Elizabeth Gutiérrez Martínez Elizabeth Gutiérrez Martínez

Upper-intermediate level


This lesson introduces and provides speaking practice for saying how likely something is to happen and making predictions. In addition, they will develop speaking skills in groups with the lead-in and the speaking task.


Abc Navigate

Main Aims

  • To provide fluency speaking practice in a Conversation in the context of making predictions and how likely something is to happen.

Subsidiary Aims

  • To provide review of future in the context of making predictions


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- T shares Jamboard with Ss - T displays the following question: Do you think life will be very different in twenty years? How? - T demos with her personal opinion. - Instructions: Discuss your answers in pairs. - Students discuss in Breakout rooms (2 min) - T conducts OCFB and asks a couple of students their opinion (2 min)

Content preparation (4-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

- T displays a slide with a text and the following questions: "What do you think of these predictions? and How likely you think it is that these things will happen." - T asks students to read out loud the text. - T asks the questions to students. - Students discuss the questions in open class. - T asks one last question: Do you think things will be better or worse in the future? - T asks students to answer the question through the chatbox.

Language preparation / Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

- Teacher, together with the students, elicits synonyms of "I think," then T reveals some examples. - Display slide: Make predictions. CCQs: If we want to make predictions, are we talking about past, present, or future? What is the auxiliary verb we use to talk about the future? Give some examples of the structure. - Next slide. How to express how likely something is to happen. CCQs: If something is probably to happen, are we sure about it? So it means it may happen? If something is definitely to happen, are we sure about it? - Next slide. There is no chance to happen. Are we talking about a negative thought? That's sure to happen. Are we talking about something we think will happen? - T elicits the form of irregular forms of comparative adjectives. (Good, bad, far) - T explains other forms of comparisons. T personalizes the target language by asking questions about their family. - T elicits superlatives rules and the irregular forms of some adjectives. (Good, bad, far)

Productive Task/ SPEAKING TASK (18-20 minutes) • To provide an opportunity to practice target productive skills

- Before we move to the speaking task, students do a review of what they've just learned, and T elicits the answer. - T displays the questions: How do you think people and life will be like in 2035? and Do you think it is probable to happen what your partner says? - T asks students to brainstorm about what they can talk about, so students have to say some words. - INSTRUCTIONS: Discuss with your partner the questions. - Learners work in pairs and discuss. (3 minutes) - Learners switch pairs as many times as possible as time allows. - T conducts OCFB.

Feedback and Error Correction (3-4 minutes) • To provide feedback on students' production and use of language

- T writes samples of learners’ production on the screen and sets a task for the whole group to identify the correct and incorrect sentences and correct the latter ones. - T conducts OCFB

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