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Name: xxxxx xxxxx xxxxx TP Number: 7 Level: Upper-

Intermediate Date: 15/04/2023

Description
This lesson will focus on the future forms to express different events in the future.

Main Aims
 By the end of the lesson, Ss will have had clarification, review and practice of future forms (going to,
future continuous, and future perfect simple) in the context of ambitions.

Subsidiary Aims
 To provide Ss with practice in speaking for fluency to talk about different events related to future

Background
Class Profile
It is a monolingual group of 5 adult students from Turkey. New students join as we go in the course, so they may
be 7 students. They range in age from twenties to their fifties. They are very interested in classes, and they
respond well to visuals and enjoy interacting with each other. They are generally willing to do most types of
activities, and they enjoy discussions.
Assumptions
- It is assumed that Ss are familiar with the form of ‘going to’ to talk about plans and intentions.
- It is assumed that they are familiar with listening tasks to highlight the target language.
Personal Aims
- To allocate more time for the practice stage
Timetable Fit
Since this will be the second lesson on the day, Ss will have practised reading sub-skills in the context of
inspirational teenagers, and they will be introduced to some future forms. I will build on what my colleague will do
with them and help them understand the other future forms.
Anticipated Problems & Solutions: Target language – meaning, form and pronunciation (and appropriacy where
relevant)
 Ss tend to overuse ‘will’, seeing it as the standard future tense, which English doesn’t have.
 Highlight the other future forms and clarify the meaning and ask CCQs.
Going to Model Sentence: He’s going to be successful.
- Are we talking about the future? (Yes)
- Is this a plan/intention? (Yes)
- Did he decide now or in the past? (In the past)
Future Continuous Model Sentence: In the next two years, he’ll be earning twice what he’s getting now.
- Are we talking about the future? (Yes)
- Is he expecting to earn twice what he is getting now? (Yes)
Future Perfect Simple Model Sentence: He will have made a million pounds before he is 25.
- Imagine he is 25, does he have a million pounds? (Yes)
- Is the action completed between now and when he is 25? (Yes)
- Do you know exactly when? (No)
 Ss may have problems with the pronunciation of contractions ‘He’ll’ and ‘He’s’.
Drill and provide clear models of stress.

Anticipated Problems & Solutions: Lesson content – skills work, the topic, etc.
 Some Ss may need to listen again as the recording is quite fast.
Stop the recording after each sentence.

Anticipated Problems & Solutions: Classroom management – timings, technology, etc.

 There might not be enough time for the semi-controlled practice.

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Background
Have it as a flexi stage; skip it if time is not enough before the production stage.

Materials
John and Liz Soars, (2014) New Headway upper-intermediate Students' Book, Oxford University Press, Unit 5, pp 38,
39, Ex. Practice 1.

Please see the following page for the lesson procedure

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 Stage Name Interaction
Procedure Materials Time Comments
& Aims Pattern
Warmer/Lead-in Show Ss four pictures and ask them this question ‘What is your plan for
To activate students’ 2023?’. T-Ss,
prior knowledge Listen and interact with their answers. Pictures Ss-T, 3-4 mins
Ss-Ss (w/c)

Highlighting Ss listen to Theo’s ambitions and complete the sentences.

To draw students' Ask Ss if they want to listen once more. Pause after each sentence (if T-Ss,
attention to the necessary) Ss-T, 3-4 mins
target language Ss Bk – U5, p 38,
Display the answers. Ask them to check their answers against the Ss-Ss (w/c)
rec. 5.2
answer key.

Clarification Meaning: Students work in groups to match usages (1-3) with

To clarify the sentences (A-C).
meaning, form and Ask Ss some CCQs and use the Time lines to check Ss’ understanding
pronunciation of the (see the CCQs in the Anticipated problems and Solutions section T-Ss,
target language above). Ss-T, 15-16
Form: Ss answer questions from 1 to 5 (Choose) and (True or False). Ss Bk – U5, p 39 Ss-Task mins
Nominate Ss to give answers. Highlight the forms of future. Ss-Ss (gw)
Pronunciation: Drill the three marker sentences that have the TL. Focus Ss-Ss (w/c)
on sentence stress, contractions, weak forms and relevant features of
connected speech.

Controlled Practice Ss work individually to choose the correct answers to questions (1-6).
To prepare students Ask them to check in groups. T-Ss,
for more meaningful Give w/c feedback. Ss Bk – U5, p 39 - 6-7 mins
Ss-T,
practice / focusing on Check understanding of meaning. Focus on form. Deal with any issues. adapted
accuracy
Ss-Ss (w/c)
[FLEXI]
Semi-Controlled Ss work in groups to complete the sentences (1-4) using the most
Practice appropriate future form of the verbs given between brackets.
To further check Nominate Ss to give answers to the questions. T-Ss,
Ss Bk – U5, p 39 -
understanding of the Ss-T, 5-6 mins
adapted
TL and prepare Ss-Ss (g/w)
students for the
fluency activity
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 Stage Name Interaction
Procedure Materials Time Comments
& Aims Pattern
Freer Practice Ask Ss to think about the questions in whole class first in a minute.
To provide students Ss in groups discuss the questions about themselves in the future.
with freer spoken T-Ss,
Monitor and make notes of good language and errors.
practice of the target Ss Bk – U5, p 39 - Ss-T, 8-9 mins
After the fluency task, ask Ss for feedback to speak about their future
language / focus on adapted Ss-Ss (gw)
ambitions.
fluency Ss-Ss (w/c)
Do delayed error correction.
Reflection: Ask Ss if they enjoyed the lesson.

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