Zahra Ghavidast Zahra Ghavidast

relationships, different future forms
Intermediate(B1) level


In this lesson, students learn about different future forms through a set of guided dialogues about a troubled relationship in which three different future forms are used. The exercises used to make the students learn this grammar is in the form of dialogues, which tends to arouse the students' interest in the subject matter. The dialogues have a listening part which a big plus, that is, the students will listen and check their answers with a more authentic material and they will relate with the characters more than if the dialogue parts didn't have a listening part. The dialogues provide a big help to practice and contrast different future forms in the context of a troubled relationship. The lesson ends with a listening part to which students listen and see what happens at the end.


Abc a hand-out
Abc a hand-out
Abc a hand-out
Abc whiteboard
Abc a picture
Abc a hand-out
Abc a CD

Main Aims

  • To provide clarification of different future forms and their use in the context of a troubled relationship

Subsidiary Aims

  • Listening: To practice recognizing appropriate future forms in the context of everyday conversations


Lead-in (3-5 minutes) • To set the lesson cotext which is the troubled relationships of girls' and activate their schemata on the subject by asking them some questions on it

The teacher commences the lesson with a picture in which two girls are talking and one is crying. Having introduced the characters,the teacher, then, asks them some questions such as: Why is she crying?", " Why do girls usually cry?" and so on.

While teaching (10-15 minutes) • To familiarize the students with the three different future forms in the context of relationships

In this stage, the teacher asks the students to listen to the CD carefully and find out why Sandy is unhappy. First, The teacher gives each pair a piece of paper with some questions on each such as " Why is Sandy unhappy?" " Do you think that Sandy is doing the right thing at the end?" " Why is she calling him?". Then she plays the CD. After the class is done with listening part, she tells them to discuss the questions in pairs. While they are doing pair work, the teacher monitors them to see if they have got the answers right. The teacher, then, asks one student of each group comes to the board to write the answers. Then she tells them to play the roles of Sandy and Zoe in pairs. She monitors them while they're doing the activity and tells them to shift their roles. Then, she writes three sentences of the book on the board and tells them to do part 2. She tells them to match these three sentences to a, b and c. She asks them ICQs to make sure if they got how to do the exercises. The students do this exercise and check the answers first with their partners and then with the teacher.

Controlled Practice (15-20 minutes) • To put what they have recently learnt into practice, i. e, to make sure if theyhave learnt the different future forms

The teacher moves to the second part of the story and draws the students' attention to James' picture and says, " Now read this part and pick the correct one." The she asks them, " What is Sandy going to do?" Then, she tells them to check the answers with their partners. Having checked the answers with their partners, the students listen to the CD and check the answers once more and the teacher asks them if they agree with what Sandy did or not. Then, they practice the conversation with their partners. They need to change partners when they are practicing the conversation. The teacher monitors them to help when necessary. If the teacher thinks that they have mastered the conversation to some extent, she asks some to perform the conversation to the whole class. Then, the class moves to the third part of the lesson and the teacher draws students' attention to David's picture and asks them to read the whole conversation and put the future form that best suits the conversation. the teacher, then, walk around the classroom to help if needed and make sure if they have got the difference between forms. The teacher asks them if they really think that David is going to have dinner with a client (make a guess). Then, she tells them to check the answers in pairs and with the CD. She, then, puts the students in groups of three to practice the conversation, changes the people of the group. Having monitored them, she asks one group to perform it to the whole class.

listening (5-10 minutes) • To recognise appropriate future form in the context of everyday life

The teacher involves students in the making a guess process by asking them if there's a future for Sandy and David or not? They discuss it in pairs and everyone tells her partner's idea about it. Then, they listen to the CD to find out if their relationship is going well. Then, she asks them what has happened. Also, the teacher draws the students' attention to the future form used in listening.

Controlled Practice (10-15 minutes) • To engage the students' minds more about chocolate trivia and make them love to listen to the listening part

The teacher tells them to read the statements and think about tem and write if they are True or False. The instruction needs to be clear enough for them to understand. What the teacher do is monitor to see if they have a hard time understanding some sentences. Having done the True/False part, they are told to check the answers in pairs. They are monitored by the teacher at this stage too. Then, the teacher asks them what they think of number 1 and plays the CD for them to se if their guess was right or not. She continues the same procedure throughout the exercise and clarifies the points in listening if the students need.

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