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A future perfect?
upper-intermediate level

Description

There is listening work at the beginning of the Language focus with a number of separate recordings of people talking about their future. Later, in the Listening and speaking section, students hear speakers on a radio programme and answer questions about the facts and opinions given about the future.

Materials

Abc game
Abc Audios
Abc Headway Upper-intermediate ( Liz &John Soars,Sue Merifield)
Abc PowerPoint slides(teacher made)

Main Aims

  • To provide gist listening practice using a text about future forms

Subsidiary Aims

  • To provide fluency speaking practice in a future forms

Procedure

Warmer/Lead-in • To set lesson context and engage students

Begin the lesson with a quick exercise where you write about talking about the students' future goals. What are your goals for: - Next week? - Next year? - The next five years? They will work in pairs for a minute, noting down the answers if they want to. Following this, the students will work for another two minutes to check and discuss their answers and ideas, gaining a different perspective on their views. To follow up, whole class feedback will happen to provide students with an idea of what other students answers were, and will be asked as a class who has what plans for each of the questions.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

-T writes this list of jobs on the board: footballer, rock star, astronaut, opera singer, pilot, university lecturer, builder, nurse, magician, scientist, photographer--T elicits their meanings..-T plays the audio 5.1 -T plays number 1 as an example and elicits the correct name.-T plays the rest of the recording and gets students to complete the matching task.-T Cchecks the answers.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

-T gives students time to read through the questions. -T elicits the answers to number 1 as an example.- Students do the task individually, but t allows them to check their answers in pairs before t plays the answers. -5.2,T plays the recording, pausing after each sentence to let students check their answers. -T gets students to practise the questions and answers with their partner.-T monitors and checks they’re making contractions naturally, e.g. they’ll, she’s, they’re, etc.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

-T elicit the first name and question as an example.-T puts students in pairs to work out who said each of the answers 2–6 and to write the question for each.-T monitors and helps as necessary. - 5.3,T plays the recording, pausing after each question to let students compare with what they came up with. -T could play the recording again and gets students to listen and repeat.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-T explains that students are going to play a board game to practise talking about the future. •T Puts students into groups of four. Hand out a copy of the worksheet to each group. -T Focuses on the pictures and elicits/checks the name of each job. • T Pre-teaches/Checks: flip a coin, heads, tails, move one/two squares. • Students take turns to toss a coin and move their counter forward from START.-T Stresses that they shouldn’t make their answers so obvious that the job is easy to guess. The first student to guess the job wins a point.

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