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Future forms (Will/going to/ present continuus/present simple)
A2+ level


In this lesson, students will learn to differentiate the meanings and uses of different forms to talk about the future. They will have abundant practice, and they will use it in the context of describing plans and goals



Main Aims

  • To provide clarification and practice of future forms in the context of talking about plans and goals

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of future plans


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students. To activate schemata and test previous knowledge

Tt shows a funny picture (kids dressed up as professionals) Ask Ss to guess the future professions of these kids. The aim is for them to organically activate any future forms they know (some pictures are more evident than others so that they MIGHT use will or going to, Tt can ask follow-up questions to narrow it down)

Exposure (7-10 minutes) • To provide context for the target language through a text or situation

Students will first watch a video about young people talking about their plans. They'll join the speakers with their plans (gist) Then T makes them notice language use Did any of the students use “Will”? Do you remember what they used? Can you guess why?

Highlighting (5-8 minutes) • To draw students' attention to the target language

Students go to BOR and complete an interactive video lesson with all four future forms. Marker sentences will be extracted from the comprehension questions

Clarification (15-20 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning Students will look at four Marker Sentences and try to arrange them in order of certainty or probability. Then, Ss will go to BOR to work in teams to do an online matching exercise. Match the future forms with their uses. After that, they will come back and complete some sentences (their choices from a word cloud), giving context to justify the selection of form. Form Ss will complete a chart in BOR (that contains the use and an example.) Pronunciation we'll focus on contractions and weak forms of 'll and going to. Drill

Controlled Practice (8-15 minutes) • To concept check and prepare students for more meaningful practice

Ss have two controlled practice options One fill-in-the-blanks (very closely related to the context) One game (labyrinth) with sentences not directly connected to the topic. In both cases they will work in groups in BOR using online platforms

Semi controlled and Free Practice (15-25 minutes) • To provide students with practice of the target language

There are two options for Ss to discuss in pairs activating the TL. One is semi-controlled, and the other one is prompted but freer, focused on context and personalized

feedback (5-10 minutes) • DEC- Recap and Q&A
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