A Task-Based Lesson Plan to Teach Will/Won’t

Esra Ürkmez and Işılay Yılmaz / FLE Junior Students/2015

Hi everybody! I’m Esra Ürkmez and I’m a junior student at FLE Department. This semester in Teaching Language Skills course, I and my dear partner Işılay YILMAZ created a task-based lesson plan with inspiration by Yasemin TEZGIDEN-CAKCAK. The lesson plan is intended to teach will/won’t to A2 level public high school teenagers. Here is a short summary of our plan step by step:

In Pre-Task Stage:                                            

1. The teacher talks about a popular TV Show: Andy Griffith (1960-1968).


2. The teacher talks about The New York Times’ Time Capsule; its content and the possible reactions when it will be opened in 2023.


3. The teacher talks about Apple Watch and its features.

In Task Stage:

1. The teacher divides the students into 3 groups according to their fields of interest: History, Technology & Innovation, and TV Shows.


2. The teacher instructs the students that:
   
   1. History Group needs to create a time capsule, and they also need to decide on when and where it is opened.
   
   
   2. Technology & Innovation Group needs to find an innovation like Apple Watch, and think about how this innovation can change the future.
   
   
   3. TV Shows Group needs to create a TV show of the future and think the description and characteristics of the program to make it popular.
   
   

In planning stage students prepare an oral report of their tasks, and they report them in report stage.

In Post-Task Stage:

1. Students listen to a recording by the teacher herself telling her own opinions about how this capsule will affect the future.


2. The teacher asks quick comprehension questions about the recording like “What will be the reactions I say?”, “What will they learn about this part of the history?”.

In Language Focus Stage:

1. The teacher chooses two or three sentences from the text/recording which include the grammar “will/won’t”  like “They will be disappointed”, “They will not be amazed”, and “Their life will be extraordinary.”


2. The teacher checks that students understand the meaning of the sentences by using concept check questions (a. Are their lives extraordinary now? (No, because they don’t even exist now.) b. Will their lives be extraordinary? (Yes). C. Are they disappointed now, or will they be disappointed in the future?).


3. The teacher, explains the rule and distributes the script of the recording.


4. With elicitations from the students, the rule is explained clearly.

In Language Practice Stage:

1. The teacher uses information gap activity (On the sheet A, there are activities planned for particular days and on the sheet B the weather forecasts for those days).


2. The students communicate and fill in the gaps via information gap activity.

The whole lesson is that. We all enjoyed during micro-teaching. The tasks were engaging and they interested everybody I hope you like it! Thank you.