Teaching an alternative to “will”
Teaching Future Tense: an alternative to “will”
by bunpeiris
Lesson:
Our lesson is going to be a search for an alternative to “will” [Learners aren’t told yet]
Learning Objective: [SMART]
By the end of the lesson all learners will be able to make use of the future form of “going to”
whenever it is more suitable than will/shall.
[Learners aren’t told yet]
Our lesson is going to be a search for an alternative to “will” [Learners aren’t told yet]
Learning Objective: [SMART]
By the end of the lesson all learners will be able to make use of the future form of “going to”
whenever it is more suitable than will/shall.
[Learners aren’t told yet]
Class: Grade 6 No. Of students: 15 Length of the lesson: 40 minutes
Resources: A picture of two girls tending a bird with a broken wing; 2 sets of strips of cardboard, each having sentences
tabulated in A & B of table Z and another set of cardboard strips with a single word as shown in C column of the table “Z”
Resources: A picture of two girls tending a bird with a broken wing; 2 sets of strips of cardboard, each having sentences
tabulated in A & B of table Z and another set of cardboard strips with a single word as shown in C column of the table “Z”
ENGAGE [06 minutes]
Discussion with the learners
[Q] What is the past form of action “walk”? [A] walked
[Q] What is the future form of action “walk” [A] will/shall walk
Teacher: So it is not walkid or walken or such a derivation of walk: we don’t have an inflected form of the basic verb “walk”.
[Q] Is will/shall+verb is the only method in expressing future?
[Q] Are you bored of using will and shall? Do you think it is too formal? Too mechanical?
[Q] Do you need another smoother way in expressing future in spoken English? [Now, learners are told of the objective]
[A] Yes, please
Teacher: Right, you got it. Let’s read [ACTION VERB] following in dialogue form to see whether there is another way
in expressing the idea of future. [Now, learners are set up so that they could discover an alternative to will/shall]
[Q] What is the past form of action “walk”? [A] walked
[Q] What is the future form of action “walk” [A] will/shall walk
Teacher: So it is not walkid or walken or such a derivation of walk: we don’t have an inflected form of the basic verb “walk”.
[Q] Is will/shall+verb is the only method in expressing future?
[Q] Are you bored of using will and shall? Do you think it is too formal? Too mechanical?
[Q] Do you need another smoother way in expressing future in spoken English? [Now, learners are told of the objective]
[A] Yes, please
Teacher: Right, you got it. Let’s read [ACTION VERB] following in dialogue form to see whether there is another way
in expressing the idea of future. [Now, learners are set up so that they could discover an alternative to will/shall]
WARM UP ACTIVITY : Group dialogue between two groups of learners
Lucy: Poor little bird. What’s the matter with him?
Kate: It’s got a broken wing.
Lucy: Is it going to die?
Kate: I hope not.
Lucy: What are you going to do with it?
Kate: I’m going to keep it & look after it.
Lucy: What are you going to give it to eat?
Kate: Bread & milk. May be some worms.
Lucy: Can I hold it?
Kate: Yes, if you like, but be gentle with it.
Lucy: Isn’t it sweet!
You aren’t going to die. We’re going to look after you!
Above image and dialogue is an extract from the English study course book titled “Discoveries” (Brian Abbs, 1986)
Students’ Book 2 Longman by Brian Abbs & Ingrid Freebairn
Kate: It’s got a broken wing.
Lucy: Is it going to die?
Kate: I hope not.
Lucy: What are you going to do with it?
Kate: I’m going to keep it & look after it.
Lucy: What are you going to give it to eat?
Kate: Bread & milk. May be some worms.
Lucy: Can I hold it?
Kate: Yes, if you like, but be gentle with it.
Lucy: Isn’t it sweet!
You aren’t going to die. We’re going to look after you!
Above image and dialogue is an extract from the English study course book titled “Discoveries” (Brian Abbs, 1986)
Students’ Book 2 Longman by Brian Abbs & Ingrid Freebairn
STUDY [07 minutes]
[Q] Teacher: Do you see a way of expressing future in the dialogue?
[A] Learners: “going to” + verb
Teacher: That’s right “be going to” + basic form of verb. Be of course change forms herein: am/is/are
Teacher: Underline [-ACTION VERB from teacher to the learners] all “be going to”
[Q] Teacher: Did you note “be going to” can be used for future plans & predictions?
What are those sentences in the dialogue?
[A] Learners: Lucy & Kate are going to look after the bird [plan]
[A] Learners: You aren’t going to die. [prediction]
[A] Learners: “going to” + verb
Teacher: That’s right “be going to” + basic form of verb. Be of course change forms herein: am/is/are
Teacher: Underline [-ACTION VERB from teacher to the learners] all “be going to”
[Q] Teacher: Did you note “be going to” can be used for future plans & predictions?
What are those sentences in the dialogue?
[A] Learners: Lucy & Kate are going to look after the bird [plan]
[A] Learners: You aren’t going to die. [prediction]
OBSERVABLE situation: living situation
[Q] Teacher: What are you doing now? [Action now]
[A] Learners: We are learning English.
Teacher: So, we know how to talk about this moment: NOW.
Teacher: So, what about NEXT?
[Q] Teacher: What are you going to do after the class? [Action near future or next]
[A] I am going to return home./ We are going to study in the science laboratory.
Teacher: So, we can make use of “be going to” express “NEXT” – FUTURE
[Q] Teacher: What are you doing now? [Action now]
[A] Learners: We are learning English.
Teacher: So, we know how to talk about this moment: NOW.
Teacher: So, what about NEXT?
[Q] Teacher: What are you going to do after the class? [Action near future or next]
[A] I am going to return home./ We are going to study in the science laboratory.
Teacher: So, we can make use of “be going to” express “NEXT” – FUTURE
ACTIVATE [07 minutes]
Following table [ ‘Z’] is cut into 3 sets of text boxes & then each set is shuffled up.
Teacher: Now, each one of you match [-ACTION VERB from teacher to the learners] one set of A, B & C on your own. [3.4]
Teacher: Now, each one of you match [-ACTION VERB from teacher to the learners] one set of A, B & C on your own. [3.4]
|
A
|
B
|
C
|
|
WHAT HAS BEEN DONE/SITUATION NOW
|
NEXT
|
|
|
Nimal has got his tennis racquet.
|
He is going to play tennis.
|
next
|
|
Sunil’s in the kitchen.
|
He’s going to cook dinner.
|
next
|
|
Look at those black clouds.
|
It’s going to rain.
|
prediction
|
|
Kamal is going to the supermarket.
|
He is going to buy something for dinner.
|
next
|
|
Be careful!
|
You’re going to drop it.
|
prediction
|
|
Ramal is studying medicine.
|
He’s going to be a doctor.
|
plan
|
|
I’ve bought a guide book.
|
Now I’m going to find a hotel
|
next
|
|
I’ve joined the gym club.
|
I’m going to exercise regularly.
|
plan
|
|
I’ve just bought a bike.
|
I’m going to cycle to work.
|
plan
|
|
I’m going to redecorate the sitting room.
|
I’m going to paint it yellow.
|
plan
|
|
We’ve just got engaged.
|
We’re going to get married in June.
|
plan
|
|
My car is dirty.
|
I’m going to take it to the car wash.
|
next
|
|
Sunila is getting her credit card out of her bag.
|
She is going to pay.
|
Next
|
|
You look very tired.
|
You’re going to need to stop soon.
|
prediction
|
|
These figures are really bad.
|
We’re going make a loss.
|
prediction
|
[Result of the lesson [CONDITIONED]
All learners can match: WHAT HAS BEEN DONE/PRESENT [A] with NEXT/FUTURE [B]
Most can make their own sentences.
Some can differentiate with plan, prediction & immediate future .
All learners can match: WHAT HAS BEEN DONE/PRESENT [A] with NEXT/FUTURE [B]
Most can make their own sentences.
Some can differentiate with plan, prediction & immediate future .
Learners were helped to review their progress and establish understanding of their personal development.
So, how do we choose between ‘will’ & ‘going to’
At the moment of making a decision, use ‘will’.
Once you have made the decision, talk about it using ‘going to’.
Going to: talking about something that is already decided
So, how do we choose between ‘will’ & ‘going to’
At the moment of making a decision, use ‘will’.
Once you have made the decision, talk about it using ‘going to’.
Going to: talking about something that is already decided
1. I’ll call Jenny to let her know. Sarah, I need Jenny’s number. I’m going to call her about the meeting.
2. I’ll come and have a drink with you but I must let Harry know. Harry, I’m going to have a drink with Simon.
2. I’ll come and have a drink with you but I must let Harry know. Harry, I’m going to have a drink with Simon.
The learners were asked to make sentences in the pattern of above examples 1 & 2. They are encouraged to make
sentences related to a situation of their own at home, at a party, at the sports club, in a shop or in the school.
sentences related to a situation of their own at home, at a party, at the sports club, in a shop or in the school.
Working relationship with students.
Each student is called by his names.
Generally students are allowed to sit where they prefer.
In the activity, the students are allowed to form two groups.
Students are explained for the reason for selecting the lesson “going to”: The students have formed a habit of using
will/shall in all circumstances in speech while referring to future. Students were told that there is another main
expression that would be much more appropriate in some circumstances.
Teacher admits during his schooldays he too used only will/shall with reference to future until
a teacher made corrections. In this way as University of Arakansas (Cordes, 2013) said
Pull the curtains on the wizard. Teacher refuse be viewed as a wizard by the students and imply he is one of them.
Each student is called by his names.
Generally students are allowed to sit where they prefer.
In the activity, the students are allowed to form two groups.
Students are explained for the reason for selecting the lesson “going to”: The students have formed a habit of using
will/shall in all circumstances in speech while referring to future. Students were told that there is another main
expression that would be much more appropriate in some circumstances.
Teacher admits during his schooldays he too used only will/shall with reference to future until
a teacher made corrections. In this way as University of Arakansas (Cordes, 2013) said
Pull the curtains on the wizard. Teacher refuse be viewed as a wizard by the students and imply he is one of them.
Importance of making the students aware of SMART learning targets
Once the learners are apprised of
(a) the objective of the lesson,
(b) importance of the objective &
(c) the relevance of the lesson to the subject,
the learners feel motivated to engage and study. Such intimation in the very beginning of the lesson gives learners a
clear picture of what to expect and what’s expected of them.
Within this backdrop, it is of significant value to set SMART learning tasks.
From there onwards the level of involvement of the learners in the lesson takes a leap.
In the beginning of this lesson, the learners become keen to learn another way of expressing future in addition to will/shall
Once the learners are apprised of
(a) the objective of the lesson,
(b) importance of the objective &
(c) the relevance of the lesson to the subject,
the learners feel motivated to engage and study. Such intimation in the very beginning of the lesson gives learners a
clear picture of what to expect and what’s expected of them.
Within this backdrop, it is of significant value to set SMART learning tasks.
From there onwards the level of involvement of the learners in the lesson takes a leap.
In the beginning of this lesson, the learners become keen to learn another way of expressing future in addition to will/shall
McMaster University (Mcmaster, 2011) states learning objective should be SMART.
Specific: What is the task to be done. Teacher’s objective is straightforward.
Students learning Simple Future has another form in English:”be going to”
Measurable: evidence shows how well the task has been done; the objective allows the teacher to track his & learners’ progress
The ‘ACTIVATE” part of the lesson is done by the students without much difficulty: pairing sentences in A with B was
done 100% accuracy; matching B & C was done with 80% accuracy.
Achievable: the task is within the capacity level of the learners; teacher is confident; resources are available.
In ACTIVATE session students learned that once a decision has been made for an action, the more suitable form of
future for the action that will be carried out is “going to”
Specific: What is the task to be done. Teacher’s objective is straightforward.
Students learning Simple Future has another form in English:”be going to”
Measurable: evidence shows how well the task has been done; the objective allows the teacher to track his & learners’ progress
The ‘ACTIVATE” part of the lesson is done by the students without much difficulty: pairing sentences in A with B was
done 100% accuracy; matching B & C was done with 80% accuracy.
Achievable: the task is within the capacity level of the learners; teacher is confident; resources are available.
In ACTIVATE session students learned that once a decision has been made for an action, the more suitable form of
future for the action that will be carried out is “going to”
Relevant to the topic: why is the target important; objective is relevant
Since the correction needs to be made: learners use only one main form for future, i.e. will/shall.
The other main form of future “be going to” needed to be introduced.
Realistic: the lesson focused on the subject; the objective is relevant; teacher has the resources and means to
achieve the objective.
ENGAGE, STUDY & ACTIVATE sessions are all well focused on the lesson: “going to”
Time bound: When the task should by done by; achievable within the time frame.
Micro teaching session was completed in 20 minutes. It’s a micro version of a lesson that fit into regular class
period of 40 minutes.
Since the correction needs to be made: learners use only one main form for future, i.e. will/shall.
The other main form of future “be going to” needed to be introduced.
Realistic: the lesson focused on the subject; the objective is relevant; teacher has the resources and means to
achieve the objective.
ENGAGE, STUDY & ACTIVATE sessions are all well focused on the lesson: “going to”
Time bound: When the task should by done by; achievable within the time frame.
Micro teaching session was completed in 20 minutes. It’s a micro version of a lesson that fit into regular class
period of 40 minutes.
Works Cited
Brian Abbs, I.F., 1986. I am going to look after it. In Discoveries Students’ Book 2. Harlow: Longman Group UK Limited. p.1.
Cordes, W., 2013. University of Arakanas. [Online] Available at: http://tfsc.uark.edu/172.php [Accessed 19th October 2013].
Mcmaster, 2011. EXPERIENTIAL EDUCATION. [Online] Available at: https://experiential-ed.mcmaster.ca/documents/usra/EE%20Guide%20to%20Learning%20Plans%20and%20Objectives.pdf [Accessed 30 October 2013].
Cordes, W., 2013. University of Arakanas. [Online] Available at: http://tfsc.uark.edu/172.php [Accessed 19th October 2013].
Mcmaster, 2011. EXPERIENTIAL EDUCATION. [Online] Available at: https://experiential-ed.mcmaster.ca/documents/usra/EE%20Guide%20to%20Learning%20Plans%20and%20Objectives.pdf [Accessed 30 October 2013].
