Basma Saad Basma Saad

Basma Saad, 27th October, Grammar, Future clauses
Intermediate level


In this lesson, students will learn how to form clauses either main or subordinate that happen in the future and how to use them in conversations.


Abc Google pictures
Abc New Cutting Edge, Student Book
Abc Pictures made by the teacher
Abc PPT ( created by the teacher)

Main Aims

  • To provide clarification of future clauses with if, when, as soon as, until, before

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation.


Warmer/Lead-in (3-7 minutes) • To set lesson context and engage students

T Shows a personal photo and talk about personal future plans using conjunctions like : 'until' 'before', 'as soon as, 'when' and 'if'. T sends students to breakout rooms to speak about their future plans.

Pre-teach Vocabulary (3-5 minutes) • To provide a model of the task and highlight useful words and phrases

Introduce the difficult words in the listening: 1-plumber (n) (picture) : person who repairs water pipes, toilets. Model and drill. Write it and highlight main stress. 2-resign (v) (meaning) when a person, resigns , he voluntarily leaves or quits the job. CCQ when you resign: 1-Are you forced to leave the job? no 2-Is it your own decision? yes 3. run a hotel (exemplification) My dream is to run a hotel. ( manage) CCQs: when you run a hotel: 1-Are you working as an employee there? no 2-Do you have a supervisor? no 3-Are you the owner? probably

Reading Task (3-5 minutes)

Introduce the pictures in page 52 to the students. Tell the students that all those people have made a career change. Give ss the pictures of Claire, Kevin and Lorna/Ian (with the texts attached) Ask them to read the text attached individually. Then have them match the quotes on p.53 to the person who they’re said about or who said them. Ask ICQs Are you going to work individually or in group? Individually What are you going to do first; read or match?

Language Clarification (3-6 minutes) • To clarify MFP of TL

1. Give students a handout (p.53, ex.1) and ask them to identify the conjunctions (as soon as, before, until, when, unless) then identify the verbs followed. 2. Elicit the meaning, form and function of each clause. 3. Use the timeline to focus on meaning and form. ho 4. Show the positions in the middle and in the beginning highlighting punctuation differences. CCQs a. Where is the conjunction? middle or end b. When it is in the beginning, do we put a comma? 4.Elicit the pronunciation of the clauses with the stress sounds and the phonemic transcription.

Controlled Practice (3-6 minutes) • To check ss' understanding of the grammatical rules of the future clauses

The T will provide the Ss with the handout p. 53, ex 2 . The Ss will be sent to break out rooms to think about answers. When they finish, T listens to some of the common possible answers. .

Freer Practice (7-13 minutes) • To improve students' speaking skills (productive skills)

The teacher suggests a topic for discussion. You are going to run a hotel. What are your plans to make it a successful one'? For example : If I hire ladies, I won't choose the married ones. I will make parties everyday when I have enough money. In 3 minutes, the Ss will be sent to work in break out rooms. The T observes ss and mark their mistakes. When they finish, they need to discuss with the other of the groups.

Content Feedback (2-3 minutes) • To provide feedback on students' production and use of language.

Check students' grammatical and structural errors.

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