Untitled
TEFL Training
Name: ______________
Learning Objective: Students will learn how to talk about their future travel plans.
Lesson Plan: Future Continuous (Progressive)
Level: Intermediate Level (Teens or adults)
Stage Teacher
Objective
Procedure – Teacher Procedure -
Students
T/S
Ratio
Warm
up/Review
10 minutes
To review
previous
knowledge. To
uild student´s
confidence.
You need to
think of a
game or an
activity using
language
previously
presented.
ACTION: Relay Race: Divide the white board
in half and write the words “WORK” and
LEISURE” on the left
ight side of the board.
Divide the class into two teams. Each team
elects a “captain” of the team. Assign team 1
“work” and team 2 “leisure”. Today, each
sentence must have at least one noun, ve
,
adjective and adve
. At “GO”, one student
from each team gets up and writes a sentence on
the board. He/she has 1 minute to do so, then as
soon as that student is seated, the next person
then gets up and does the same. All students
MUST write something on the board. After time
is called, the team representative reads all of the
sentences his/her team wrote aloud and has 1
minute to make any co
ections. The team
eceives 1 point for each co
ect sentence, if
e
ors still exist after the co
ections, the other
team may “steal” points by co
ecting the other
team‟s work.
Students will be
working in groups.
Each group will have
a captain. Students
will be active
participants. Students
will reinforce
information presented
efore.
Small groups of 3 or
4 students. 10/90
Introduction
1 minute
To introduce
topic of
today‟s class.
(Tell students
the learning
objective for
that session)
Draw students‟ attention to the objective on the
oards and read: Student will be able to talk
about their future travel plans.(Future
continuous)
Students will be
listening to the
teacher.
100/0
Presentation
25 minutes
To teach the
learning
objective. In
this case you
will be
teaching the
ve
tense
Future
Continuous.
You need to
teach „when
and how‟ this
grammar topic
is used in a
eal life
context.
Remember
that we begin
with previous
knowledge.
Elicit from
students.
Draw the time
line on the
oard.
Tell students
when and how
this language
is used.
On the board
write sample
sentences
using
affirmative,
negative and
questions.
Continue to
involve
students in the
process. Ask
questions.
Students can
ask each other
Step One: (Draw from students knowledge of
previous knowledge using present continuous)
Open the presentation by eliciting responses of
the present continuous, such as:
What are you doing now?
What am I doing right now?
What is she/he doing now?
Expect responses such as “We are learning”,
“You are teaching – standing – writing on the
oard, etc.” “She is sitting on the chair.”
Walk around, “What am I doing now?”
Expected response “You are walking”.
Draw the following timeline on the board.
Show students when this action takes place in
time:
Past XXXXXXXXXXPresent XXXXXXXXXXFuture
Step Two: Provide students with sample
sentences. Tell them that this is happening in
the future.
Affirmative sentence:
I will be teaching class tomo
ow (+)
I will be sitting in class tomo
ow (+)
Negative sentence:
I will not be teaching class tomo
ow. (-)
Question:
Will you be teaching tomo
ow? (?)
Elicit more responses of actions that you will be
doing in the future, write the input from the
students on the board. Underline the structure.
Ve
ally describe the structure [WILL BE] +
[VERB + ing] , pointing out the parts of the
sentences I have written on the board without
Students will be
listening to the
teacher and will be
working individually.
Students will be
esponding to the
questions presented.
Students will be
using the language
presented. They will
e active participants.
Students will take
notes and write the
time line in their
notebooks.
Students will be
paying attention to
the teacher and will
also provide
examples using the
language presented.
40/60
questions.
Teach students
the different
situations or
domains in
which this new
language topic
can be used.
Elicit and keep
students
involved.
Continue to
co
ect
student´s
mistakes.
You can
underline or
use colour
markers to
highlight the
grammar point
without
focusing on
grammar
formulas.
You will be
listening
closely for
mistakes.
There needs to
e lots of on-
the-spot e
or
co
ection.
emphasizing too much on the structure.
Here is another example: When your plane
a
ives tonight, I will be waiting for you.
Ask: What is another way to say this and mean
the same thing? Elicit and see if the students
can come up with other ways to say the same
thing.
Listen for this possible answers:
When your plane a
ives tonight, I am going to
e waiting for you.
Step Three:
Say: There are three functions or situations in
which you can use this tense.
Elicit from the students by asking: “Describe
something that will be happening in the future
that will be inte
upted by another action.”
I will be watching TV when she a
ives tonight.
Say: You can also use a specific time as an
inte
uption.
Example: Tonight at 6 p.m., I am going to be
eating dinner.
At midnight tonight, we will still be driving
through the desert.
Say: Here is another situation: two actions will
e happening at the same time. These are called
Parallel Actions.
Elicit by asking: “Can anyone give me an
example of two actions that will be going on at
the same time?
Say:
I am going to be studying while he is making
dinner.
While Ellen is reading, Tim will be watching
television.
Students will be
sitting and
participating by
esponding to the
questions presented.
Students will be
writing and asking
each other questions.
Students will respond
and participate using
the language
presented.
Once you are
certain that
students have
learned this
grammar topic
and know
when and how
it can be used,
you will now
e able to tell
them the name
of the tense
and the
grammar
formula.
Tonight, they will be eating dinner, discussing
their plans, and having a good time.
The tense you just used to describe these actions
that are ongoing in the future is called the
Future Continuous or Future Progressive.
Those two terms are the same, just two different
names for the same thing.
Ve
ally describe the following form, pointing
out the parts of the sentence, underlining as you
go: [AM / IS / ARE] + [GOING TO] + [VERB
+ ing]
You see here it is possible to use either "will" or
"going to" to create the Future Continuous with
little or no difference in meaning.
Say: Now that we have learned how the future
Continuous is used, let‟s practice listening and
speaking.
Students will be
taking notes.
Practice
35 minutes
To provide
activities for
structured,
semi-
structured and
Pre Listening:
Brainstorm around the topic.
Students will respond
to the questions
individually or class-
80/20
unstructured
practice,
uilding
fluency and
communicativ
e skills.
Before your
students listen
to the
ecording or
live listening,
set the scene
and prepare
students for it.
Students will
e listening to
a short
dialogue that
will be based
on the
grammar topic
presented.
Make sure that
the dialogue is
short and
ased on a real
life situation
or context.
This is a
conversation
ased on
future travel
plans. The
objective of
the lesson.
Give feedback
to student´s
performance
after each
listening.
Elicit from students what they know about
flying. Ask them about the last