Lesson Plan

Teacher Lesson Focus Tutor Date Level Stds Mins

Grammar UI 45

Reference & Materials

The lesson is based on book, page, section, text, etc. Were any adaptations made?
The lesson is based on Empower upper intermediate student’s book; Doff, Thaine,
Puchta, Stranks & Lewis-Jones; Cambridge University Press (2015); pg. 66, ex.1; pg.
142, ex.3B. The exercises were adapted to suit the context of anti-Covid rules.

CCQs were adapted from Concept Questions and Time Lines; Workman G.;
Chadburn Publishing (2005); pg. 33 & 34.

The images in the presentation are taken from google.com.

Lesson Aims
By the end of the lesson students will have learnt, improved, or practised . . .
A) Main aim
By the end of the lesson students will have clarified and practiced the future perfect
and the future continuous tenses (e.g. I will have finished, I will be following) in the
context of anti-Covid rules.

B) Subsidiary aim
To make students practice their writing skills in the context of anti-Covid rules.

Anticipated Problems and Solutions

Task setting, classroom management, instructions, groupings, oline tools etc. ( not language )
Some students may arrive late -> greet them, tell them the topic of the lesson and let them make an example
of the current task.

I might lose internet connection -> connect the computer to my smartphone hotspot connection.

There might be too few students to divide them in BORs -> turn off my camera and let students share
answers with peers.

Action Points
Areas of your teaching you will be working on or trying to develop (base these on comments from your previous lesson)
 Avoid what does this mean? When focusing on meaning.
Rethink drilling techniques.
Challenge students more during CP tasks.
Rethink free practice task to ensure it is language productive.
Pay attention to my models.
Allow students to share answers with peers before open class feedback.
Guarantee a smooth transition to meaning stage.
Grade CCQs.
Anticipate problems for MFP for each item.

Assumptions
Student previous knowledge
I assume students know the Future Simple well, so they will be able to easily recognize the future tenses during the Marker
Sentences stage.

I assume students already know what the contractions ‘ll and won’t stand for, so I won’t spend a lot of time talking about
them.

Lesson Procedure
Stage Aim Interaction Time Procedure
patterns
Lead in To engage students in T -> Ss 4-5 Slide 1:
the topic of the lesson. Ss -> T min Introduce the topic of new anti-Covid rules: tell
students the new rules in your country and ask them
their countries anti-Covid rules.
Context To set the lesson T -> Ss 5-6 Slide 2:
theme using a visual. Ss -> T min Tell students that a friend asked you to visit her in
London but you had to decline the invitation,
because you’re busy and you can’t leave your
country.

Read the message you sent to your friend to decline

the invitation and ask students if they had to cancel
or change any plan because of anti-Covid rules, too.
Marker sentences To let students notice T -> Ss 5-6 Slide 3:
the use of the tenses Ss min Ask students to use the line tool and underline in
they are going to the slide the sentences that talk about two things
analyse. T -> Ss that will happen in the future and two things that
will not happen in the future.

While you ask them, use the line tool yourself to

underline will and won’t in the heading of the slide,
to make them notice what to look for in the text.

They should underline two sentences with the

future perfect and two sentences with the future
continuous.

If they don’t underline the correct sentences,

underline them yourself to make them notice the
presence of the auxiliary will for future tenses.
 If they underline other sentences, like “to become a
teacher” or “can’t visit you”, tell them to focus only
on sentences with verbs in the future form: the ones
with will or won’t.

Read the four marker sentences with the future

perfect and the future continuous.
Meaning To let students T -> Ss 5-6 Slide 4:
understand the Ss min
meaning of the tenses. Ask students to match the four sentences from the
T -> Ss previous text to the correct tense.
Ss -> T At first leave them some time to read the sentences.
Then share the tools and ask them to use the line
tool to match the sentences to the timelines.
Finally, ask CCQs for both the tenses.
Form To let students T -> Ss 5-7 Slide 5:
understand how to Ss -> T min Ask students how the future perfect is formed,
form the two tenses. reading the red row of the grid and highlighting the
T -> Ss words with the circle tool.
Ss Emphasise that will becomes ‘ll in informal
Ss - Ss language; have stays always the same and by
Ss -> T usually follows the tense: I’ll have finished it by
December.

Ask students how to form the negative form, asking

one part at a time: subject, auxiliary, etc.
Students should answer orally, but if they are too
shy to talk, ask them to write in the chat-box.
Emphasise that will not becomes won’t in informal
language.

Repeat the process for the future continuous.

Slide 6:
Ask students to put the words in the right order to
form three sentences, using the right forms of future
perfect and future continuous.
Ask them to do the exercise on their own, without
sharing the sentences in the chat-box.
ICQ: will you write the sentences in the chat-box?
No.

Then divide them in BORs or turn the camera off to

let them share their answers.
ICQ: What are you going to talk about? The correct
sentences.

Then nominate students to read, or write in the

chat-box, the correct sentences, one at a time.
After a student tells a sentence, write it down on the
slide with the text tool and ask if others agree.
Pronunciation To let students T -> Ss 5-6 Slide 7:
practice the Ss -> T min Tell students that, in informal language, I will
 pronunciation of ‘ll S -> T becomes I’ll.
contraction, words Read /aɪl/ twice and make them choral drill it twice.
linking and sentence Nominate a couple of students for individual
stress. drilling.

Then make them notice how to use I’ll in a couple

of sentences and show your hand while telling the
examples: each finger indicates a word.
For each step, model twice, make them repeat
altogether and then nominate someone to repeat
individually.
Model the sentences “I’ll have finished” and “I’ll
be following”.

I will have (1 + 1 + 1 fingers)

becomes I’ll have. (2 + 1 fingers)
I’ll have finished. (2 + 1 + 1 fingers)
becomes I’ll have finished. (3 + 1 fingers)
Model the complete sentence, making them notice
the emphasis on the main verb: I'll have finished.
Use the text tool to write the sentence on the slide
and highlight the stressed word finished.

Tell the students that the same happens for the

future continuous:
I will be following (1 + 1 + 1 + 1 fingers)
I’ll be following. (2 + 1 + 1 fingers)
I’ll be following. (3 + 1 fingers)
Ask them where the stress is -> the main verb.
Use the text tool to write the sentence on the slide
and highlight the stressed word following.
Controlled practice To make students T -> Ss 5-7 Slide 8:
consolidate what they Ss min Ask students to complete the text filling in the gaps,
learned about the two Ss – Ss forming the future perfect or the future continuous
tenses. of the verbs in brackets.
T -> S Use the circle tool to make them notice the four
S -> T main verbs.

Give them a minute to think of the answers on their

own, without writing them in the chat-box.
ICQ: which verbs will you use to fill in the gaps?
The ones next to every gap.
ICQ: do you have to form the future perfect or the
future continuous? Both.

Then divide them in BORs or turn the camera off to

make them share their answers.
ICQ: what will you talk about? The answers for the
gaps.
Then nominate students to read their answers. Write
them on the slide with the text tool and ask if others
agree.
Free practice To make students T -> Ss 6-7 Slide 9:
express themselves on Ss min Read the text on the slide and ask students to write
the topic, practicing Ss – Ss about the topic, using the future perfect and the
 the use of the clarified future continuous.
tenses. T -> S Ask them to answer the two questions written on
S -> T the slide, starting their sentences as suggested.
ICQ: what will you write about? The answers to the
T -> Ss two questions.
Ss -> T ICQ: how will you start your answers? As
suggested on the slide.

Give them a few minutes to write their answers in

the chat-box.
Then divide them in BORs or turn the camera off to
let them discuss their answers.
Then nominate some students to ask them what
their answers were.

Slide 10:
Use the text tool to write on the slide some mistakes
about future perfect and future continuous heard or
read while monitoring the students.
Ask them if the sentences or phrases are correct
and, if not, how to make them right.

Language Analysis

Meaning Problems & solutions

Future perfect Future perfect
We use the future perfect to talk about an action that will Students may understand that the action will be completed
be completed before a specific time in the future. at the specific time in the future, instead of at an unknown
“I’ll have finished the course by December”. time between now and that specific time -> In a timeline
CCQ: Imagine it is December. Have I finished the course? mark the “completed action” much before the “specific
Yes time” and ask a CCQ about it.
CCQ: Is the action completed between now and December?
Yes Future continuous
CCQ: Do we know exactly when I finish the course? No Students may understand that the action starts at the
specific time in the future -> In a timeline mark the “action
Future continuous in progress” with a line that starts much before the
We use the future continuous to talk about an action that “specific time” and ends much after it and ask a CCQ about
will be in progress during a specific time in the future. it.
“I’ll be following the course next week”.
CCQ: Do I start following the course before next week?
Yes
CCQ: Am I still following the course after next week? Yes
CCQ: Is the action in progress during next week? Yes

Form Problems & solutions

Future perfect Future perfect
Positive statement: subject + will + have + past participle Students might change “have” in “has” for a third person
singular subject -> Highlight have in the grid, during the
Negative statement: subject + will + not + have + past Form stage, and clarify that it always stays the same.
participle
Future continuous
This structure is referred to as the future perfect. Students might conjugate the “be” verb in sentences with
Will and have are the auxiliary verbs and are followed by the future continuous -> Highlight be in the grid, during the
the past participle of the main verb. Form stage, and clarify that it always stays the same.
We add not between will and have to make the negative
form.
In informal speaking and writing we use the contraction of
will = ‘ll in affirmative sentences and will not = won’t in
negative sentences.

Future continuous
Positive statement: subject + will + be + ing form

Negative statement: subject + will + not + be + ing form

This structure is referred to as the future continuous.

Will and be are the auxiliary verbs and are followed by the
ing form of the main verb.
We add not between will and be to make the negative form.
In informal speaking and writing we use the contraction of
will = ‘ll in affirmative sentences and will not = won’t in
negative sentences.
Pronunciation Problems & solutions
I’ll /aɪl/ I’ll
/aɪl/ forms one syllable. Students might pronounce the double L as /ll/ -> model and
The “I” is pronounced /aɪ/ and the double “L” /l/. make them drill.

“I’ll have finished” / “I’ll be following”. I’ll have / I’ll be

/aɪl/ + /əv/ - /aɪl/ + /bi/ Students might use the strong forms of have and be ->
The main stress is on the main verbs finished and model and make them drill.
following.
There is a link between I’ll + have and I’ll + be.
Have and be are in their weak forms and the h in have is
not pronounced.