Islam Islam

Future Society - Making Predictions
Intermediate level


In this lesson, students will learn how to make predictions about the future. The context is future societies, but they can use the same structures to make predictions in other contexts.


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of making predictions in the context of future societies

Subsidiary Aims

  • To provide accuracy speaking practice in conversations in a personalized context (self, family, friends) as well as in the context of future societies more broadly.


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

Using sticky notes under the arms of students' chairs, have them express their opinions on the following statements about the future: - We will communicate with the dead via virtual reality. - Kitchens will restock themselves. - Annoying TV commercials will disappear. - Robots will breed new generations of robots - We will check emails with our contact lenses. Note: pre-teach (commercials & breed)

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Exercise 6 (P. 93) - Tell students that the reading passage is part of an article written by a man called James Martin who makes predictions about the future. - Make sure they understand the meaning of "prediction." - Individually, learners read to check if the predictions in exer. 6 are the same as Jemes's or different. - Have them check in pairs, then check with the class.

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

- Draw students' attention to the reading again. - Tell them that James used "will and "won't" to make predictions about the future. - Have them underline 6 examples of "will" and "won't" in the reading. - Check with the class.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Analysis (p. 94) --------------------- - On the board, write the marker sentences to clarify the language. - Have a marker sentence for each form. Check they understand the meaning. Ask: 1. Are we talking about the present or the future? (future) 2. Are we sure that this will happen? (No) Ask specific CCQs about each form as mentioned in the LA sheet. - Highlight phonological features as illustrated in the LA sheet.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

Analysis (Exer, 2) - Remind learners that we can make our predictions stronger or weaker by using adverbs or using a different form of making predictions. - Draw their attention to the degree line and the example mentioned. - Point out that "definitely won't" means we are very sure that something "won't happen." - In pairs, students put the phrases in the box on the line in order. - Display the answer key as you check with them.

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

Practice (Exer. 1. A) - Individually, students read sentences 2-5 to modify these predictions according to their views. - Remind them that they should use the language they have in Analysis 2 to express themselves. - Model the example with them. - Have them compare their answers to share any unusual opinions their partners expressed.

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

Practice 2 - Draw the learners' attention to the six categories in the exercise. - Ask them to choose three topics and write 2 predictions about each. - Display the target language on the screen and encourage them to use it. - Read the example to them. - In groups, they share their predictions. - Monitor around and provide help as needed. - Write down any mistakes in the target language for collective feedback at the end.

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