Elizabeth Gutiérrez Martínez Elizabeth Gutiérrez Martínez

TP Grammar future
Upper-intermediate level


In this lesson, students will learn the different ways to talk about the future. They will learn different structures. Finally, they will have a practice of the target language in controlled practice and freer practice.


Main Aims

  • By the end of this lesson, students will have clarification of the different ways of talking about the future in the context of jobs.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of talking about future jobs


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

- 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)

Exposure/Listening for gist (3-4 minutes) • To provide context for the target language through a text or situation

- 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)

Highlighting (2-3 minutes) • To draw students' attention to the target language

- 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

Clarification (18-20 minutes) • To clarify the meaning, form and pronunciation of the target language

- 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.

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

- 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.

Freer Practice (5-6 minutes) • To provide students with free practice of the target language

- 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.

Feedback (3-4 minutes) • To provide learners with feedback on the completion of the task and 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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