Suzy Cumming Suzy Cumming

TP4 LP Suzy Cumming
Advanced level


This lesson will focus on grammar and the uses of 'will' through a listening activity.


Main Aims

  • By the end of the lesson, students will have had clarification of the uses of 'will' in the context of learning, and practiced this in a controlled exercise.

Subsidiary Aims

  • Learners will have also practised their fluency for speaking in the freer practice exercise.


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

T gives link to jamboard for lesson. T displays questions about learning and education on jamboard. 1. The internet needs to be a part of the school curriculum. 2. Humans are very diverse, yet education systems tend to be too uniform. 3. Do you agree or disagree? Why? Learners work in pairs in breakout rooms and discuss questions T conducts OCFB and writes learners’ ideas on the board.

Text-Work (6 minutes) • To expose learners to the new target language

Instructions: Listen to the audio clip and listen out for these sentences. Choose one you agree with and one you disagree with. Briefly discuss this with your partner. You have 5 minutes. T demos first answer For example, I agree with statement number 2. I believe children will not learn if they are not interested in the topic. I think this is the same for adults aswell, which is why it is important to get students interested in the topic. I disagree with statement number 5 as I think children need guidance as they can lose focus on a task easily and quite often need a hand at the beginning of a task to start working on a problem. Learners work in pairs in breakout rooms T conducts OCFB

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

T conducts OCFB and covers MFP of the uses of 'will'. Students match uses of will to an example sentence from the audio to work out meaning in student centred task. This covers example sentences of how the word is used in different ways. Students work in pairs in breakout rooms before OCFB. CCQs conducted. Answers revealed. T elicits correct form of 'will' from a list. T conducts pronunciation practice using sentence examples. Highlighting 'll is more commonly used in speaking than 'will'. Discusses linkages with 'll comparison with will.

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

Instructions: Idiomatic phrases task. Complete the conversations with the phrases from the box. Check the answers with your partner. You have 6 minutes. T demos the first one. Learners answer individually Check answers in pairs T conducts OCFB plays audio

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

Instructions: Discuss these statements with your partner about learning and education. What is your opinion on each one? You have 7 minutes. 1. Creativity is as important as literacy. - Ken Robinson 2. Anyone who has never made a mistake has never tried anything new. - Albert Einstein 3. Beware of fast knowledge. It is more dangerous than ignorance. - George Bernard Shaw Individually learners prepare ideas. T demos an answer : I believe Albert Einstein's quote is very true. In order to learn and better yourself you have to push past your comfort zone. You will make mistakes along the way but that is what the learning process is about. T scaffolds the task by eliciting some useful language that can be used to complete the task. Learners work in pairs and discuss. OCFB students discus general ideas altogether

Delayed Error Correction (5 minutes) • To provide learners with feedback on the completion of the tasks and language

T conducts OCFB following up on the freer practice stage. T writes on the screen samples of learners’ production (including grammar and pronunciation) and sets a task in pairs for learners to identify the correct and incorrect sentences and correct the latter ones. Positive feedback on good language T conducts OCFB

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