the main aim in this lesson is grammar of 'will/to be going to' for future predictions.
since the grammar is taught in a context of reading, the sub aim will be teaching vocabulary.
the course book suggests reading and listening at the same time. I have decided to use the reading for one stage and the listening for an other stage. So listening is also a sub aim here.
Procedure (24-39 minutes)
3 pictures (sugar canes, human movement, nappies) will be displayed on the WB. CCQ: what are they? CCQ (for sugar cane) maybe: In which country you see most of them? Brazil, India,... T will write the nouns on the WB. CCQ: How could these things be connected to creating energy? Discuss in pairs.
4 words from the reading/listening are chosen and will be taught (ECDWS) on the power point eliciting from Ss. renewable....- what part of speech is it? adj - How do you know? -able/ suffix - what's the main part of this word? new - what's 're'? prefix - what does it mean? again - what's the meaning of renewable then? something that we can make it new again. alternative....I wanted to make rice yesterday but I didn't have oil. so I put butter. - Did i want to use butter at first? no -was butter a good choice instead of oil? yes bio-.... do you know any word starting with Bio? biography,biology, - What does (biography/biology) mean? writing about sb's life/study living creatures - Is it related to live thing? yes - What's the meaning of biofuel ? fuel made of live things generate:....Picture of a generator - What is this? a generator - What does it do? generates/makes power,electricity..
Ss will listen to the listening to check if the question they had discussed earlier was ok. Before listening though, it's a good idea to re-group them into three groups. Each group will listen to one of the items (nappies, sugar cane, and human movement) The question was : ' how could these things be connected to creating energy?' They might need to listen to it twice. Then each group check in pairs and FB to the class.
setting a context: I have a friend who eats a lot of junk food, sweets and oily food. She doesn't do any exercise. CCQ: - what do you think will happen to her? get fat, put on weight. - Are you sure? no - Are you guessing about now or future? future...so we are predicting about future. Then T asks the Ss to read the text and underline 4 things that scientists have predicted about use of sugar canes, nappies and human movements. ICQ: - Are we going to read the text slowly or quickly? quickly. - Is it important that we don't know some of the words? No! - How many sentences should we find and underline? 4 The Ss will read and underline the sentences and will check them in pairs.
T will elicit the sentences and display them on the power point. she will go through each one. CCQs to get the meaning across.(MFP) - Are we sure about it? Yes/No - How do you know? Definitely/ Probably - Do we have any evidence for our prediction? Yes/No - Is the evidence weak or strong? Weak/strong Form is also dealt with here. CCQ: What's this and this and this? Sub,verb, adverb, aux verb... Guided discovery...CCQ: where is the place of the adv?...before the main verb. The stress of the sentence will also be elicited here.
T will display the charts on the WB. T asks: What will be the most important energy sources in the future? Then T will Demo....ICQ: -which chart answers this question? 2030 chart - Which source has the most percentage? oil, coal/peat, Gas T then will give Ss handouts and ask them to answer individually. Then check in pairs. then T will ask for volunteers to report the answers for the class. while monitoring T can decide which Ss has the right answers and asks him/her to volunteer to FB for the class!