Teacher: Monika Izdebska

Date: January 31^st, 2012

Class: 3^rd grade high school (gimnazjum)

Students’ profile: 15-year olds, boys and girls, easily getting bored, eager to participate in plays however prone to make fun of it and other participants, otherwise motivated to speak English, some of them preparing to take FC

Level: upper mediate

Length of unit: 20 out of 45-minute lesson

Topic: will, shall other uses - willingness

Objectives: By the end of the lesson unit my students will be able to make sentences using will and shall expressing the willingness or decision to do something or refusal to do something, they will be also able to form questions using will and shall in order to make offers or suggestions based on somebody’s else wishes.

Activity	Description	Materials & aids	Inter-action	Anticipated problems	Time
Lead-in activity - reference to the previous knowledge	T asks Ss to recall phrases used to volunteer to do something, to express volition, willingness or on the other hand to express refusal to do something. T gives example of situations in which the phrases may be used such as: answering to somebody’s asking for help, volunteering to answer the phone / open the door, asking if a friend(s) feels like doing something. Ss work in pairs. T asks Ss what their propositions are. Ss write the phrases down on the blackboard.	Blackboard	T – Ss S – S T - Ss	Ss may not be sure what are the exact circumstance in which the phrases are used – T approaches pairs of Ss and says e.g. “What would you say to positively reply to the teacher asking ‘who wants to help me and clean the blackboard?’” or “Imagine that the phone is ringing and your mum is in the bathroom so you volunteer to receive the call. What would you say?” or “How would you say in a different way ‘I don’t want to give you this’?” or “How would you ask your girlfriend whether she wants to go to the cinema with you?” Ss may not be willing to volunteer. Then T asks Ss for a one proposal from each pair saying not to worry if the proposals duplicate.	1,5’ 2’ 2’
Inductive grammar presentation	T displays several short fragments of films or plays audio recordings presenting the above situations. T asks Ss to write down the appropriate expressions used in the multimedia material. Ss compare the phrases that are already written down on the blackboard with the ones heard. T asks Ss to write down the missing phrases on the blackboard.	Laptop & projector Blackboard	T Ss Ss	In case Ss don’t hear well, T replays the required parts of material. There may be new words for Ss in the material. T encourages Ss to try to note them down or to remember them and explains the words after the playing is over.	4’ 2’
Deductive grammar presentation	T systematises the knowledge: Will and shall are not only used for giving information about the future. They are also common in offers, promises, orders… In these cases will generally expresses willingness or wishes. Shall expresses obligation. T writes on the blackboard: Willingness and decisions: A: I don’t have cash with me. B: I will pay. The phone is ringing. A: I’ll answer it. A: Who wants to be Hamlet? B: I will. A: Who wants to help me? B&C: We will. Offers Will you have some more potatoes? What will you drink? Won’t you have some more wine? (pressing offer) Unwillingness / refusals A: Give me a kiss. B: No, I won’t. He won’t go to the cinema. Making suggestions Shall we go to the cinema? Shall we dance? Shall I carry your bag? (Do you want me to carry your bag?) Afterwards T erases from the blackboard inappropriate phrases proposed by Ss in the lead-in activity.	Some Ss may not pay enough attention. T observes the class and may select a person to read a mini dialogue aloud with T or another S or may ask to translate a chosen expression into Polish e.g.: Czy chcesz jeszcze trochę zmieniaków? A: Daj mi buziaka. B: Nie chcę. On nie będzie chciał iść do kina. Czy mam ci ponieść torbę?	3,5’
Grammar production	T asks students to work in pairs and to invent short dialogues using the phrases in the meanings written down on the blackboard. Two or three pairs present their dialogues.		S – S Ss - Ss		4’
Homework	T gives Ss handouts. T asks if everything is clear and encourages to ask for explanations in case of doubts.	Handouts with exercises	T - S	There may be new words/idioms in the homework. T encourages Ss to look them up in the dictionary in order to be able to explain them to the class during the next lesson.	1’

Prepared using:

Michael Swan’s “Practical English Usage. Third edition.” Oxford University Press;

http://www.englishgrammar.org/other-uses-of-will-and-shall/;

http://www.english-grammar-lessons.com/willotheruses/menu.php.

Homework

Exercise 1

Match.

Can somebody help me?	I’ll go and open.
Let’s go to the cinema.	I won’t. You broke it last time.
There’s the doorbell!	We need to think about something different. Tom won’t go.
Why don’t you lend me your camera?	I will.

Exercise 2

Mark with appropriate meaning: W (willingness), O (offer), UR (unwillingness/refusal), S (suggestion/asking for instructions)

We will buy the tickets. You can invite us for supper after the show.
Shall I open the window?
Shall we go to the cinema tonight?
I think I’ll go to bed.
I won’t go out with him.
Will you have another drink?

Exercise 3

Put the phrases where appropriate.

I will do it for you! She won’t open. Will you have another cup? I think I will go home. I will, with pleasure. What film will you watch? Do as I tell you! I am afraid of entering this room. I will give you a lift.
A. - - I won’t!
B. - I hate washing up! -
C. - You look tired. - -
E. - I’m so glad you came. …………………………….. - I would like to see “The colour of purple” by Steven Spielberg.