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Name of the Teacher Date Level of the class Length of lesson
Rebecca Parker 3-27-25 B-1 Intermediate 60 minutes
Lesson Type:
Grammer
Lesson Topic: Daily Activities
Lesson Aims:
By the end of the lesson, students will be better able to…
Identify and use future perfect tense (By 7pm, I will have eaten
dinner/ by 7pm I will not have eaten dinner) in order to discuss and
make evening plans
Example sentence:
1. What have you been doing “since” yesterday?
2. She has been a dancer for three years.
Lesson Outcomes:
By the end of the lesson, students will have…
1. Students will understand when and how to use the present
perfect continuous tense and will be able to apply it correctly in
both spoken and written conversation.
2. They will have successful conversations between themselves
and classmates where they will use the knowledge they learned.
They will be in three groups of four, all the students will be
involved in the lesson. The students will have been involved in
different activities to further educate them about the topic of the
lesson.
3. The students will have learned how to recognize when to use
specific prepositions.
Anticipated difficulties:
Include one relating to L1/age/level of the students and one for
the target grammar (meaning, form, or pronunciation).
1. Students may become confused about and may not remember
the past participles of the verbs. Some will follow a “regular”
pattern, and others will follow an “irregular” pattern.
2. The concept of the future perfect tense being that it is an event
that will have been completed at some point in the future. This
tense is most likely to be completely absent from the L1’s of the
students.
3. Due to the age of the students and the fact that this is a
grammar lesson, it is likely to not keep students motivated and
could be a distraction issue as well.
Suggested solutions:
1. Before I start the lesson, I will write clearly on the blackboard a
few commonly used participle verbs and their four parts (present,
present participle, past & past participle). I will allow the students
to refer to their dictionaries when they are looking up the past
participle of the verb.
2. I will create a perfect timeline on the board to visually
demonstrate the concept of the future perfect tense.
3. I will use games to keep the students entertained and
interested, and I will praise them and use psychological rewards
(point system).
- What is the grammatical structure of the target language? (Include positive, negative and question forms if appropriate)
I have been running since 7:00 am
It is Positive Structure:
“pronoun” have/has + been + present participle + since/for
I have not been running for two hours.
- How will your students work out the rules for the structure?
I will use guided discovery and deduction exercise using a daily schedule. It will eventually
what the individual evoke will have done by a certain time ( In the future perfect tense.)
I will be using the blackboard as my main prop while trying to elicit the structure. I will use
my own voice to prompt and educate students If they have issues with the grammatical
form.
- Which features of pronunciation will you focus on? For example: Connected Speech. Review Unit 6 for more ideas.
I will focus on the contradictions mainly. The ones that may present themselves within the
‘future perfect tense’.
Ex. ‘Will + Have’ becomes ‘will’ve ‘in spoken English. All the available pronouns + will ex.
(I + will becomes I’ll in spoken English)
- I will have extra focus on certain vowel sounds and phonemes to assist the students
whose native language may not have similar sounds.
Stage Name Stage Aim Time Interaction
Pattern
Teacher’s procedure Students will…
Example: Warmer Example: To get students thinking in English, raise energy levels, and to activate prior knowledge. Example : 10 minutes Example: T-S S-Ss Ss-S Example: T provides a set of cards with words from the previous lesson. T divides Ss into groups. T instructs Ss to pick a card one at a time and describe their word for the group to guess. Example: Ss take it in turns to pick a card and then draw or describe the word to the rest of their group. The other Ss need to guess what the word is.
Warmer will allow the
students to
transition into the
English language to
be ready for the
lesson.
10 min S-S
OCFB
Teacher Procedure will show
students pictures of daily
activities and encourage
students to speak in pairs to
discuss what time of day the
activities will be completed
Students will determine the
lesson topic and refresh their
vocabulary regarding the
routines and times of the day
they will be done.
Presentation
Meaning
Will allow students
to use their own
analysing skills to
deduce the meaning
of the grammar.
7 min T-S
OCFB
1. I will introduce to the
class Sunny’s daily
schedule. (fig.3)
2. I will Sunny’s evoke
activities from the class
and get the students to
discuss together (in
1. After reviewing the
examples provided by
me, the students will
actively think about the
grammar structure. They
will derive their own
understanding of the
grammatical structure
next to its
corresponding
sentence on the other
side of the blackboard
ex. “By 7:00 pm
she…...”
5. I will encourage the
future perfect tense
from the students. If
they are unsure, I will
slowly prompt them by
slowly sounding out the
words.
6. By writing the
sentences on the board
and encouraging the
full sentence from the
students, they will
begin to comprehend –
“ by 7:00 pm she will
have eaten dinner.”
7. I will continue this for
the remainder of the
activities.
8. I will present the
timeline (fig1.). I will
chorus the
corresponding example
sentence, including the
CCQ’s related to the
example sentence.
Presentation
Form
Allow students to
formulate the
correct written
structure of the
grammatical form.
5 min T-S Allow students to formulate
the correct written structure
of the grammatical form.
I will present the target
structure on the board in the
form of Positive Structure:
Pronoun’ will + have + past
participle
Negative Structure: Pronoun’
will + not + have + past
participle
Students will see the correct
form that is presented on the
blackboard. The students will
apply that knowledge when
unscrambling the sentences on
the worksheet.
will create multiple sentences in future perfect tense.
- I will whisper a target sentence to both of the students in the back of the line, who will then transfer (whisper) that sentence to the students in the front.
- Those 2 students who received the message have to scramble to put together the sentence they think they heard.
- The first student to arrange the sentence in a correct sentence or arrange closest to the answer will earn their team a point.
- The 2 front students will go to the back and the game continues until everyone has had a go.
Production
Freer Practice
To allow students to develop confidence to use the target structures with minimal support.
20 min Ss-Ss 1.^ I will separate students into
pairs and pair with a weaker member if unequal numbers.
- I will model a conversation Talk freely with a partner using pre- existing vocabulary and grammar, utilizing the new target structure. They will develop confidence using the new structures which will allow
with a strong student demonstrating to the class how to proceed with the activity.
- A selection of model scenarios will be written on the black board (Fig 5). I will make it clear that stronger students can create tier own scenario as long as they use target structures.
- I will monitor class closely for errors that will be addressed after the activity.
- I will also monitor struggling students. I will prompt and elicit correct vocabulary pronunciation and target structure for struggling students, I will then follow by praising when students land correct sentence. them to execute it in real world use.
Cooler To allow the students to
reflect on the progress they have made throughout the lesson and be able to leave on a
3 min T-S I will divide the students into the
same teams as in the practice stage to allow them to continue with the same score tally. I will read out a verb and the team Be able to witness their improved knowledge of the past participle form of words which are essential for the grammar structure. Feel positive ending the lesson with a competitive
to use a guided discovery activity within the presentation meaning stage to allow students to rudimentary discover the rules of the grammar structure. In my opinion, this will promote a stronger level of comprehension for the lesson. This method is already recommended for students who already have a base of the language, encouraging them to use existing knowledge, I felt it was a highly suitable activity for a Level B-1 class. The warmer quickly gets the students into the mind set for learning English, but also the exploration, causing the student to involve themselves in a small conversation. There is no wrong answer as long as they have a defence for the answer. We will quickly move to the most crucial stage of the procedure (along with the production) the guided discovery presentation stage. Unlike the vocabulary lesson, this one is laden with stringent rules. By allowing the students to inductively discover these rules for themselves, it will allow them fit them into 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 have a good comprehension of the grammar. Form gives the students opportunity to establish the correct written sentence structure along with the potential grammatical contractions (e.g. won’t). This stage will highlight the possible difficulties that can arise from the varying forms (positive, negative, and question). Getting the students to fill out a worksheet will help them get a better understanding of the differences in form. Pronunciation will mainly focus on the contradictions in the target structure, I feel as the students are B-1 level, their existing pronunciation ability could cause some major issues with the vocabulary. The contractions and sentence fluency will come from drilling, CICing and presenting the target words in their phonemic form on the blackboard. As referred to in my anticipated difficulties, the age of the students requires that I keep the activities fun, engaging and game focused. For this reason, I have chosen to play a game that will get the students up and moving around wich is paramont in young learners. The beauty of the game is it targets various aspects of the language including pronunciation, listening, speaking and form. The students are motivated by the point system to reproduce as accurately as possible in order for the lead student to build the sentence from a disorganised pile of cards. Production finale witnesses our students achieving the Aim, identifying and using the future perfect tense to discuss daily activities Due to the level of the
students I would expect that their existing vocabulary to be enough to allow fluid co9nversation, but I will model conversation at the beginning with a strong student and examples on the blackboard to help the struggling students. I will sit back and observe students while they are in pairs and quietly assist students who are having difficulties. The cooler is another game where the students will stay in the same teams. I will focus on the past participles of the verbs as these can be difficult for English learners. Some follow a regular pattern and others follow irregular pattern. I would like for the students to enjoy themselves but also reflect on how much new information they have learned in the past hour. They should leave the class feeling that it was a lot of fun.
Materials (include all physical copies of the materials you plan to use in your lesson, referenced):
Thrnbury, S. (1999) How to teach grammar, Edinburgh: Pearson Education Limited.
All images taken from Google clip art
Go to class Eat lunch Exercise Do homework Cook
Eat dinner Relax Go to bed
1pm: Go to gym class 2pm: Take the bus home 3pm: Walk the dog 4pm: Complete homework 5pm: Help cook dinner 6pm: Eat dinner 7pm: Watch television 8pm: Study English 9pm: Take shower and go to bed
Fig. 4
Example sentences:
- My 7pm will be completed I tonight Homework by have.
- Won’t she by 6pm this evening dinner have cooked.
- Practiced you piano will by 7:30pm have tonight? Figure 4 Jumbled Sentences Work Sheet:
Directions: Put the words in order to make sentences.,
- Dinner/Serving/ is/ Kimberly
- Garden/ worked/ in / today /I/the
- Black/little /Shannon/a/has
- Lately/peaceful/things/been/have
- Open/the/are/windows
- been/breezy/has/the/afternoon
- surprise/you/have/we/a/for
- Lucy/from/heard/haven’t/I/today
- Good/it/conversation/was/a
