To provide clarification and practice of might/will in the context of Education
To provide fluency and accuracy speaking practice in a conversational activities in the context of Education
Procedure (25-37 minutes)
-T displays 3 pictures of the 3 different phases of education in Egypt. -T sets the context by eliciting how education in Egypt looks like in these phases. -T asks ss to answer 4 lead-in questions on page 37 in pairs for 3 mins. -T monitors well. -T starts the WC feedback.
-T asks ss to fill in the gaps using will/won't/might/might not individually for 3 mins. -T models by answering the 1st one with them. - T asks ss to check their answers in pairs while they discuss each point. - T asks ss to get back to the text to check their answers.
- T extracts 2 model sentences " Textbooks might be a thing of the past very soon/students will do all their homework on computers." -T follows the ECDW, by CCQing, drilling, and writing. - CCQs are in the LA sheet. -T highlights the pronunciation features and the contractions of "will/won't/ might/might not" -T highlights the negative and the question forms of will/ might on the board. -T recaps by asking some FCQs.
Task Brief: -T asks ss to do ex. 1/2 in the course books in the part of "study practice remember" individually for 5 mins. Instructions: -T asks ss to open their books and choose the correct answers. -T models by answering the 1st question with ss. -T models well and helps the struggling ss. -T asks ss to check their answers in pairs. -T displays the answer keys. -T checks whether ss are stuck on a point or everything is clear.
Task Brief: -T asks ss to use will/might to fill the gaps of the sentences in ex 2 orally and make them true for themselves. Instructions: -T models by talking about his/herself by saying" next winter, I might travel to Alex" -T asks ss to do it in pairs for 5 mins. -T monitors well, intervenes to give prompts for lengthy discussions or to help ss transfer the L1 words/structures into English Feedback: -T starts the content feedback. -T praises ss and gives good use of the language he/she picked. -T writes some of the ss mistakes on the board and elicits how they should rectify them