ONLY TIME WILL TELL
Title: Only Time Will Tell
Description: Students will be asked to consider what job they will do in the future. They
will participate in various tasks to become familiar with the use of the future tense in
English and they will be asked to apply that knowledge by writing a short text about their
personal future using a model.
Cycle: Elementary cycle 3.
Duration: Approximately 4 hours
Broad area of learning: Personal and Career Planning - Awareness of the connection
of his/her self-knowledge and plans for the future; visualization in various roles.
Other competencies -To cooperate with others
Evaluation criteria – Appropriate attitudes and behaviors
Evaluation means – Self-monitoring / Teacher observation
ESL Competencies and criteria:
Interacts orally in English (C1): Use of functional language; Use of strategies;
Participation in exchanges; pronunciation.
Reinvests the understanding of texts (C2): Use of strategies; Demonstration of
understanding of key elements and overall meaning; Use of knowledge to create a
personalized product.
To write texts (C3): Compliance with instructions; language conventions targeted for
tasks; characteristics of final product; Use of strategies.
Evaluation means: Teacher’s comments/annotations (Could be written in the Student Booklet).
Teacher’s rubrics
Functional language – It is related to the future and the notion of working with others in
a group. (Refer to Word Bank on the last page of the Student Booklet)
Strategies - Accepting not being able to understand everything listened to or read;
Scanning; Skimming; Resourcing; Taking risks; Self-monitoring; Planning
Language conventions: Use of will / will not
Text conventions: Speech bubbles; complete sentences; paragraphs
Material needed: Teacher’s Guide
Student Booklet
Note: Extra activities have been added to the Teacher’s Guide for differentiation purposes.
LES – Only Time Will Tell – Overview
(60 minutes periods)
Class 1
Look at pictures on cover page
Present the LES – Guiding questions 1) What do you like to do?
2) What job will you do in
the future?
Draw something you like to do.
Draw the job you will do in the future.
Mind reader activity – red or black?
Mini survey – Where will you live in the future?
Battleship – Occupation/Place/Transportation
Class 2
Matching - Occupations
Review question words
Read texts – Answer questions – Correct
What will each person do?
Option 1 – Change of Pace
Option 2 – Fortune Teller Activity
C2
Time
5 min.
5 min.
Page
SB1
SB1
10 -15
min.
10 -15
min.
10 -15
min.
10 -15
min.
SB 1
Time
10 - 15
min.
5 min.
30 min.
10 min.
10 min.
10 -15
min.
Page
SB 4
SB 2
SB 2
SB 3
SB 5
SB 5 - 8
SB 9
SB 16
TB –
Annex 2
Class 3
Word Bank
Group work – Write about a fictitious person C1
Self-monitoring group work
Final Task draft copy - Write about yourself using the model
texts C2 /C3
Time
5 min.
25 min.
5 min
25 min.
Page
SB 21
SB 10
SB 11
SB 12 -13
Class 4
Final Task – Editing – Write good copy
Time
15-30
min.
5 min.
10 min.
10 min.
Page
SB 14
Self-monitoring
Wrap up
Optional: Battleship or another activity
C3
SB 15
SB 15
Annex 1
Class 1
Intro
A
Teacher’s role
Introduction
Ask students to look at the pictures on the cover page and guess what the LES will be about by looking at
the pictures. Hopefully, they’ll see that it involves life in the future.
Explain to students that they will be starting a new LES and that, at the end, they will have to answer two
questions: What do you like to do? and What job will you do in the future?
Student’s role
Guess what the LES will be about by looking at the pictures.
Time
10 min.
Page
SB 1
Teacher’s role
Intro
B
Ask students to draw pictures of what activities they like to do now and what job they think they would like
to do in the future.
Student’s role
Draw what they like to do now and draw what job they think they would like to do in the future.
Time
10 min.
Page
SB 1
Teacher’s role
Act.
1
For this activity you need a deck of cards. Pick one card at a time and have students predict if it will be red
or black.
Student’s role
For each card the teacher will pick, choose if it will be red or black. After, they calculate their score
and indicate if they feel they can predict the future.
Time
10 min.
Act.
2
Page
SB 2
Teacher’s role
Have students conduct a survey in the classroom. They must ask other students where they will live in the
future and write the number of students for each possible answer (Canada, United States, another country).
Student’s role
Conduct a survey in the classroom. Put checkmarks in the appropriate box and calculate the number
of students for each country.
Students may wish to refer to the map on page 17 SB to find the countries mentioned.
Time
15 min.
Page
SB 2
Teacher’s role
Act.
3
Have students play Battleship. Model the activity with one student in front of the class.
Note: This activity can also be played with cards (Teacher’s Guide Annex 1)
Student’s role
Find a teammate. Individually, choose an occupation, a place and a means of transportation. Hide
their answers. Use the model questions provided and try to guess what their teammate has chosen.
The first one to guess the correct answer for each category wins. Repeat two more times with
different students. Write your scores.
Time
15 min.
Page
SB 3
Class 2
Teacher’s role
Act.
4
Matching: Look at page 4 SB with students. Show them the model. Ask them to match the occupations and
the descriptions with the corresponding images.
Show students the help box on SB p. 5 and review question words before they begin working.
Student’s role
Match the occupations and the descriptions with the images.
Time
15 min.
Page
SB 4
Teacher’s role
Act.
5
Show students the help box on SB p. 5 and review question words before they begin working.
Model by doing the first text with students.
This activity can be done in teams or individually.
Note: Possibility of evaluating C2 doing this activity
Student’s role
Read the texts and answer the questions. Use the help box on SB p. 5, if required
Time
30 min.
Page
SB 5 - 8
Teacher’s role
Act.
6
Ask students to look at the pictures and predict what each person will do.
Students should use the answers provided at the bottom of page 9.
This activity can be done individually or in small groups.
Student’s role
Use the examples to complete this task.
Time
10 min.
Extra
act.
Page
SB 9
Teacher’s role
Optional: Show students the Change of Pace page.
Student’s role
Attempt the activities on the Change of Pace page.
Time
10 min.
Page
SB 16
Teacher’s role
Extra
act.
Optional: Fortune Teller activity – Make one copy of the fortune teller page for each student.
- Put up copies of 40 Predictions About Your Future in the classroom.
Student’s role
Write down four numbers between 1 and 40 at random.
Write down what the fortune teller predicts for your future.
Time
10 - 15 min.
Page
TB Annex 2
Class 3
Teacher’s role
Act.
7
Refer to Word Bank with students (last page of the SB).
Ask students to work in small groups. They have to describe a fictitious person. Model the negotiation
process necessary to complete the text. Remind students they can use the previous texts as models. Show
them the word box and ask them to make sure that the information written is coherent (ie: using the same
name throughout the story).
Ask students to draw the fictitious person and to complete the speech bubble.
Note: This is an opportunity to evaluate C1
If time, for some students, write a quick comment regarding their group work.
Students might want to share their work with another group as well.
Student’s role
Fill in the text with their group by negotiating the information that they write (agreeing, disagreeing). Use the
help box if necessary.
Draw the fictitious person.
Time
30 min.
S-M
chart
Write a message in the speech bubble.
Page
SB 10
Teacher’s role
Ask students to complete the self-monitoring chart . Write a comment for certain students if you have time.
Student’s role
Reflect on personal performance and complete self-monitoring chart.
Time
5 min.
Page
SB 11
Teacher’s role
Draft
Copy
Read the instructions for the final task with the students. Remind them to use the text model from the
previous activity and to follow instructions carefully.
Student’s role
Write the draft of their text in the SB following instructions (write their name, age, school, grade, etc.) and
using the model if necessary.
Pair up with a teammate to correct their texts and exchange feedback.
Time
25 min.
Page
SB 12-13
Class 4
Teacher’s role
Final
Ask students to reread their draft copies and edit their texts. Tell students to write the final copy on page
14. Collect final copies and correct.
Copy
Student’s role
Check their draft copy for errors and rewrite a final version on a loose-leaf paper.
Time
15 min – 30 min.
Page
SB 14
Teacher’s role
S-M
chart
Ask students to think about which strategies they used during the LES. Tell them to complete the selfmonitoring chart .
Student’s role
Complete the self-monitoring chart about strategies.
Time
5 min.
Page
SB 15
Teacher’s role
Wrapup
Have the students complete the Wrap-up activity individually. Ask them to reflect upon what they liked best
in this learning and evaluation situation. Ask them what they found to be difficult. Ask them to indicate some
words they learned by doing the LES. Discuss answers with the class.
Student’s role
Complete the Wrap-up activity. Share answers with the class.
Time
10 min.
Page
SB 15
Teacher’s role
Extra
Act.
Optional: Have students do the Battleship activity again.
Student’s role
Play Battleship.
Time
10 min.
Page
TB Annex 1
Annex 1
Battleship Cards
Occupation cards
Place cards
Transportation cards
Hairdresser
Sherbrooke
Train
Florist
New York
Airplane
Nurse
Toronto
Motorcycle
Plumber
Maniwaki
Boat
Astronaut
Ottawa
Snowmobile
Policeman
Laval
Truck
Secretary
Chicoutimi
Helicopter
Instructions
Cut out one set of these cards for each group of two students. The students make
three piles. The students shuffle the cards in each pile. The students choose one
card from each pile.
The students take turns asking questions. They begin with the Occupation Cards.
They ask, “Will you be a ___________________ ?” Their partner will answer either,
Yes, I will or No, I won’t. The first student to find their partner’s occupation wins a
point.
The students continue with the Places Cards and then with the Transportation
Cards in the same way.
Annex 2
Fortune Teller Activity
At random, choose four numbers between 1 and 40. Write the four
things that the fortune teller predicts for your future.
# _____
# _____
# _____
# _____
a) You will _________________________________________________
___________________________________________________________
b) You will _________________________________________________
___________________________________________________________
c) You will _________________________________________________
___________________________________________________________
d) You will _________________________________________________
___________________________________________________________
Annex 2 - Once the students have chosen their four numbers, they should refer to this
sheet to find what the fortune teller predicts for their future. Copies could be placed at
different locations in the classroom.
40 Predictions About Your Future
1. You will win a lottery.
2. You will become a famous actor.
3. You will get married and have ten children.
4. You will travel around the world.
5. You will live in New York someday.
6. You will travel in space.
7. You will live to be very old.
8. You will invent a fantastic machine.
9. You will write a book.
10. You will become a professional athlete.
11. You will speak four languages.
12. You will go to Montreal.
13. You will become a professional cook.
14. You will fly an airplane.
15. You will go to university.
16. You will be in super shape.
17. You will act on TV.
18. You will work in a hospital.
19. You will buy a boat.
20. You will live in China someday.
21. You will become a scientist.
22. You will have a robot in your home.
23. You will write poetry.
24. You will buy a house.
25. You will live on a farm.
26. You will have a pet.
27. You will wear plastic clothes.
28. You will travel to Africa.
29. You will be famous.
30. You will learn to juggle.
31. You will climb a mountain.
32. You will have a very small car.
33. You will find a diamond ring.
34. You will make a movie.
35. You will give lots of money to a charity.
36. You will compete in the Olympics.
37. You will become the prime minister of Canada.
38. You will learn to play a musical instrument.
39. You will build a house.
40. You will live on an island.
Annex 3
Let’s practice!
Look at the following sentences.
 Indicate which ones are in the future tense.










I will go to Montreal on Saturday.
He rides his bicycle everyday.
They will write the text on the paper.
Tomorrow I will play basketball against the best team in the
league.
I have a sister and two brothers.
An elephant is sitting on my desk!
You are an intelligent student.
It will be your birthday in two days.
We won’t eat French fries in the cafeteria.
July is my favourite month of the year.
Words that help me decide if a sentence is in the future tense
Can you put the following sentences in order?
basketball will Jim play recess at ?
am years I old twelve .
won’t She school at today be .
Class ________________________
Class Poster Activity
Annex 4
Our Predictions
We think that ___________________________ will win
hockey team
the next Stanley Cup championship.
We believe that there will be _____________ students
number
present in our classroom on March 24.
We predict that _________________________ will be
singer
named the best singer at the next Grammy Awards.
We think that ____________________________ will
___________________________________.
Appendix 5
Pronunciation
Use of functional
language
Participation in
exchanges
Evaluation
Criteria
I think that…
Competency 1 Rubric To interact orally in English
10 - 9
8-7
6
I participate
very often.
I participate
regularly.
I participate
sometimes.
I use common classroom
language (e.g. Can you
repeat that?) and new
vocabulary during my
discussions with my
teammates.
I use a wide range of
classroom language and
new vocabulary
correctly.
I use classroom language
and new vocabulary
correctly or mostly
correctly.
I sometimes use
classroom language and
new vocabulary
correctly.
I use classroom language
and new vocabulary
correctly only when
someone helps me.
I have difficulty using
common classroom
language or new
vocabulary.
I pronounce words clearly in
English.
I always pronounce
words clearly in English
I pronounce most words
clearly in English.
I sometimes pronounce
words clearly in English.
I need help pronouncing
words clearly in English.
My pronunciation is not
clear.
I participate in small groups
and in classroom discussions.
For example:
-I express my opinion.
–I react to others’ opinions.
–I ask questions.
–I give examples.
.
5-4
I participate only when
someone helps me.
3-0
I almost never
participate.
Appendix 6
Competency 2 Rubric To reinvest understanding of oral and written texts
I
Use of knowledge
Evaluation
Criteria
think that…
Selection of information/ideas
from texts, relevant to task
• Coherence of organization of
selected information/ideas
• Use of words and expressions
from texts
• Delivery of a personalized
product by:
– combining information/ideas
from texts with own
ideas and language
10 - 9
8-7
6
5-4
3-0
The students text
contains lots of
information and
language from a
variety of texts and
presents a high
degree of
originality.
The students text
contains a good
amount of
information and
language from texts
and presents a good
degree of
originality.
The students text
contains some
information and
language from texts
and presents an
adequate degree of
originality.
The students text
contains very little
information and
language from texts
and presents a low
degree of originality.
The students text does
not contain
information and
language from texts
and presents a poor
degree of originality.
Appendix 7
Evaluation
Criteria
Compliance with
instructions
Language
conventions
targeted for task
Characteristics
of final product
My teacher observes whether …
Competency 3 Rubric To write texts
10 - 9
8-7
6
5-4
3-0
I follow the instructions to write a
text.
I follow all of
the instructions
I follow most of
the instructions.
I follow some of
the instructions.
I follow very few
of the
instructions.
I do not follow
any of the
instructions
The words in my text are spelled
correctly.
There are no
spelling errors.
There are few
spelling errors.
There are several
spelling errors.
Most or all words
are misspelled.
Capital letters, question marks,
commas and periods are used
correctly.
Punctuation is
used correctly
in my letter.
There are little
punctuation
errors in my
letter.
There are several
punctuation
errors in my
letter.
There are lots of
punctuation
errors in my
letter.
Verb tenses are used appropriately.
(future tense)
Verbs are
conjugated
appropriately.
Most verbs are
conjugated
appropriately
Several verbs are
not conjugated
appropriately.
Lots of verbs are
not conjugated
appropriately.
My text is personalized, easy to
read, clear and understandable.
My text is clear
from the first
reading.
My text is
somewhat clear
from the first
reading.
My text is clear
after a second
reading.
My text is
somewhat clear
after a second
reading.
- OR -
My text copies
word for word
from one of the
texts I have read.
- OR -
My message is off
topic.