Verb “to be,” present tense with subject pronouns – p. 4 “To be” with yes/no questions and answers – p. 5

Introducing the topic

1. 
   Role-play the following characters with students using “will”:
   
   1. 
      Landlord and a person who wants to rent an apartment. The person wants to know what the landlord will do to fix the apartment.
      
   2. 
      Man proposing marriage to a woman. The man is making promises.
      
   3. 
      Employee candidate and employer. The candidate wants to get a job.
      
   4. 
      Politician and voters. The politician is making promises to get votes.
      

1. 
   What Will You Celebrate?:
   

1. 
   Ask the class to use the EFA calendar and make questions about future celebrations.
   

• 
  Will you go to the EFA cup?
  

2. 
   Brainstorming Questions with the Future Tense:
   

1. 
   Encourage learners to make questions using to be.
   
1. 
   Then, they can role-play those situations.
   

3. 
   Horoscopes:
   
   1. 
      Have the learners read their horoscopes in the newspaper.
      
   2. 
      They are usually full of future tense. You might want to ask learners circle the future tense in the horoscopes as a way to comprehend what they are saying.
      
   3. 
      Ask them to write predictions, based on their horoscopes, of what will happen to them, or what they will do.
      

1. 
   What will you be doing?:
   
   1. 
      Facilitator asks learners what they will be doing at some future time.
      

• 
  Ex: “What will you be doing tomorrow night?” “Tomorrow night I will be going to my son’s school for the open house.”
  

2. 
   Tense Review:
   
   1. 
      Incorporate the past, present, and future continuous (progressive) tenses in the following review.
      
   2. 
      Ask the learners a question in the simple present and have them write or say three sentences: one about a time yesterday, one about the time now, and one about the time tomorrow.
      

• 
  Facilitator: What do you always do at 8:00 in the morning?
  

3. 
   Charades:
   
   1. 
      Learners are each given an activity that they will be doing.
      
   2. 
      They mime out the actions that would lead up to that activity, and the students guess what it is. (You will be . . . )
      

4. 
   Planning a Trip:
   
   1. 
      Collect brochures about places learners might visit.
      
   2. 
      In groups, learners plan their trip, describing what they will be doing when they are there.
      

2. 
   Job Know-How/Capabilities:
   
   1. 
      Learners brainstorm different statements that could make at a workplace to speak their mind.
      

3. 
   Other Discussions:
   
   1. 
      These words can be used for discussion on other issues:
      

1. 
   Combining Sentences:
   

1. 
   Give learners a basic list of conjunctions (and, or, either, but) and have them make their own sentences.
   
2. 
   Then have them join the statements with the connectors they have just learned.
   

2. 
   Similarities and Differences:
   
   1. 
      Poll class members on activities they can/cannot do.
      
   2. 
      Create a chart on the board like the one below:
      

• 
  The passive voice exists in every verb tense. Begin with one tense and as students understand, other tenses can be introduced.
  
• 
  It shows up most commonly in spoken language and in newspaper. Newspapers are good sources to use for work with passive voice.
  

1. 
   Changing Sentence:
   

1. 
   Provide simple sentences to change the passive voice.
   

• 
  We bought a car. > The car was bought by us.
  

4. 
   News Search:
   
   1. 
      Give learners articles from the newspaper.
      
   2. 
      Have them search for examples of passive voice to share.
      
   3. 
      As an optional extension, they could try to change selected sentences to the active voice. This is a good comprehension activity because it forces learners to look throughout the article to figure out who is doing the action.
      

4. 
   What happened?:
   

1. 
   Present a picture, object, or person; Something which has been altered is best (a smashed car, a broken pencil, a folded paper, etc.)
   
2. 
   Ask the learners “What happened to the ______?”
   
3. 
   A rich picture or series of pictures could provide the starting point for learners to write a story in the passive voice about what happened.
   

3. 
   Gender Differences: (This helps to practice with modals as well.)
   
   1. 
      Ask learners to list five things usually done by men, five by women, and five by both.
      

• 
  For example: Children are usually raised by women.
  

2. 
   Incorporate modals to discuss how things should/can/might be done. This can create some entertaining discussions.
   

The Conditional Tenses

First Conditional: Will + If...