World Cup Fever

In this lesson students will enjoy tasting the early stages of the World Cup.

After they have gorged on group stage fixtures they will bring it all back up and the others will see how it tastes.

Aims:

  • Talk about the future in the context of the World Cup group stage.
    • Use the present continuous to talk about future arrangements.
    • Use ‘will’ and ‘going to’ to make predictions.

Procedure:

  • Show picture of WC trophy to students.

o   SS discuss questions about who is in the WC, how many teams and groups and what teams they know.

o   Discuss any fixtures they know and when they are happening

o   Discuss who they think is going to win the WC and why.

  • Divide class into 8/4 groups. Give each group one or two WC groups plus the fixture list for their groups.

o   Direct ss to talk about:

  • When teams are playing each other.
  • Who they think will win each match.

o   T monitors and notes down any examples of present continuous used for schedules and any will or going to used for predictions.

o   T must also note any grammatical errors in talking about the future, e.g. Brazil are going to play Croatia on Thursday at 11pm.

o   T can also deal with any problems with prepositions of time here, e.g. ON + day / date; AT + time

  • Play a quick game with mini whiteboards to practice prepositions.
  • T uses examples gathered during monitoring above to highlight how we should use the future to talk about arrangements and predictions:
  •      Present continuous to talk about non-habitual future arrangements.
    •      Brazil are playing Croatia on Sunday at 3am.
  •      Going to to make predictions in the near future based on current evidence.
    •      Portugal are going to beat Ghana on Sunday (because Ronaldo is the best player in the world and he plays for them).
  •     Will to make predictions in the more distant future.
    •      I think Spain will win the World Cup 

Deal with significant pronunciation issues:

  •      Contractions of ‘will‘.
  •      Going to becoming ‘guna / gonna’ in spoken English’.
  •      Weak form of are in present continuous.
  •   Redistribute WC groups so that ss have different groups from the ones they talked about before.

Direct ss to discuss the who is in the group, when they are playing each other and to make a prediction about one of the matches and the overall winner of the tournament. Groups then share this information.
*edit*: Board these questions to help students now:

Who is in the group? What is going to be the most exciting match? When are they playing?

Which team do you think is going to win the group?

Monitor, note any errors and address these in feedback.
Tell students they are now going to present their group(s) to the rest of the class. Their presentation should cover: who is in each group, the date and time of the most exciting fixture, and a prediction about the group.

Give ss handout 1 and allow some time for groups to prepare their short presentation. Students should write the information about their group on the handout.

Ss present their group(s), others complete the handout as the listen.

Process language to help: Can you spell … for me?

Ask follow up questions about the predictions made to try and engage further class discussion.

_____________________________________________________________________________

There it is, after this lesson students should be able to differentiate meaning between three future forms, and hopefully they will have built up some confidence in using these forms. All in the engaging context of the World Cup! Hopefully it works out well in your classes.

World Cup picture: https://drive.google.com/file/d/0ByypMz7J7YVCUmMxZ01wMTJ4WXM/edit?usp=sharing

Group Stage:

https://drive.google.com/file/d/0ByypMz7J7YVCMWo5cjVRZG4wbHM/edit?usp=sharing

Handout for listening to presentations: https://drive.google.com/file/d/0ByypMz7J7YVCSzZfS0hIUFExVXc/edit?usp=sharing

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