Grammar Lesson - Plans and Predictions
To provide clarification of present continuous for future arrangements and will for predictions in the context of personal plans and predictions.
To provide fluency speaking practice in a conversation in the context of personal arrangements and future predictions.
Procedure (37-54 minutes)
T welcomes Ss and introduces herself as this is the first lesson together. T shows slides 1 and 2 to greet Ss. T asks Ss if they like organizing their days, weeks, etc. (T does not use the word "plan" in this step as it will be elicited later in the lead-in.) T personalizes the situation and shows slide 3. (lead-in for future arrangements) T shows slide 4 and changes the flow of the lesson. T shows slides 5-7 to talk about her experience of the technology fair. (lead-in for future predictions)
T shows slide 8 and elicits word "plan" asking some CCQs as follows: "What do you see on the screen? (notebook, journal) This journal belongs to me, so these are my ___. (plans)" If Ss can't come up with the answer, T says it. T shows slide 9. T shows slide 10 and elicits word "prediction" asking some CCQs as follows: "Are these likely to happen? (Yes.) Are we sure? (No.) Do we think so? (Yes.) Do we have any proof? (No.) So, what are these? (predictions)" If Ss can't come up with the answer, T says it. T shows slide 11.
T shows slide 12 ask Ss the question on the screen. Ss take turns to give answers to this question. T shows slide 13 and does back-chaining using the sentences on the slide. T asks some CCQs to check the form as follows: "Do we use the present or past form of verb to be? (Present.) Do we use the verb as bare infinitive? (No.) How do we use the verb, then? (-ing form)" T shows slide 14, clarifies the form using color-coding and highlights it. T asks some CCQs to check the meaning as follows: "Are these happening right now? (No.) When do they happen? (In the future.) Are they planned / arranged? (Yes.)" (presentation of present continuos for future arrangements) T shows slide 15 and elicits some answers. T shows slide 16 and does back-chaining "we'll" especially. T asks some CCQs to check the form as follows: "Do we use to be? (No.) Do we use the same form for affirmative and negative? (No.) What do we use for affirmative? (will) What do we use for negative? (will not / won't) Which verb pattern do we use? (bare infinitive)" T shows slide 17, clarifies the form using color-coding and highlights it. T asks some CCQs to check the meaning as follows: "When do these happen? (In the future.) Are we sure? (No.) (presentation of will for future predictions) Are they likely to happen? (Yes.) Do we have any proofs? (No.)"
T shows slide 18 and asks the difference between these two sentences in terms of meaning. T elicits some ideas. T shows slide 19 and clarifies the difference. T makes sure using the words "believe, hope, think, ticket, packed, arranged time, etc."
T shows slide 20. T gives instructions for the controlled practice as follows: "I will share a link in the chatbox. You will work in pairs in breakout rooms. One of you will share the screen, please. You will have 5 minutes to complete the task. Here is an example. Try to make sentences using these prompts if you finish earlier." T does the first one as an example. T asks some ICQs as follows: "Do you have the link now? (Yes.) Can you open it? / Does it work? (Yes.) Will you work alone? (No. In pairs.) How much time do you have to complete it? (5 minutes) What will you do if you finish early? (make sentences) " T shares the link in the chatbox and sends Ss to BoR in pairs, sets the time for 5 minutes. T monitors the BoRs and interferes in case of any errors. Ss come back to the main room when the time is up. T asks Ss to make sentences using the phrases in the grouping activity. Ss take turns to make sentences.
T shows slide 21 and padlet wall. T asks Ss to personalize the target language as of this part of the lesson. T writes a post on Padlet wall as an example and asks Ss do the same. T shares the link in the chatbox and waits till all the students post on the wall. T shows slide 22 and gives more instructions as follows: "Now you will go to breakout rooms to talk about your plans for the next week and set a time to meet. You will work in pairs and have 5 minutes." T asks students an ICQ "Will you write or speak? (speak)" T sends Ss to BoRs in pairs for five minutes. T monitors Ss in BoRs and takes notes for any errors of form, meaning or pronunciation to give feedback in the end. When the time is up, T shows slide 23 and gets feedback of the actvitiy.
T shows slide 24 and gives instructions as follows: "Now, you will go to BoRs again. You will discuss how the transportation will be like in 2070. You can write some key words on MentiMeter if you want. I'm sharing the link in the chatbox." T asks Ss ICQs as follows: "Will you write or speak? (Speak) Will you make predictions? (Yes) Do you have to write your answers? (No) Do you have the link in case you want to write them? (Yes) How much time do you have? (5 minutes) T sends Ss to BoRs in pairs for 5 minutes. T monitors Ss in the BoRs and takes notes of any errors.
T writes the incorrect utterances of form on slide 25 and elicits the correct utterance from Ss. (form errors) T corrects any errors of mispronunciation or unnatural pronunciation of the target language. T shows slide 26 and asks Ss to tell something they learn from the lesson. T finishes the lesson praising Ss' hard work
T shares the link in the chatbox. T does the first one as an example. Ss work individually on this task. Ss check their answers in the end clicking the button show answers. (If this activity is not used during the lesson, it could be shared with Ss at the end to provide extra practice.)