Ekaterina Zimakova Ekaterina Zimakova

Grammar_will for making decisions_TP8
Elementary level


In this lesson Ss will learn about Future Simple tense and its use for offers, promises and quick decisions through guided discovery based on social situations


Main Aims

  • To provide clarification and practice of Future Simple tense for making spontaneous decision in the context of social situations

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a of making decisions, offers, and promises in the context of social situations


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T will show six images on Slide 2 and ask Ss if they have ever been in these situations, then will prompt Ss to discuss situations in small groups and possible reaction of their partners. T asks Ss to comment on their partners responses

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

T will share a link to a jamboard and announce to go to Slide 2 and find examples of the responses to each of the situations. 1 Ss will work in pairs, they read and match responses to situations; 6 situations and 6 responses. T monitors ICQs: Are you going to work alone? no, with a partner How many statements for each person? six How much time do you have? four minutes 2. T will send Ss to BOR *Ss will have two minutes to compare answers 3. OCFB: *T will show the correct answers and ask ss to compare their answers

Highlighting (2-4 minutes) • To draw students' attention to the target language

T will share Slide 3 with TL and two different short phrases, which are meant to show the different meanings and uses of (will and going to). T will elicit in Pic 1 'I'm going to repair....' CCQs Are we talking about the future? Yes Is this a plan? Yes Did I decide now or in the past? In the past Is it an arrangement? No T will elicit in Pic 2 CCQs Did the driver planned to have an accident? No! Did he decide to repair a bike now or in the past? Now Is it a spontaneous decision? Yes ' T will focus Ss attention that these dialogues show you how to: 2 make spontaneous decisions 1 do an action, based on previous plans

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

T will ask Ss to go to slide 4 and tell them to focus on the meaning on 'will' for spontaneous decisions, they might be slightly different, elicit: offers for help, promises or requests. T asks Ss to work individually on the slide, matching 7 dialogues into different sections. Asks ICQs (individually, for 3 minutes) Then Ss compare answers via chat-box. After T gives OCFB. On slide 5 T will elicit the name of tense, then cover Form, using a timeline and an affirmative, a negative and a question form. Ss work together, dragging boxes to the right places. T monitor and help. T cues Ss to the word 'please', which can stay in front of the main verb in requests. On slide 6 T and Ss cover pronunciation and level of formality. Ss work individually on the jamboard. ICQs Listen to me Repeat chorally. Individually, if necessary. Where's the stress? What're the problems? T will pronounce 'will' using backchaining. T elicit the difference in usage will/'ll in written and spoken language.

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

T will share a link to google.form with the 5 situational dialogs to choose the right meaning (offer, decision, request). ICQs Do you work individually? yes How much time do you have? 4 min D you have to submit the answers? yes After, Ss check using chat-box and the T give OCFB.

Free Practice (10-12 minutes) • To provide students with free practice of the target language

Before setting freer practice T have a sub-stage. T will guide Ss through 3 dialogs on slide 8, showed topics ( At home. At the restaurant, etc) and asks ICQs: Are you going to repeat the same? no Are you creating your own dialogs? yes Do you need to create 3 dialogs? no, one Do you work in a group? no, with a partner Ss can use dialogs from the lesson as a model for them to create similar situations, and at the end some of them report back to the class. T gives DEC and OCFB.

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