Teaching Future Perfect Tense ESL Grammar Lesson Plan

Name of the Teacher

Date

Level of the class

Length of lesson

Example

22^ndNovember 2022

B2

60 minutes

Lesson Type:

Grammar Lesson: Future Perfect

Lesson Topic:

Evening Schedule

Lesson Aims:

By the end of the lesson, students will be better able to

Identify and use the Future Perfect tense to make evening plans.

(By 7pm, I will have eaten dinner/By 7pm, I won't have eaten dinner)

Lesson Outcomes:

By the end of the lesson, students will have

Talked with a partner about their plans in the evening and organised an activity that suits both of their schedules.

Anticipated difficulties:

1. Students may not know/remember the past participles of the verbs.

2. The actual concept of the future perfect tense, being that it's an event thatwill have beencompleted at some point in the future, may be difficult for the students to grasp.

3. Due to the students age (young learners) and the fact that this is a grammar lesson, it's likely that there will be some motivational issues and will become distracted.

Suggested solutions:

1. Before the lesson I will clearly write a number of commonly used verbs on the board in their three parts (present, past, and past participle). I will also allow students to refer to their dictionaries when looking up the past participle of a verb.

2. I will present, on the board, a well-constructed timeline with accurate labels to visually demonstrate the concept of the future perfect tense.

3. I will utilise lots of games to keep the students entertained, providing them with psychological rewards appealing to their extrinsic motivations e.g. point system.

Stage Name

Stage Aim

Time

InteractionPattern

Teachersprocedure

Students will

Warmer

To introduce a context for the language to be presented in.

10

minutes

S-S

Open class feedback (OCFB)

Show pictures of people doing daily activities and get the students to decide/discuss, in pairs, at what time during the day is the most likely these activities would be completed (Fig 1.)

Identify the topic of the lesson and begin to refresh their vocab regarding times of day and routine.

Presentation: Meaning

Present the language within the context of its meaning and use.

5

minutes

T-S OCFB

1. Teacher will present Sarahs Schedule (Fig.

2) and elicit activities from the class.

2. T will write on board She will brush her teeth at 9pm and elicit the other activities.

3. Next, T will ask questions in the form of What tasks/actions has she completed by 6pm?, eliciting correct answers.

4. T will begin to write, but not finish, new sentences in the new grammatical structure next to its corresponding sentence from the other side of the board e.g. By 9pm, She.

5. T will elicit the future perfect tense from the class or if unsure will slowly prompt by slowly sounding the words.

6. Eventually, eliciting the full sentence form the class and writing it on the board By 9pm, She will have brushed her teeth.

7. T continues this for the remainder of the tasks/activities.

8. T will present timeline and ask concept checking questions to check understanding.

Actively think about the grammar structure and after reviewing plenty of examples provided by the T will develop their own understanding of the grammar.

Use the timeline to consolidate understanding and demonstrate by answering concept checking questions.

Presentation: Form

Deduce the form of the structure.

5

minutes

T-S

T will elicit and then present the target structure on the board in the form of:

Positive: 'Pronoun'will+have+ 'Past Participle'.

Negative: 'Pronoun'will+not+have+ 'Past Participle'.

'Pronoun'won't+have+ 'Past Participle'.

Question:Will+ 'Pronoun' +have+ 'Past Participle'?

See the correct target form presented on the board.

Record in notebook.

Presentation: Pronunciation

Practise contracted spoken pronunciation

5

minutes

T-S

T will chorus example sentences using the form already presented on the board. T will drill and pay special attention to contractions within the structure e.g. Will + have = Willve.

.

Reproduce the sounds chorused by the teacher and sound more natural through drilling the contractions.

Practice: Controlled Practice

To practise using the target language in acontrolledenvironment and to

focus onaccuracy.

10

minutes

T-S

Ss-Ss

1. T will distribute handout (fig 3) for SS to complete in pairs.

2. T monitors and asks SS to feedback answers at the end.

SS complete handout in pairs, first selecting the correct structure option for the sentence and then forming future perfect sentences

from two sentences.

Production: Freer Practice

To practise using the target language in afreeenvironment and to focus onfluency.

20

minutes

Ss-Ss

1. T will separate the students into pairs and pair with a weaker member if unequal numbers.

2. T will instruct students to discuss evening plans using the future perfect.

3. T will model a conversation with a strong student demonstrating to class how to proceed with activity.

4. A selection of model scenarios will be written on the board to aid struggling students (Fig .4). T will make it clear that stronger students can create their own scenario as long as they use target structures.

5. T will monitor class closely for errors which will be addressed after the activity.

6. T will also monitor for struggling students. T will prompt and elicit correct vocab, pronunciation and target structure for struggling student followed by praise when student lands correct sentence.

Talk freely with a partner using pre- existing vocabulary and grammar and using the new target structure. They will develop confidence using the new structures which will allow them to use it in real-world use.

Cooler

To allow the students to reflect on the progress they have made

5

minutes

T-S

T will divide the students into teams. T will read out a verb and the team which is quickest to shout its corresponding Past Participle form wins a point.

Reflect on what they have learnt and feel positive ending the lesson with a competitive game.

Lesson Rationale (700-1000 words):

Rationale: to meet the criteria in your rationale, you need to cover the following:

Why was the lesson structured this way?

Here, you can talk about the PPP structure. How has using this structure been useful for your lesson?

How does each activity contribute towards the aims and how it will be achieved?

Use your stage aims to help explain how each stage and activity will contribute to meeting the overall lesson aim.

What will happen if one or more of your activities do not go to plan?

Choose an activity and explain a back-up idea you have in case it doesnt go to plan e.g. if the students struggle in the production stage, what extra support could you give them?

What other activities did you consider using before settling on the ones you have? Why didnt you use them?

Your tutor will want to see your thought processes when you were planning your lesson, so this is where you need to write about an idea you had but decided not to use. For example, perhaps you wanted to end with a discussion but felt that would be too difficult for this level, so you chose to end with a game instead.

Bibliography (if needed):

Thornbury, S. (1999).How to teach grammar.Edinburgh: Pearson Education Limited. pp.34

All Images taken from Google Images.