Instructor: Novella Low

Course/Level: AE Grammar level 2

Audience:
1. Students range in age from 18-26 years old.
2. Students of varying genders from L1 language backgrounds of either Arabic or Chinese.
Background:
Students have not been introduced to the future tense prior to this lesson, so this will serve as the
introduction with future using will. Students are familiar with affirmative and negative
statements, as they have also used them with other grammatical structures. They are also familiar
with forming yes/no and wh- questions as well as how to answer them appropriately. They have
worked with these formats in previous lessons.
In this lesson, students will be introduced to the future with will and two of the four reasons
for use. Students will work on making affirmative and negative statements, as well as accurately
forming yes/no and wh- questions with the two reasons for use and will.
Lesson ObjectivesStudents will be able to:
1. Understand the grammatical structure of future tense. (grammatical)
2. Understand the reasons for future tense use, including making predictions and things
we are sure will happen in the future. (grammatical)
3. Define and use prediction correctly. (vocabulary)
4. Use future tense for making predictions in context. (functional)
5. Formulate yes/no questions using will and predictions. (grammatical)
6. Use future tense in pair and/or group work. (non-language)
7. Understand how to construct affirmative sentences with things we are sure will happen
in the future using images. (grammatical)
8. Formulate wh- questions will and things we are sure will happen in the future.
(grammatical)
Materials

White Board
Dry erase markers
Future Predictions Worksheet
Grammar Explorer 2, textbook
Projection screen
YouTube video
PowerPoint slide images

Procedures:
Warm-Up
(8:00-8:15)
Before beginning the lesson, students take a diagnostic on the use of will and be going to.
Students are introduced to the days lesson by recalling what past and present tense means. They
are then asked about events that happen tomorrow or next week, what that is called? Once
students have answered future, the instructor tells them that the days lesson will focus on the
future.
New Material
(8:16-8:20)
The grammatical structure for future using will is introduced as well as two of the reason we
use this construction for. Students are told about predictions and things we are sure will
happen in the future. However, we only focus on predictions at the moment. What is a
prediction? Students say guess. We then talk about what a prediction might be, and the
instructor first models an example then ask for students to provide some. (obj. 1, 2, 3)
(8:21-8:33)
Students are provided background information regarding a movie clip they will see from Back to
The Future II. They are told to pay attention to the things they see in the clip in regards to
technology, cars, or even clothes that we do not have today. Once students have watched the clip
I ask them about what they saw. They provide answers regarding futuristic things like flying cars
etc. We discuss how we might use predictions with the things we saw in the video. Students take
a moment to think about this. A worksheet is provided with a list of predictions about the year
2080 and students are asked to rank these with a partner. Students also create their own
predictions about the future on this worksheet before sharing. (obj. 2, 4, 6)
(8:34-8:43)
The instructor provides brief guide with yes/no and will. Students then work together to
practice making yes/no questions based on the sentences they just created. A few examples are
given out loud to the class. (obj. 2, 5, 6)
(8:44-8:50)
The second reason for use with will is discussed, things we are sure will happen in the
future. I use the class period as an example, I ask what time it is now (8:25) and what time the
class ends (9:15), using a timeline I tell them that we know class ends every day at 9:15, and if
this time is in the present or future. I then explain that this is an example of things we are sure
will happen in the future. (obj. 1, 2)
(8:51-9:01)

I use a PowerPoint with images of a sunrise, people driving etc. as a prompt for students to create
affirmative sentences with the new reason and will. After they write them they share in groups.
Examples are then shared on the board. W practice making some of these examples into negative
statements (obj. 2, 6, 7)
(9:02-9:07)
Students are then asked to recall what wh- questions are, they provide examples like when and
what, before working in pairs to ask wh- questions about sentences from the images used before.
(obj. 1, 8)
Debrief
(9:08-9:15)
Questions regarding the future tense and will are answered. Students asked again for the
reasons we use will with future. (obj. 1, 2)
Anticipated Problems
I felt that students may be confused about using will for things we are sure that will
happen in the future. I thought that this might be confusing because I didnt feel it was as clear as
predictions, I thought it seemed a little ambiguous. However, I think that the example with the
class time helped a little bit, but that they still seemed a little shaky at first with creating
sentences for the images. I think the practice ultimately did help them understand. I tried to make
it as clear as possible by comparing it to a prediction (a guess).