Charlene Charlene

Grammar- Future Forms
Upper Intermediate level

Description

In this lesson, students will examine three different future forms (present continuous, future continuous and future simple) when making definite arrangements and predictions as well as events happening for a period of time in the general future.

Materials

Abc PPT
Abc SB: Headway
Abc Zoom White Board
Abc Audio Track 5.5
Abc Audio Track 5.6

Main Aims

  • For students to recall and accurately use the present continuous, future continuous and future simple in the context of making predictions and definite arrangements.

Subsidiary Aims

  • For students to practice speaking with accuracy while using present continuous and future simple forms in the context of predictions and plans.

Procedure

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

-T will display T-chart on the white board with the columns, Predictions and Plans -T asks Ss to type or write their ideas in both columns -Ss discuss their ideas with the whole group

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

-T explains that Ss will listen to an audio clip of man and a woman. -Ss listen to to audio clip. -T elicits information about the Listening from Ss.

Highlighting (2-4 minutes) • To draw students' attention to the target language

-T displays 3 sentences from the audio clip. -T asks Ss what the tense is of each sentence and how they know this true. -Ss give responses.

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

-T concept checks the meaning of each sentence. -Ss give responses. -T draws timelines on the WB for each sentence, eliciting what and where the items take place on the timelines. -Ss give responses. -T elicits the form of each sentence from Ss. -Ss respond. -T elicits information about stress and weakened parts of the sentences. -Ss respond. -T drills pronunciation with back chaining nominating different Ss. -Ss repeat.

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

-T demonstrates how to do task. -Ss fill in blanks to make questions with future forms in pairs. -T shows AK and gives feeedback. -If time, Ss make a dialogue about a planned holiday using the questions. -Ss share dialogues with the whole class.

Semi-Controlled Practice (7-8 minutes) • To concept check further and prepare students for free practice

-T quickly introduces 'I don't think so' and 'I hope so." T elicits what each of these expressions mean. -Ss listen to Audio track 5.6 and fill in blanks with similar expressions. -T gives FB with AK.

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

-T refers Ss back to the previous task and elicits the meaning of each of the questions. 1. Making predictions about one's own life. 2. Making plans. 3. Making predictions about the world. -T models with a S how to do task using similar answers from the previous task. -Ss complete tasks in pairs. -Ss explain their partner's answers to the whole group.

Feedback and Error Correction (5 minutes) • Students correct their own errors

-Teacher displays 2 sentences on the WB with errors and 1 without. -Ss find the errors and correct the errors themselves verbally.

Web site designed by: Nikue