Name: Basra • 18 Dec 2018 • Future perfect & Future contionous

Description
IIn this lesson students will learn about future perfect and future continuous through the context of eco-guilt. They will be doing predictions based on the ecology and will speak with their
partners. In addition, they will be doing grammar fill-in gaps.

Main Aims
To provide clarification and practice of the future perfect and the future continuous in the context of eco-guilt.

Sub Aims
To provide fluency and accuracy speaking practice in a conversation in the context of eco-guilt.

Background

Class Profile
IT is a upper-intermediate leveled class, whom learners ages differ from late teens to their sixties. Majority of them are Turks, but some other nationalities may also attend. Most of the
students have been attending the ITI English courses since a long time. They don't struggle with both receptive and productive skills, they also enjoy coming to the course and attending
to the activities. Some of them join the course either with extrinsic or intrinsic motivations.

Assumptions
I assume that they won't struggle with learning future perfect and future continuous, due to the fact that they would've learnt them before. They won't have any difficulties when reading the
text and doing free-speaking. The vocabularies used in the text are not difficult to predict. They will enjoy reading, speaking, gap-filling and productive tasks, because it is about the basic
probably nowadays, which is eco-system.

Personal Aims
In this lesson, I will do CCQs in order to allow students to clarify the meaning and the form of the future perfect and the future continuous tense themselves. I will provide clear instructions
by using ICQs, which will make the lesson a student-centered.

Timetable Fit
Ss have learnt about future tenses before, and in this lesson they will be clarifying the meaning and the form by themselves. My lesson will be based on the grammar of the future perfect
and the future continuous, whereas the other lessons will be based on different skills. The lessons are not connected to each other and have different aims.

Anticipated Problems & Solutions

Problem: PowerPoint might not work.
Solution: Printing out the slides and sticking them on white board.
Problem: Low motivation and students might get tired or bored.
Solution: Motivate students and praise them.
Problem: Students that won't talk.
Solution: Change their pairs and motivate them to speak.
Problem: Students that won't stop speaking.
Solution: Stay still and be quite till he/she recognizes or warn.
Problem: Students who use L1 in speaking activities.
Solution: Warn them to use English.
Materials

Handout 4 ( Koenig, Christina, and Clive Oxenden. English file. Oxford: Oxford University Press, 2014.)
Handout 3 ( Koenig, Christina, and Clive Oxenden. English file. Oxford: Oxford University Press, 2014.)
Handout 2 ( Koenig, Christina, and Clive Oxenden. English file. Oxford: Oxford University Press, 2014.)
Handout 1 ( Koenig, Christina, and Clive Oxenden. English file. Oxford: Oxford University Press, 2014)
Images of Ecosytem (http://www.google.com)

Please see the following page for the lesson procedure

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Name: Basra • 18 Dec 2018 • Future perfect & Future contionous

Interaction
Stage Procedure Materials Time Comment
Pattern
Warmer/Lead-in T will show images of ecology and ask Ss to predict what connection it has with the
To set lesson context and context of ecology. Images of T-Ss, Ss-
3-5
engage students Ss will predict and T will elicit words such as: recycling, running water, solar system, Ecosytem T
melting ice, renewable energies and pollution.

Reading task T gives Ss a text based on some predictions that have been made about the next 20 years
To introduce the target in the context of "How we will be living in 20 years' time... (or will we)".
language via a text. Ss read Solo. T-Ss,
T asks students Ss to talk in pairs: Which ones do you think are already happening? Handout 1 Solo, Ss- 8 - 10
Which ones do you think are likely to happen? Which ones do you think probably won't Ss
happen?
Ss talk with Pairs.

Highlighting target T asks Ss what the highlighted verbs are in grammar.

language Ss answers to T, T elicits answers from Ss such as; future perfect: will have installed, will
T-Ss, Ss-
To highlight the target have been banned, will have disappeared, will have rise, will have closed, will have Handout 1 8 - 10
T
language by use of disappeared. Future continuous: will be recycling, will be driving, will be running out, will be
eliciting. getting, will be having.

Clarifying target
language
To clarify meaning and
form of target language.
 T ask Ss CCQs for the meaning; of future perfect and future continuous; such as, Handout 2, Interaction
T-Ss, Ss- 23 - 25
Stage Procedure Materials Time Comment
What is the action that will be in progress at a certain time in the future? (Future Handout 3 Pattern
Ss, Solo,
continuous) Ss-T
Which tense looks like the present continuous? (Future continuous)
Which tense do we use when we say about something that will be finished before a certain
time in the future? (Future perfect) Do we use 'by' when we use time expression, such as
by Saturday? (Yes) Do we use 'in' when we use time expressions such as weeks/months?
(Yes)
Do I say "by next month I will be in Mars"? (No) What do I use instead of 'by'? (In)
Do I say "in Saturday I will be going to Mars"? (No) What do I use instead of 'in'? (By)
T asks Ss the form of future perfect and future continuous.
Ss answer and T elicits: future perfect: will have + past participle. Future continuous: will
be + verb + ing.
T gives HO2 to Ss to practice future perfect and future continuous tense.
T does ICQ: What will you be filling in? (The gaps) Which tenses are you going to use?
(Future perfect and future continuous) Are you doing alone? (Yes)
Ss will complete Solo the sentences using the future perfect or future continous ex. 4a.
Ss check answers with pairs.
T shows the HO2 by projector on board and nominates a Ss to write the answers.
T gives HO3 and tells Ss to complete the dialogue with the verbs in brackets ex. 4b.
T nominates 2 Ss each to read the first 2 parts.
Ss complete Solo.
Ss check in pairs.
T shows the HO3 by projector on board and nominates a Ss to write the answers.

Language practice T change pairs

To provide freer practice T gives HO4 to Ss and tells them to talk with their pair whether the following predictions
will happen. And explain why (not).
T does ICQs: Will you talk in groups? (No) T-Ss,
T says Ss to read Solo Handout 4 Solo, Ss- 6-9
Ss read the predictions Solo for 1-2 minutes. Ss
T does ICQs: Are you going to read fast? (Yes) Are you going to talk with your partner?
(Yes).
Ss share ideas with their partners.

Feedback and Error

Correction
T monitors and writes down the language errors and good language.
To provide feedback on T-Ss 2-3
T gives brief feedback.
students' production and
use of language

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