Amir Amir

TP 5 Grammar
A2 level


In this lesson, students will learn about the use of may, might, and will in their affirmative and negative forms in the context of talking about future probabilities and predictions. The lesson starts with a lead-in from a previous lesson about predictions for the future of food. Next, a test to measure the Ss knowledge of the target language. After that, the teaching stage starts where the T highlights and elicits the target language. Next, comes the second test. Finally the teacher asks Ss to produce the target language.


Abc • Speak Out, Pre-intermediate SB p.78 Antonia Clare & JJ Wilson. Pearson Education Limited 2015.
Abc Power-point presentation

Main Aims

  • By the end of the lesson, Ss will be able to know and use may, might, and will to talk about probabilities and perditions in the future.

Subsidiary Aims

  • By the end of the lesson, students will have practiced speaking in the context of future predictions and probabilities.


Lead-in (3-5 minutes) • To set lesson context, engage students, and activate their schemata.

T greets the Ss, introduces himself to the class, and has a little chat with them before the lesson starts. The lesson starts with a lead-in where the T shows 3 pictures, a picture of a plate full of insects, a picture of a hand holding some seaweed, a picture of a hand holding a knife and cutting meat, along with some texts to talk about the future of food. T asks Ss to tell how food after 10 years might be and the Ss answer. This lead-in activates their previous schemata during their listening lesson in the same unit and makes them engaged and may make them able to predict what they will be taught.

Test 1 (8-10 minutes) • To gauge students' prior knowledge of the target language

The best-case scenario: - T prepares a link for the Ss to do the quiz. - T shows the students how to join the quiz. -T asks ICQs - Ss join and do the quiz individually. - T shows the leaderboard with the Ss grades and leaderboard. - T gives feedback if possible. ------ Alternative plan if there are internet issues: - T shares the quiz's screen. - Ss answer individually. - T gives feedback about their answers. * The quiz consists of 8 MCQs.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

- T introduces some sentences and pictures from the quiz and asks Ss to tell if the speaker is sure or unsure about their predictions: *Look at the clouds, I think it will rain in the afternoon. *We might go ice-skating tomorrow, but I am not sure yet. *The kids won’t play in the snow because they are ill. *I have decided! I will travel to Italy next holiday. *I won’t be at the meeting tomorrow because I am seeing the doctor. *I will certainly send her a text message tomorrow. It is her birthday! - T introduces some sentences from the book and elicits the form and function of the target language.

Test 2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

- T shows 6 incorrect sentences from the coursebook and asks the Ss to take notes and think of the mistakes and their corrections. - Ss think and take notes. - Ss answer the questions individually. ****** If there are 6 to 10 Ss: - T shows 6 incorrect sentences from the coursebook and asks the Ss to take notes and think of the mistakes and their corrections. - Ss think and take notes. - Ss are sent to BORs and compare their answers with a partner/ partners. - Ss answer the questions individually.

Semi-controlled practice (5-7 minutes) • To provide students with a semi-controlled practice of the target language

-T introduces some incomplete sentences: I will ………… tonight. I might not ………….. next week. I may ……….. after 5 years. - T introduces the task and demonstrates an example. - T asks Ss to take turns expressing the things they might do and the things they will do in the future.

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