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Future Predictions
Intermediate level


Abc Elon Musk Lead-In Interview

Main Aims

  • To provide clarification of future predictions in the context of our world

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of making future predictions about our world
  • To provide specific information listening practice using a text about Elon Musk in the context of his predictions for the future


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

Present slide 1 of presentation Show the students the questions and explain that they need to write the questions down in their notebooks. Explain that they will be watching a video and they need to try to answer these questions while they watch. Follow the link and play the Elon Musk interview from 1:54 until the end. Reveal the answers to the questions and ask the class the final question; "did we agree with Elon Musk or not?"

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

Present slide 2 of presentation. Give instruction "read these sentences from an article" - give them 1 minute Then, give the instruction "Are the predictions certain (C) or possible (P)? Write C for certain and P for possible" Reveal the answer key to students and ask them to compare their answers and ask any questions they may have.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Present slide 3 of presentation. Elicit that we use the phrases/words provided to make predictions about the future by asking CCQ's - "what do we use these words/phrases for?" Show students examples of how we use the words/phrases to make future predictions by giving them marker sentences. CCQ - Is "is likely to" the same as "could" and "may"? - "Is likely to" is more PROBABLE than "could" or "may", which are POSSIBLE. Present slide 4 of presentation Present students with the marker sentences they already saw - give them 3 minutes to complete the guided discovery task. Present them with the answer key as well as more specific examples of the form used for the TL in each sentence. Present slide 5 of the presentation. Using these specific examples taken from the marker sentences, explain sentence stress and drill the correct pronunciation of the sentences with students.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Present slide 6 of the presentation. Give them the article and give the instruction "Choose the correct alternative to complete the text" and "write the answers in your notebook" ICQ - Illustrate what they have to do by doing the first one with them. Give them 5 minutes to complete the task. OCFB - call on individual students for answers and circle the correct alternatives in the text for all students to see clearly.

Free Practice (13-15 minutes) • To provide students with free practice of the target language

Present slide 7 of the presentation. Ask students; "Now, what do you predict will happen in the future?" "How will the world change?" and "Will it all be good?" Present students with the marker words/phrases they will have seen earlier in the class and tell them to try and use these when they give their opinions. Tell students they have 5 minutes to think about the questions and write down their opinions. Tell students they now have 5 minutes to discuss their opinions with a partner in breakout rooms. - Monitor students production of the TL in the breakout rooms and pick examples of good and bad language uses to cover in the Delayed Error Feedback. Delayed Error Feedback - Present slide 8 of the presentation, give examples of good and bad uses of the TL and general language and elicit the corrections from students using CCQ's.

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