TP Grammar future
By the end of this lesson, students will have clarification of the different ways of talking about the future in the context of jobs.
To provide fluency speaking practice in a conversation in the context of talking about future jobs
Procedure (41-50 minutes)
- T shares Jamboard with Ss - T displays images on the screen with some questions for students to discuss. - 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)
- T sets the task. "Are they talking about their future plans and careers?" - Instructions: Listen to the recording (2 min) - ICQs: Are we listening for much detail? No - T reads students the question again and asks them to answer in the chatbox . - Instructions: Write your answers in the chatbox. (1 minute)
- T asks for the different structures they can use to talk about the future. - T writes down the answers students provide. - If students don't participate, T elicits the answer and asks for examples
- T elicits the form of each structure (will, going to, present simple, present continuous). If the time allows it, students will give an example for each structure. - T explains when to use will to talk about the future. - T explains when to use going to talk about the future. - T asks the students to put the situations in the correct column. - T explains when to use the present simple to talk about the future. And T asks what other timelined events are. - T explains when to use present continuous. T asks what the difference is with the other tenses.
- Instructions: Individually, answer the following quiz. (2-3 min) - OCFB with a couple of students check some answers. (1 min) - Instructions: Individually, answer the second quiz. (2-3 min) - OCFB with a couple of students check some answers. (1 min) - Depending on the time the answer will be given.
- Instructions: In pairs/groups discuss the questions: "What jobs do you think might change or disappear in the future? Explain your answer." - T demos her answer. - Instructions: In pairs, discuss your ideas. - Learners work in pairs and discuss. (Breakout rooms) (3 minutes) Students change peers as many times as possible. - T conducts OCFB following up on the productive stage.
- 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