Students will be able to practice and revise structures to express probability in the context of making predictions.
Students will be able to practice their reading and speaking using structures to express probability in the context of making predictions.
Procedure (34-41 minutes)
The teacher projects a picture of a family to the students and asks them to discuss a question: (Students use breakout rooms) Here are some of the things that this family normally do that they didn’t do in the 1900 house. a) talk to friends on the telephone. b) have baths and showers c) play computer games d) listen to music e) eat pizza f) use the internet Think about the following question and discuss your answer with your partner: Do you think people will still do these in another 100 years’ time?
The teacher mentions students will read a text quickly and answer some questions. Learners will use a Google Form. (2 minutes) Students will compare their answers in pairs using breakout rooms. (3 minutes) The teacher checks learners' answers and provides open class feedback. (2 minutes)
The teacher asks students to answer some questions using a Google form. (3 minutes) Once students have answered the questions, everyone (including the teacher) check the answers. The teacher uses CCQs to assist students with meaning and form clarification. (3 minutes) CCQs: 1. Do we use these expressions to express ability or probability? A: Probability. 2. What expression do we use when we are sure that something will happen? Definitely or Probably? A: definitely 3. What expression do we use when we know that something is possible to happen? May or Might? A: Both 4. Do we use "probably" and "definitely" before "will"? A: No, we use it after "will". 5: Do we use "probably" and "definitely" before "won't"? A: Yes The teacher projects a cline that shows the degree of possibility among "definitely, probably, may and might". (3 minutes) The teacher asks CCQs: Which of these expressions mean ...? E.g. "Which of these expressions mean that you are sure that something will happen?" (3 minutes) The teacher projects the six sentences using a slide presentation and asks students to listen to the pronunciation of each sentence. The teacher asks students to identify the stressed words. The teacher says: "Listen carefully, I will read the first sentence twice. Please identify the stressed words; Which words do I stress more?" CCQs: 1. Which words am I stressing? A: probability words. 2. Did I use contractions? A: Yes ('ll, won't) 3. Did I use blending sounds? A: Yes.
The teacher asks students to answer 6 questions using a Google form. (2 minutes). Students will compare their answers in pairs using breakout rooms. (2 minutes) The whole group check their answers together. - OCFB (2 minutes)
(5 minutes) Students use breakout rooms. The teacher says: How do you imagine your life in the future? Make predictions and discuss them with your partner. Family? Job? Town/City? Personality? Free time? Others?
The teacher will monitor the participation of the students and write down some notes for the delayed error correction stage. (5 minutes) Students come back to the main room, and the teacher provides the Delayed Error Correction.