Living in the Future (A Grammar Lesson)

After a loooong winter … I’m back! (for GoT fans). 

This lesson was based on a Holiday Course – CI SP – Grammar Workout “Future Aspects” lesson. I had the pleasure of teaching this to an amazing advanced group.

  • Age of the group: Adults (18 on).
  • Level: C1 (CEFR) – Advanced.

Syllabus: Originally, this was supposed to have been their second lesson (after perfect forms), but we have had some changes to the calendar and, actually, this was their fourth – after a reported speech lesson. Thus, I will start by recycling the RS and connect it to talking about the future.

All background photos were taken from Google. Slides were self-made on Interactive whiteboard – Promethean.

The topic of the lesson: Living in the Future

[Slide 1]

Setting the scene (use of quotes (below) to activate ss’ schemata) *Yes, the old background paper was used on purpose*.

flip 1

  • Steps: 
  1. Ask students to have a look at the board (above) and set a connection between all the quotes (topic: future) – 3′
  2. Ask ss to talk about the quotes and answer: “To what extent do you agree with those quotes?” – 3′
  3. Share with the whole group. 1′
  • Interaction: S-S (pairs) / Ss-S (trios)
  • Timing: 7′
  • Monitoring: Teacher walks around the room, listening attentively to students’ contributions (in order to 1) help students /  2) gather general data of students performance / 3) collect information for feedback – next step).
  • Feedback: Since they are an advanced group, and this is the first step of the lesson (setting the scene) focus on good language students produced and on pronunciation – in my opinion, this is always important.

[Slide 2] 

Revisiting Reported Speech (presented in the previous lesson) to later connect it to the topic of this lesson (the use of future aspects – living in the future).

TED VIDEO (Sebastian Thrun – Google’s driverless car):  https://www.ted.com/playlists/85/what_does_the_future_look_like

flip 2

  • Steps: 
  1. Students are told they are going to watch a 5′ TED video describing the car of the future. And that, while they watch it they have to get as much information as possible to report back – 1′.
  2. Before watching, go over the reported speech (seen in the previous lesson – board above) and ask students what other reporting verbs can be used – instead of only “said” – 3′
  3. Students watch the TED video. 5′
  4. Students report on what they have just watched. 4′
  5. Share with the whole group. 2′
  • Interaction: T-S (instructions)  / S-S (pairs) / Ss-S (trios) (reporting)
  • Timing: 15′
  • Monitoring: Teacher walks around, listening attentively to students’ contributions (in order to 1) gather general data of students performance / 2) check that students know how to use reported speech successfully 3) collect information for feedback – next step).
  • Feedback: focus on the use of RS (good language or things to improve, or both) and on pronunciation – in my opinion, this is always important.

[Slide 3]

Connecting this video (and step) to the topic of the lesson.

flip 4

  • Steps: 
  1. Students are asked “How is this car going to change our future?” in order to link the previous step to the next one – 3′.
  2. Share with the whole group. 2′
  • Interaction: S-S (pairs) / Ss-S (trios) 
  • Timing: 5′
  • Monitoring: Teacher walks around, listening attentively to students’ contributions (in order to 1) gather general data of students performance / 2) check what future forms students are using).
  • Feedback: focus on good points brought up (ideas/ not language) / forms of future used and on pronunciation – in my opinion, this is always important.

[Slide 4]

Diagnosis step: Having a deeper look into the future. (adapted from CI-SP Grammar Workout – Future Aspects)

flip 5

  • Steps: 
  1. Students are asked, “Which of these will become obsolete in 20 years?” “What will they have been replaced by?”- 8′.
  2. Share with the whole group. 2′
  • Interaction: S-S (pairs) / Ss-S (trios) 
  • Timing: 10′
  • Monitoring: Teacher walks around, listening attentively to students’ contributions (in order to 1) gather general data of students performance / 2) check what future forms students are using).
  • Feedback: focus on forms of future used and on pronunciation – in my opinion, this is always important.

[Slide 5]

Noticing and presenting the target language. (adapted from CI-SP Grammar Workout – Future Aspects).

flip 6flip 7

flip 8

  • Steps: 
  1. Students are asked to notice the target language and after to systematize it. Teacher asks ss to read the clippings and answer: “What are the different ways of expressing and talking about the future?” / “What are the ideas conveyed?” – 15′.
  2. Share with the whole group. 3′
  3. After ss share their ideas, Teacher systematizes the language (presenting grammar stage). 7′
  • Interaction: S-S (pairs) / Ss-S (trios) 
  • Timing: 25′
  • Monitoring: Teacher walks around, listening attentively to students’ contributions in order to check what is being shared.
  • Feedback: focus on forms of future used and the why.

[Slide 6]

Hands on time! Using the future forms in context. Practices 1 and 2. Exercises were taken from: 

Exploring Grammar in Context – Carter, Hughes and McCarthy, CUP U.4-5 pp.21-32

Developing Grammar in Context – Nettle and Hopkins. CUP. Unit 12 p.66

  • Interaction: S-S (pairs) / Ss-S (trios) 
  • Timing: 25′
  • Monitoring: Teacher walks around, listening attentively to students’ contributions in order to check what is being shared.
  • Feedback: focus on future forms used and the why.

[Slide 7]

Final Step – Consolidation – Meaningful task.

  • Steps: 
  1. Ask ss to talk about their plans for the future – using the future forms acquired. Have the forms on the board so ss can revisit them.  Also, ask them to talk about what they will be doing in 2030 / and what they will have accomplished by 2025. – 4′.
  2. Share with the whole group. 1′
  • Interaction: S-S (pairs) / Ss-S (trios) 
  • Timing: 5′
  • Monitoring: Teacher walks around, listening attentively to students’ contributions in order to check if students are using the future forms correctly.
  • Feedback: focus on future forms used.

[Slide 8]

Go over the points seen in the lesson.

Revisit the topic of the lesson.

Assign homework.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Published by

BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

4 thoughts on “Living in the Future (A Grammar Lesson)”

  1. Hi Beatriz,

    Love your work. I am always inspired by the topics you come up with. Do you by any chance have a copy of the slides you created for this lesson?

    Liked by 1 person

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