University of South Bohemia in České Budějovice

Faculty of Education
English department

Seminar Paper

Inductive teaching of grammar

(7th grade)

Made by: Lenka Deverová

České Budějovice 2022
 FUTURE – WILL, WON’T
PRESENTATION
Two classmates are discussing their future:
Richard: What do your parents do for work? My mother is an accountant for a large
company and my father is a store manager.
Mona: My mother works part time as a nurse and my father is a plumber.
Richard: My father will retire in a year. My uncle will probably take his place as he won’t
have a better salary at his current job. My mother will continue working as she likes her job.
Mona: I’ll train to be a nurse like my mother. She always tells me how she enjoys working
and I will also have a lot of flexibility as a nurse. However, being a nurse will not be always
easy.
What about you and your brother Paul?
Richard: I will be a firefighter because I like to help people. Paul is more interested in finance.
I think he will probably work for a bank as a stockbroker.
Mona: My sister is very creative. She wants to be an artist, so I think she will work with my
aunt in advertising.
excerpt: https://www.teacherspayteachers.com/Product/English-Future-Tense-Reading-My-Future-Career-ELLEFLESL-3843085

After initial greeting with the class, I would hand out the learners this text. The learners will
be presented with the authentic text in which the structure of will/won’t appears. I will ask 2
students to play Mona and Richard.
Goal = The learners will experience the language structure through a text.

And now, please decide whether the following statements are true or false based on the text.
READING COMPREHENSION – True or False
1. Mona and Richard talk about their family and future plans.
2. Richard’s mother is an accountant.
2. Richard’s father won’t work after the next year.
3. Paul will probably work in a bank.
4. Mona will train to be a plumber.
5. Richard won’t be a firefighter.
6. Mona’s sister is not creative.

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The learners will decide whether these statements are true or not. The learners need to
show their understanding of the text so it could help us reach the isolation and explanation
stage, mainly for the form and usage of will/won’t.
Goal = The learners prove their understanding of the text while indirectly noticing the
language structure of the statements.

ISOLATION + EXPLANATION
Perfect, now, let’s move to another task. Please, complete the next sentences.

I think she ____ with my aunt in advertising.

My uncle ___ probably ___ his place as he ____ a better salary at his current job.

Interaction with the pupils:

 What is a short form of will? -> ‘ll
 What does won’t stands for? -> will not
 Proč používáme v angličtině will? -> I want to hear the pupil’s understanding of the
grammar they have caught on so far and possibly correct them:
o Will používáme, pokud mluvíme o budoucnosti (něco začne i končí
v budoucnosti). Vyjadřujeme naše předvídání budoucích situací a co
plánujeme my i jiní. (-> I will show a concrete example for each usage in the
text.)
o Will se také používá v případě náhlého rozhodnutí.
(The phone rings.) I’ll answer it.
(I have to carry these heavy bags.) Wait, I’ll help you.
o Často poznáme, že se jedná o budoucnost, pokud se ve větě nachází “I think;
probably; perhaps”.
o Sloveso zůstává pořád stejné, tvar se nemění.

The learners are asked to complete sentences with correct form of will. The examples come
from the text we have read at the beginning of the lesson. The learners will complete the
task by finding the answers/grammatical structure in the text.

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The explanation stage will start with questions for the pupils and what they understand so
far. They will know the answers for the first two questions thanks to knowledge of present
tenses (I’m, don’t etc.). Eventually, I will summarize the meaning and the usage of
will/won’t. At this stage, the learners will not be introduced to other usage of will such as
future continuous tense, or conditional sentences.
Goal = The learners understand the form, the meaning, and the usage of will/won’t
through inductive method.

PRACTISE 1.
Let’s practice. Complete the opinions of Mona and Richard when asked about the world in
2050. Use these verbs.
not have not be change not deal have find live
improve (2x) overtake be not be able deal speak

Mona:
Our world won’t be the same in 2050. We ____ our technology and everybody _____ at least
five languages. We ____ with health problems anymore because we ____ our knowledge on
medicine. The world ____ in peace and the different countries _____ nuclear weapons
anymore. I think 2050 ____ a great year for a mankind!

Richard:
I think a lot of things _____ in 2050. India _____ China as the first largest economy in the
word. The world ____ with a lot of problems with the pollution and the climate change. We
____ to find other recourses and other planets to live because our planet ____ to provide us
with enough recourses and space we are used to. We ___ perhaps ___ other intelligent
beings on other planets in 2050.
excerpt: https://en.islcollective.com/english-esl-worksheets/grammar/future-simple-tense-will/world-2050-will-and-wont/88793

The first exercise focuses on the form. The learners are filling in the gaps and concentrating
on accuracy. The first exercise is controlled and closed with only one correct answer. After
finishing, we will go through the exercise together.
Goal = The learners learn the form of the grammar through controlled exercise.

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PRACTISE 2.
Now, I want you to make questions about the future. Please, add two more questions of your
own.
= Where/you/work? (Where will you work?)

Where/you/live when you’re older?

you/be/famous in the future?
How/you/use your English in the future?
…
…
Great, let’s read your questions out loud.
…
Please, make a pair and ask your partner all these questions. Write down your answers.

The second exercise focuses on spoken and written form of will/won’t. The learners will
make questions and then work with their partner. This exercise is semi-controlled since the
learners give their own answers, yet their questions are mostly given/limited.
Goal = The learners practice the language structure in spoken and written form.

PRACTISE 3.
Work with a partner. Make the interview between a reporter and an astronaut about their
journey to space. Write down your questions and answers and play your role for the class.

The final exercise focuses on the meaning and usage of the language structure. This exercise
is open-ended and free as the learners develop their fluency and focus mainly on what they
want to say through a role-play.
Since the lesson lasts only for 45 minutes, this exercise will probably be moved to our next
lesson where it would be used after a warm-up activity.
Goal = The learners practise the meaning and the usage of the language structure, and we
focus on their language fluency.

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During the warm-up activity in the next lesson, the learners will answer my questions e.g. What will
you do this weekend? Will you move to another city after school? Do you want to get married, when
will you get married? How the world will be different in 10 years? etc.

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SOURCES:
1. Teachers pay Teacher. English Future Tense Reading: My Future Carrier (ELL/EFL/ESL).
[online]. Available from: https://www.teacherspayteachers.com/Product/English-Future-
Tense-Reading-My-Future-Career-ELLEFLESL-3843085

2. iSL Collective. The World in 2050 (will, won’t). [online]. Available from:
https://en.islcollective.com/english-esl-worksheets/grammar/future-simple-tense-will/
world-2050-will-and-wont/88793