: 1- How many dialogues are you listening to? (Two) 2- How many problems will you write or take notes? (Two) Ss listen to the record and take notes after discussing the answers with Ss. I'll spread HO1 among Ss to fill-in the gaps and they will listen again (listen for specific info.) I'll ask ICQs: 1- How many sentences you should gap-fill? (Four) 2- Are they ordered by speakers in each picture? (Yes) I'll play the audio and monitor and I might play it one more time if Ss were struggling to answer. I'll ask them to check in pairs, then nominate for feedback.

Language clarification (5-8 minutes) • To clarify the meaning, form and pronunciation of the target language

I display the answer key on ppt as the TL is color-coded. I ask Ss CCQs to elicit the meaning: 1- Does the speaker decide to do the action at the time of speaking or beforehand?(At the time of speaking) 2- Is this instant/quick decision or planned decision? (Instant decision) 3- Is the speaker offering something to do with other person?(Yes) After eliciting the meaning from the students, I draw Ss' attention on the form of the TL, then I write the form on the board. They will be seeing it on board as a written-record with highlighting the form. Model and drill the contraction form ('ll) and clarify the pronunciation, stress and linking within plenty of sentences.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

I'll distribute HO2 in which students need to write full sentences giving instant decisions and offers to each situations by using (will) with the best answers. First, they answers individually, then checking answers in pairs. I'll display answer key on ppt as OC feedback.

Freer Practice (8-10 minutes) • To make the students produce the target language through speaking

I'll ask Ss one by one to pick up one of folded cards (I created as prompts and put them as one set for each table) such as "I've forgotten my pen", ask each student to unfold the chosen card, read what's written loudly then the rest have to respond with an offer or instant decision. I'll do some open pairs as demonstration, ask Ss to start the activity, monitor. Get linguistic and content feedback from their responses. Correct their errors anonymously on board after praising the ideal ones.

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