Name of the Teacher Date Level of the class Length of lesson

XXX XXX B2 - Upper-Intermediate 60 minutes

Lesson Type:
Grammar Lesson

Lesson Topic:
Evening Schedule

Lesson Aims: Lesson Outcomes:

By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Identify and use the Future Perfect tense (By 7pm, I will have eaten Talked with a partner about their plans in the evening and
dinner/By 7pm, I won't have eaten dinner) in order to discuss and organised an activity that suits both of their schedules.
make evening plans.

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Anticipated difficulties: Suggested solutions:
1. Students will become confused about, and may not remember, the 1. Before the lesson I will clearly write a number of commonly used
past participles of the verbs as some follow a 'regular' pattern and verbs on the board in their four principle parts (present, present
others follow an 'irregular' pattern. participle, past and past participle). I will also allow students to refer
2. The actual concept of the future perfect tense, being that it's an event to their dictionaries when looking up the past participle of a verb.
that will have been completed at some point in the future, may be 2. I will present, on the board, a well constructed timeline with accurate
difficult for the students to grasp. This tense is likely to be completely labels to visually demonstrate the concept of the future perfect tense.
absent from the L1s of the students, particularly Russian. 3. I will utilise lots of games to keep the students entertained, providing
3. Due to the students age and the fact that this is a grammar lesson, it's them with psychological rewards appealing to their extrinsic
likely that there will be some motivational issues and will become motivations e.g. point system.
distracted.

Target language analysis:

1. What is the use or function of this The future perfect tense is used to talk about an action/event that will be completed in the future before
language? (include a timeline if another action, an event or a point in time.
appropriate)

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 Figure 1.

2. In which context are you introducing Evening plans in the context of what you will have done by a certain time later tonight in order to create
the language? plans with a partner.
E.g. finished my homework, brushed my teeth, eaten dinner, practised piano etc.
3. Which concept checking questions will "By 8pm tonight, I will have eaten dinner."
you ask to ensure students understand 1. Have you eaten dinner yet today? (No)
the meaning? 2. Do you know when you will eat dinner? (No/unspecified/before 8pm)
3. Will you have eaten dinner after 8pm tonight? (Yes)
4. What will you do before 8pm tonight? (eat dinner)

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5. What is the form of the target Positive Structure:
language? (include positive, negative
and question forms if appropriate) 'Pronoun' will + have + 'Past Participle'.

Negative Structure:

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

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

Question Form:

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

6. How will your students work out the I will use a guided discovery/inductive exercise using a ‘daily schedule’ (Fig. 2) to eventually elicit what the
rules for the structure? person will have done by a certain time in the Future Perfect tense (See Presentation: Meaning for
procedures).
I will use the board as my main prop when attempting to elicit the structure and my own voice to prompt
if the students are unaware of this grammatical form.

7. What will you teach about the Teacher will focus mainly on contractions that may present themselves within the Future Perfect Tense.
pronunciation of the structure?
E.g.
“Will + have” becomes “will’ve” in spoken English. /wɪlʊv/
All the available pronouns + will (e.g. “I + Will” becomes “I’ll” in spoken English) /ɑ:l/

A little extra focus on certain vowel sounds and phonemes which are missing in the Russian Language to
help the Russian students.
e.g. This sound /ɜ:/, in particular, gives Russian speakers the greatest difficulty when pronouncing English
words.
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Stage Name Stage Aim Time Interaction Teacher’s procedure Students will…
Pattern

Warmer To allow the 10 S-S Show pictures of people doing daily Identify the topic of the lesson and
students to minutes OCFB activities and get the students to begin to refresh their vocab regarding
transition into decide/discuss, in pairs, at what time times of day and routine.
English and prepare during the day is the most likely these Also, engage in a small discussion
them for the topic of activities would be completed (Fig 2.) about why they think these activities
the lesson. would occur at certain times.
Presentation: To allow the 7 T-S 1. The teacher will present to the Actively think about the grammar
Meaning students to use their minutes OCFB class ‘Sarah’s Schedule’ (Fig. 3). structure and after reviewing plenty
own analysing skills 2. T will elicit Sarah’s activities of examples provided by the T will
to deduce the from the class and will get the derive their own understanding of the
meaning of the students to discuss in pairs if grammar.
grammar. they share any elements of her
daily routine.
3. T will write on one side of the
board sentences in ‘simple
future tense’ (a grammar
structure which will be very
familiar to the students) such
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 as ‘She will brush her teeth at
9pm’ and elicit the remainder
of her activities from her class
in this structure.
4. Next, T will ask questions in the
form of “What tasks/actions
has she completed by 6pm?”,
eliciting correct answers.
5. 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….’
6. T will elicit the future perfect
tense from the class or if
unsure will slowly prompt by
slowly sounding the words.
7. Eventually, eliciting the full
sentence form the class and
writing it on the board – ‘By
9pm, She will have brushed her
teeth’. Use the visual representation of the
8. T continues this for the target structure to consolidate their
remainder of the understanding of the grammar. They
tasks/activities. will also answer the CCQs
9. T will present the timeline (Fig. demonstrating their comprehension
1) and chorus the to the T.

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 corresponding example
sentence. T will also ask the
CCQ’s related to the example
sentence.
Presentation: To allow the 5 T-S T will present the target structure on See the correct target form presented
Form students to establish minutes the board in the form of: on the board and apply that
the correct written knowledge when unscrambling the
structure of the Positive Structure: sentences on the worksheet.
grammatical form.
'Pronoun' will + have + 'Past Participle'.

Negative Structure:

'Pronoun' will + not + have + 'Past

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

Question Form:

Will + 'Pronoun' + have + 'Past

Participle'?

Will then hand out a work sheet (Fig.

4) where students will have to correct
the jumbled sentences.
Presentation: To enable the 5 T-S T will chorus example sentences using Reproduce the sounds chorused by
Pronunciation students to identify minutes the form already presented on the the teacher and sound more natural
the contractions board. T will pay special attention to
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 used within the contractions within the structure e.g. through drilling the contractions
target structure and “Will + have = Will’ve”. during CICing.
produce them After choruses T will use CIC to isolate
correctly. sounds and contractions and ensure
the students are sounding more
natural.
Practice: To allow the 10 Ss-Ss 1. T will divide the class in to two Practise listening and reproducing
Controlled students to practice minutes teams and make them line up sentences in the Future Perfect tense
saying the target one after the other from the at high speed. Each student will also
Practice
structure, listening back of the room facing get a chance to physically build the
to it and finally forward. sentence when at the front of the
building it for visual 2. At the front of the class T will queue.
purposes. lay out two piles of word cards
which if organised correctly
will create multiple sentences
in Future Perfect tense.
3. T will whisper a target
sentence to both of the
students at the back of the line
who then have to transfer
(whisper) that sentence to the
student in at the front.
4. Those two students on
receiving the message have to
scramble to put together the
sentence that they thought
they heard.
5. The first student to arrange the
sentence or the sentence

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 closest to the answer will earn
their team a point.
6. The two front students will go
to the back and the game
continues until everyone has
had a go.
Production: To allow the 20 Ss-Ss 1. T will separate the students Talk freely with a partner using pre-
Freer Practice students to develop minutes into pairs and pair with a existing vocabulary and grammar and
the confidence to weaker member if unequal utilising the new target structure.
use the target numbers. They will develop confidence using
structures with 2. T will model a conversation the new structures which will allow
minimal support. with a strong student them to execute it in real-world use.
demonstrating to class how to
proceed with activity.
3. A selection of model scenarios
will be written on the board to
aid struggling students (Fig .5).
T will make it clear that
stronger students can create
their own scenario as long as
they use target structures.
4. T will monitor class closely for
errors which will be addressed
after the activity.
5. T will also monitor for
struggling students. T will
prompt and elicit correct
vocab, pronunciation and
target structure for struggling

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 student followed by praise
when student lands correct
sentence.

Cooler To allow the 3 T-S T will divide the students into the same Be able to witness their improved
students to reflect minutes teams as in the Practice stage to allow knowledge of the past participle form
on the progress they them to continue on with the same of words which are essential for the
have made score tally. grammar structure.
throughout the T will read out a verb and the team Feel positive ending the lesson with a
lesson and leave on a which is quickest to shout its competitive game.
positive note. corresponding Past Participle form
wins a point.
Lesson Rationale (700-1000 words):

Method

I chose to structure my lesson using, predominantly, the PPP format due to its systematic approach towards taking on board new information. I believe it
allows learners to become aware of certain aspects of new language and, as a result, they are more likely to notice these features in the real world, giving
this method huge amount of application. PPP, however, isn’t without its drawbacks; the regimental structure can be quite restrictive with regards to the
student’s exploration of the language. For this reason, I’ve chosen to implement a guided discovery activity within the ‘Presentation: Meaning’ stage to allow
the students to inductively discover the rules of the grammar structure. This, I feel, is more likely to promote a stronger level of comprehension with the
target structures as the students have been given an opportunity to discover it for themselves. Furthermore, as this method is recommended for students
who already have a base in the language, encouraging them to use existing knowledge, I felt it a highly suitable activity for a level B2 class.

Structure

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The warmer quickly gets our students into the mind frame for learning English, but also for exploration as this activity encourages students to engage in a
small discussion. There is no right or wrong answer as long as a suitable defence for their decision is provided.

We swiftly move into, arguably, the most crucial stage of the procedure (along with the production): the guided discovery Presentation stage. Unlike a
vocabulary lesson, this lesson is laden with stringent rules. It is my prerogative to engage my students meticulously with these rules. Rules are boring enough
for most people let alone to a 12 year-old, who is most probably severely lacking any form of intrinsic motivation to take this on board. Encouraging my
students to inductively discover these rules for themselves will theoretically allow them to fit them to their existing mental structures (Thornbury, 1999),
rather than me attempting to forcibly make them learn them.

Presentation: Meaning 2 simply gives the students an opportunity to visualise the concept of the Future Perfect tense once they have discovered the meaning
for themselves. This, along with the CCQ’s, provides the teacher reassurance that the students comprehension of the grammar is full proof.

Form gives the students an opportunity to establish the correct written sentence structure along with the potential grammatical contractions (e.g. won’t).
This stage highlights the potential difficulties which may arise due to the varying forms (positive, negative and question). Having the students fill out a
worksheet will give them a good understanding of the differences in form.

Pronunciation focuses mainly on the contractions in the target structure. I feel as the students are B2 level their existing pronunciation ability will prevent
major issues with the vocabulary. Contractions and sentence fluency will come from drilling, CICing and presenting the target words in their phonemic form
on the board.

As referred to in my anticipated difficulties the age of the students requires that I keep this lesson fun, engaging and game focused. For this reason, I have
chosen to play a, tried-and-tested, popular game for the practice stage (the game is called Broken Telephone). The game itself gets the students standing up
and moving around which is paramount for young learners. But the real beauty of the game is that it targets various aspects of the language including
pronunciation, listening, speaking and form! The students are motivated by a point system to reproduce the sentence as accurately as possible in order for
the lead student build the sentence from a disorganised pile of word cards.

Production finally witnesses our students achieving the aim – identifying and using the future perfect tense to discuss evening plans. Due to the high level of
the students I would expect their existing vocabulary to be large enough to allow a fluid conversation, but I will model a conversation at the beginning with a
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strong student and also write three example conversation to help struggling students. I understand that with freer practices such as this one, some students
actually struggle with the creative aspect of it, hence the provision of three example scenarios to follow. During this activity I will take a back seat and monitor
the paired conversations, giving help quietly as not to disturb the rest of the class.

The cooler is another game as this lesson’s content will have been quite taxing on our young learners. This allows the students to continue their original score
tally in the same teams. Here I want to focus on the past participles of the verbs as these can be incredibly tricky for English learners as some follow a ‘regular’
pattern and others an ‘irregular’ pattern. I want the students to enjoy themselves here but also reflect on how much new information they have taken on
board over the past hour. They should leave the lesson feeling like the class was very fun!

I would have liked to have included a work sheet focusing on the specifics of the past participle form of the verbs as I am very aware of how challenging these
verbs can be, particularly the irregular verbs. However, Due to the ages and time restrictions I thought it more suitable to include it at the end in game form.
To combat any issues, I will allow the students to use their dictionaries when checking past participles (except for in the cooler) and I will clearly write a
number of commonly used verbs on the board in their four principle parts (present, present participle, past and past participle).

Bibliography (if needed):

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

All Images taken from ‘Google – Images’.

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Materials (include all the materials you plan to use in your lesson, referenced):

Figure .2 Daily Routines

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Sarah's Schedule 4pm: Walk the dog
8am: Make breakfast

9am: Catch the school bus to school

5pm: Complete homework

10am: Maths Class 6pm: Watch ‘The Simpsons’

11am: Practise Piano

12am: Science class

1pm: Eat lunch

7pm: Eat dinner

8pm: Study English

9pm: Brush teeth and get ready for bed

2pm: Make project for science fair

3pm: Catch school bus home

10pm: Read a book and go to bed

Figure .3 Sarah's Schedule

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Example sentences…

My 7pm will completed I tonight homework by have

Won’t She by 6pm this evening dinner have cooked

Practised you Piano will by 7:30pm have tonight ?

Figure. 4 Jumbled Sentences Work Sheet

1) The Cinema 3) Shopping

2) Homework
“What are you doing tonight?”
“I need help with my homework tonight!” “What time is the party starting?”
“I’m going to walk the dog.” “I think around 8pm”
“You should ask Anna for help, She’s really
“Do you want to go to the cinema?” smart” Ok, will you have bought the party
“Do you know if she will have finished her supplies by then?”
“Yes, what time?”
report by then?” “If the traffic isn’t too bad, I will have
“6pm”. “I’m not sure, but she will have definitely bought and prepared everything by then!”
finished it by 8pm!”
“I can’t do 6pm, I won’t have walked the dog by
then!” “Ok, great, hopefully by tomorrow, I will
have completed it”

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Figure .5 Example conversation

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