Shaaban Nadi Shaaban Nadi

Intermediate level


In this lesson, students learn about using some model verbs (will, won't, may, might, etc) with some adverbs (probably, certainly,....) to express possibilities and predictions in the future. The context here is life in the future and it's presented through a reading text. The lesson starts with a brief discussion about the students' predictions for the future. this is followed by a quick reading task in which ss are asked to underline 6 predictions from the text. Then present and clarify the TL through a matching task. After that, there is a controlled practice activity, so that ss can practice the TL. Finally, a semi-controlled in which ss make more predictions related to their life, using the TL.


Abc PPP, handout, the White board, marker, Students' Book

Main Aims

  • • To provide clarification, review and practice of modal verbs WILL, MAY, MIGHT in the context of talking about predictions for the future.

Subsidiary Aims

  • • To provide fluency and accuracy in a semi speaking practice in a conversation in the context of predictions and possibilities for the future


Lead-in (3-4 minutes) • To set lesson context and engage students

* Start the lesson with a short video about the Line a future city that is going to be constructed in Saudi Arabia I'll have a quick discussion about the future by asking "What do you think will be different 10 years from now?" Ss answers may vary, e.g. life will be easier". * Elicit sentences from ss and get them to say to what extent are they sure of what they've predicted.

Pre-Teaching (2-3 minutes) • To prepare students for the text and make it accessible.

I will tell students that before we read the text, Getting it right? there are two words they need to know first. I will teach those words: ingredients /ɪnˈɡriːdiənts/ breed /briːd/ I will tell students 1-2 sentences for each word to elicit the meaning. I will then use CCQs, if needed, to make sure they all understand it. I will then drill those words and finally, I will write them on the board. I will end this stage by telling them that they will be reading the text and underline 6 predictions.

Exposure(Reading Task) (3-5 minutes) • To provide a model of the task and highlight useful words and phrases

I will hand them paper sheets with the text and the gist question. I will give them 3 minutes and tell them to read the article quickly and underline 6 predictions. I will use ICQs to make sure they understand my instructions. I will then ask them to compare their answers in pairs and ask a few of them about the answers they came up with. Then go to check their answers on the answer sheets placed on the PowerPoint.

Clarification (10-13 minutes) • To provide an opportunity to clarify the meaning, form and pronunciation of the target language.

Give Ss the cut-up prediction phrases. Demonstration: do the first one as a whole class: "definitely won't". Instruction: ask them to work in groups (3 or more depending on number) and to order them from least to most likely. ICQs: Are you going to work individually? Give answer key. Meaning: ICQs: Are we talking about the past, the present or the future? -- The future Are these facts? -- No Do we know if they're going to happen or not? -- Don't know Form (Use projector): Elicit form by asking about: Will probably/probably won't => will + adverb / adverb + won't may/might => modals is/are likely => is/are (not) likely (Ask about the negative form) Pronunciation: (Drill and back-chain) I will probably get a good grade. I might go out tonight. Tomorrow is likely to be hot.

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

Give Ss the handouts and ask them to fold them. Tell them that they will use the phrases from the previous activity to express what they think about the assumptions. Demonstration: T-S: All housework will be done by robots => S: All housework will <insert phrase> be done by robots. S-S: Ask about another phrase their opinion. Instruction: ask Ss to discuss and to work in pairs. ICQs: Are you going to write? Are you going to speak? Are you going to work in groups?

Freer Practice (8-10 minutes) • To provide students with free practice of the target language

Ask Ss to flip the paper and give them papers. Instruction: ask Ss to work in pairs and write 3-4 predictions about each topic. ICQs: Are you going to work in groups?

Feedback (3-5 minutes) • Provide delayed feedback for the students after freer practice

* Content feedback: Elicit some personal predictions from ss related to their personality. * Language feedback: Correct the most important errors that appeared during the lesson.

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