Expressing the Future, Revising the Past
WHAT HAPPENS TOMORROW
Forms: 7–11
Aim: to discuss the ways of expressing the future, compare them; to practice listening for specific information.
Before listening:
1. Put the following sentences into two columns. Comment on the form to express the future and the meaning. Think of a possible context for each sentence.
• I’ll probably come.
• I’m going to get a take-away.
• It may cause a lot of troubles.
• I think she’ll never do the test correctly.
• They’re visiting their parents next weekend.
| Definite future | Indefinite future |
2. Look at the words underlined in the text of the song below. Discuss the meanings.
While listening. Put these lines in the right places.
• what's gonna happen tomorrow;
• I'll protect;
• it'll be alright.
Child, don’t you worry.
It’s enough you’re growing up in such a hurry.
Brings you down the news they sell you.
To put in your mind that all mankind is a failure.
But nobody knows ______________________.
We try not to show how frightened we are.
If you let me ________________ you however I can.
You’ve got to believe.
__________________ in the end
You’ve got to believe.
__________________again
Fighting, because we’re so close.
There are times we punish those who we need the most.
No, we can’t wait for a saviour.
Only got ourselves to blame for this behaviour.
And nobody knows ______________________.
We try not to show how frightened we are.
Would seem lonely, if you were the only star in the night.
You’ve got to believe
____________ in the end
You’ve got to believe
____________ again
And nobody knows ____________________________.
So don’t let go, now we’ve come this far.
Hope I have peace.
Understand me.
You’re never alone.
We’ve got to believe
____________ in the end
Nobody knows
You’ve got to believe
_____________ my friend
So don’t let go
Unless we believe
_____________ again
Nobody knows
After listening
1. Do you think that the world around you is a mess and full of danger?
2. Do you agree that television and other mass media make us think that we are all: similar, silly, helpless, not independent, just a crowd of people, needing a leader?
3. Why do you think they do this?
4. Is there any savior who can help us to live in this terrible world full of stress and lies?
5. Do you know what’s going to happen tomorrow? Are you sure that your future is brilliant?
6. What can we do to survive and live our lives as we like?
WHEN DID YOU LAST...?
Forms: 6–9
Aim: to revise the past forms of regular and irregular verbs; to practice asking and answering questions in the past; to practice using verbs in the past and relevant prepositions.
Materials: one set of printed cards for each pair
Procedure:
• Drill the past forms of the verbs written in the cards. Revise the question formation in the past simple. Elicit the correct forms if the verbs in statements and questions plus any relevant prepositions.
Teacher: cook
Students: cooked – did you cook – cooked for
• The teacher writes on the board questions “When did you last…? Who did you last…? Where did you last…? What did you last…?”
The teacher takes one card of the pile and reads the phrase aloud. The students have to think of all the possible questions according to the model on the board that make sense.
Teacher: cook a meal (for)
Students: When did you last cook a meal?
Who did you last cook a meal for?
Where did you last cook a meal? Etc.
• The teacher asks to ask and answer all these questions in a chain. The teacher monitors the class and corrects mistakes afterwards.
• The class is divided into pairs. Each pair has a set of cards. In turn the students start asking and answering as many questions in the past as they can. They are supposed to note down any interesting information to tell the class during feedback.
Comments:
The teacher may want to organize this game as a mingling activity similar to “Find Someone Who…” Students walk around the class, ask questions to classmates and take notes.