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Peter
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- School English
- English Speaking
- English Vocabulary
- English Reading
- Business English
- IELTS
ESL TEFL TESOL and IELTS online individual classes from the place of your choice.
- School English
- English Speaking
- English Vocabulary
- English Reading
- Business English
- IELTS
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About Peter
In addition to certification to teach ESL, EFL AND TESOL and a Bachelor's degree from Syracuse University, I have over 30 years experience teaching and instructing employees in the following areas: Advertising, Hospitality, Retail, Banking and Finance, and Acting. This includes a staff that consists of 3-7 employees in each industry
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My students are high school thru adult. The goal of my classes would be to teach, always using situations that pertain to their overall goals in outside of the class--job duties in the workplace, job interviews, scholarship interviews/questions. Here is a synopsis of my 'Future Simple' tense lesson plan using 'will' and 'going to.'.
My students are high school thru adult. The goal of my classes would be to teach, always using situations that pertain to their own overall goals in outside of the class--job duties in the workplace, job interviews, scholarship interviews/questions. Here is a synopsis of my 'Future Simple' tense lesson plan using 'will' and 'going to.'.
WARM UP: I would spend time reviewing both the 'Past Simple' and 'Present Simple' tenses. For the 'Past Simple,' I would go around the room asking each student what their favorite class or memory was in high school. This is something they are sure to relate to, plus it removes any apprehension that they are beginning a lesson. Next, for the 'Present Simple,' I would ask them about their present life--do they go to college, work, or do both.
INTRODUCTION: I would remind them we just reviewed the 'Past Simple' and 'Present Simple' tenses. Now, we will discover the 'Future Simple' tense together.
PRESENTATION: On the board, I will draw the time line for the 'Past Simple' and 'Present Simple,' and then extend the line with the 'Future Simple.' Ask students if they know what a 'Bucket List' is? It's a range of goals we would like to achieve before we reach a certain age. I will provide each student with a photocopied hand out of my 'Bucket List' of 8 items. Some statements use 'will' and others use 'going.' The first 8 students will read one bucket list item. Then, I'll ask the class if they know why some statements use 'will' and others 'going to.' After eliciting answers, I will tell them we use 'going to' to indicate something is most like to happen in the future because we made some sort of provisions for them in the past. An Example would be "I am going to clean out my garage by September because it is scheduled be torn down by October 1st.' It's likely to happen because decisions were previously made--it's 'scheduled to be torn down by October 1st.' Then, I will introduce 'will' and I will say the it may or may not happen, but no decisions were made in the past to ensure it. I will give them a sample from the 'Bucket List' items--"I will get married again if I meet the right person." Tell class the key word here is 'if.' 'If' indicates uncertainty. It might happen, but it might not. Then, I will announce that we are going to discuss the further uses of 'going to' and 'will,' starting with 'going to' first. I will draw another timeline that says going to with an arrow the starts from the Past and extends to the Future. Then, we'll go through the different uses of 'going to'--informal, negative, questions, etc. I will ask class if they have any questions on 'going to,' and answer them if they do. Next, we will review 'will.' I.draw another timeline with an arrow extending from the Present to the Future. Then, we learn about ‘will,’ and this includes informal, negative, speaking to people of authority, answering questions using the appropriate formal or informal answers, etc. Then, we will talk about making 'predictions' when we can use either 'going to' or 'will,' and either one is perfectly acceptable. Lastly, we will talk about using both ‘going’ and ‘will in the same sentence. Here is an example: “I going to take the 8:00pm flight, and I will have dinner if I there is time.” Then, I will ask them if they have questions on 'will' and answer them if they do.
PRACTICE: I will have them do 3 in-class assignments--Structured, Semi-Structured, and Unstructured.
1) Structured assignment: I will hand out a photocopy of a gap fill exercise. If there are 12 students in the class, there will be 12 samples on the hand out. Each of the examples will be sentences that have a 'blank' space that should contain either appropriate 'going to' or 'will' response. After they finish, I will go around the room, ask each student to recite one example, and the class will choose the answer by a show of hands.
2) Semi-Structured assignment: This is a role playing game. For example, in teaching the 'Future Simple' tense, I am going to have students sit in 2 chairs--chair A and B--in front of the class. Each of them has a flash card. The first student (chair A) Will ask students the questions on the flashcard which will be either a job interview, scholarship application interview, a job duty request for the company they are presently working for. The rest of the students will write the chair A and chair B answers, noting how many times they answer using 'will' or 'going to.' When they finish, I will collect their answers.
3) Unstructured assignment: Each student will create their own 'Bucket List' of 10 items, stand up at their desk, and recite their answers. The subject is of their choice, but they must use both 'going to' and/or 'will' appropriately in their answers.
EVALUATION: I will go around the room to each student and present a scenario, and they will tell me the outcome using the appropriate 'going to' or 'will.'
Here is an example:
Scenario: Today is Tuesday, and you just bought tickets to see HAMILTON on Broadway this coming Friday night. What are you doing:
Answer: I am going to see Hamilton on Friday night.
Variations may be different by a word or two, but the facts are presented to the student in the scenario, so they have to provide the answer based on the scenario.
HOMEWORK: Present them with a home work assignment in two parts: Part A is gap fill statements; Part B is to have them write a paragraph (or 6 sentences) on something they are doing in the future. This could be a vacation, job assignment, college field trip, etc.
WARM UP: I would spend time reviewing both the 'Past Simple' and 'Present Simple' tenses. For the 'Past Simple,' I would go around the room asking each student what their favorite class or memory was in high school. This is something they are sure to relate to, plus it takes removes any apprehension that they are beginning a lesson. Next, for the 'Present Simple,' I would ask them about their present life--do they go to college, work, or do both.
INTRODUCTION: I would remind them we just reviewed the 'Past Simple' and 'Present Simple' tenses. Now, we will discover the 'Future Simple' tense together.
PRESENTATION: On the board, I will draw the time line for the 'Past Simple' and 'Present Simple,' and then extend the line with the 'Future Simple.' Ask students if they know what a 'Bucket List' is? It's a range of goals we would like to achieve before we reach a certain age. I will provide each student with a photocopied hand out of my 'Bucket List' of 8 items. Some statements use 'will' and others use 'going.' The first 8 students will read one bucket list item. Then, I'll ask the class if they know why some statements use 'will' and others 'going to.' After eliciting answers, I will tell them we use 'going to' to indicate something is most like to happen in the future because we made some sort of provisions for them in the past. An Example would be "I am going to clean out my garage by September because it is scheduled be torn down by October 1st.' It's likely to happen because decisions were previously made--it's 'scheduled to be torn down by October 1st.' Then, I will introduce 'will' and I will say the it may or may not happen, but no decisions were made in the past to ensure it. I will give them a sample from the 'Bucket List' items--"I will get married again if I meet the right person." Tell class the key word here is 'if.' 'If' indicates uncertainty. It might happen, but it might not. Then, I will announce that we are going to discuss the further uses of 'going to' and 'will,' starting with 'going to' first. I will draw another timeline that says going to with an arrow the starts from the Past and extends to the Future. Then, we'll go through the different uses of 'going to'--informal, negative, questions, etc. I will ask class if they have any questions on 'going to,' and answer them if they do. Next, we will review 'will.' I.draw another timeline with an arrow extending from the Present to the Future. This includes informal, negative, speaking to people of authority, answering questions using the appropriate formal or informal answers, etc. Then, we will talk about making 'predictions' when we can use either 'going to' or 'will,' and either one is perfectly acceptable. Then, I will ask them if they have questions on 'will' and answer them if they do.
PRACTICE: I will have them do 3 in-class assignments--Structured, Semi-Structured, and Unstructured.
1) Structured assignment: I will hand out a photocopy of a gap fill exercise. If there are 12 students in the class, there will be 12 samples on the hand out. Each of the examples will be sentences that have a 'blank' space that should contain either appropriate 'going to' or 'will' response. After they finish, I will go around the room, ask each student to recite one example, and the class will choose the answer by a show of hands.
2) Semi-Structured assignment: This is a role playing game. For example, in teaching the 'Future Simple' tense, I am going to have students sit in 2 chairs--chair A and B--in front of the class. Each of them has a flash card. The first student (chair A) Will ask students the questions on the flashcard which will be either a job interview, scholarship application interview, a job duty request for the company they are presently working for. The rest of the students will write the chair A and chair B answers, noting how many times they answer using 'will' or 'going to.' When they finish, I will collect their answers.
3) Unstructured assignment: Each student will create their own 'Bucket List' of 10 items, stand up at their desk, and recite their answers. The subject is of their choice, but they must use both 'going to' and/or 'will' appropriately in their answers.
EVALUATION: I will go around the room to each student and present a scenario, and they will tell me the outcome using the appropriate 'going to' or 'will.'
Here is an example:
Scenario: Today is Tuesday, and you just bought tickets to see HAMILTON on Broadway this coming Friday night. What are you doing:
Answer: I am going to see Hamilton on Friday night.
Variations may be different by a word or two, but the facts are presented to the student in the scenario, so they have to choose an answer/
HOMEWORK:
Present them with a home work assignment in two parts: Part A is gap fill statements; Part B is to have them write a paragraph (or 6 sentences) on something they are doing in the future. This could be a vacation, job assignment, college field trip, etc.
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- Ksh. 3,229
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- 5h: Ksh. 12,915
- 10h: Ksh. 25,831
online
- Ksh. 3,229/h
Details
All all classes are individual and taught online because the focus is on your needs. I do this online because students are more comfortable to learn from a space of their own choice.
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