Language Related Tasks
1. A) She’s meeting Jack at 3 o’clock. Present continuous.
B) Subject + to be + verb + ing +.
C) Meaning: It is referring to an action that will take place at a pre-arranged time in the future.
Use: It is used to talk about an arranged action that will happen in the future, and the time is specified.
D) ‘She’s meeting...’ is the contracted form of ‘She is meeting..’ it is pronounced as ‘Shiz’ /∫Iz/.
E) Students may be confused by the use of the ‘ing’ with some verbs like: (love, like, want, realise, recognise, belong, suppose, or remember).
The use of the verb to have in the sense of possession can only refer to future meaning and does not require specified time. (I am having a black shoe.)
They may use the future form “will” with the verb+ing; (She will meeting...).
F) Ask the students about their plans for the weekend, and ask groups with different diary entries to agree on a party.
G) Concept questions:
1. Are we talking about the present or the future? (Future)
2. Did they plan to meet in advance? (Yes)
3. Is it in her diary? (Yes)
2. A) It’s going to rain. Future with going to.
B) Subject + to be + going to.
C) Meaning and use: predicting the future on the basis of present evidence even if only in our minds. (I see dark clouds.) “It’s going to rain.”
D) “ It’s” is the contracted form of “ It is”, and is pronounced as /Is/, and most of the people pronounce “going to” as gonna /gənə/, so together it sounds like / Isgənə/.
E) Students don’t like using “going to” because it confuses them. They prefer using “will” to refer to the future.
Students that don’t have the verb “to be” in their first language make mistakes like saying “I going to buy...”. Others don’t understand the use of the verb “to go” after the “going to” form and just say something like: “I go to shopping .”
Students also have problems in structuring the sentence in the question form: “What you are going to do this weekend?” instead of “What are you going to do...?”
F) The teacher starts a conversation about the weekend plans and what they are going to do, and writes on the board most of the answers using the target language.
G) 1) Are we talking about the future? (Yes)
2) Is it raining now? (No)
3) Is there any evidence for the prediction? (Probably)
3) A) Could you open the window, please?
B) Pure modal verb of request. Could + you + bare infinitive
C) A formal and polite way of requesting present and future actions. It can also be used in past reported speech, ability, permission, possibility, speculation or regret, disbelief, and suggestion or criticism.
D) “could you” is pronounced by the majority of the people as “cadja” /kədjə/. The stress is on the first and the last words of the sentence.
E) Students may have problems understanding the degree of formality in requests. (Could – Can – Would – Will).
F) Prepare a dialogue between a very demanding person and another. The students practice in pairs the different degrees of request questions.
G) 1) Is the window open? (No)
2) Do I want to open the window? (Yes)
3) Am I being polite? (Yes)
4) A) If I had a car, I’d go. Second conditional.
B) The If clause: (If + noun/pronoun + past simple )+ The main clause (noun/pronoun + would + base form verb)
C) It is a hypothetical condition used to imagine possible results of changes in the current situation. The speaker imagines a situation that could happen in the future (Having a car), and says what he/she would do in that case (Go). Other uses include: expressing dreams and ambitions, offering...
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