This lesson is mainly about the future tenses, will-future and going-to future. My intention is to teach the study group both the formation of the tenses as well as the usage, when exactly to use which tense in order to express something in the future. Therefore I planned a double period where the first lesson is only about the formation of the future tenses and the aim of the second lesson is to make clear to the learners when to use the will-future or the going-to-future.
I did not yet have the opportunity to give this lesson in reality, so I assumed a class in which this lesson could work the way I planned it. too personal
1.1. Situation of the class
I would provide this double period with its focus on the future tenses, will-future and going-to-future, for a class in the late 6th or early 7th grade at secondary school . While planning, I assumed that the pupils already heard about the building of the tenses and do know that these tenses are used to talk about the future but that they have to practice how to build certain sentences like positive statements, negotiations as well as questions. What will be completely new to them, is the question when exactly to use which tense in order to express something in the future. That means concerning the formation of the tenses this lesson will be a repetition for them, but concerning the usage this lesson presents an introduction. It is important that the study group is motivated to work as there are many parts where they have to be proactive. Moreover, it is a precondition that they learned to work with a partner as well as in a group of minimum three pupils otherwise this lesson could not be realized.
1.1. Objectives and aims
The superordinated aim of this lesson is that the study group knows how to form and when to use the future tenses, will-future and going-to-future. The main idea hereby is that they learn to gather from many examples to a general rule, what is called inductive learning. “It gives you opportunities to work out rules for yourself and to work out what is the most probable choice in particular contexts.” This concept represents the basis of all learning activities in this lesson.
However, there are many intermediate aims of the lesson. At the beginning the pupils train to listen carefully to a song in order to fill in the gaps that are missing in the cloze text. They have to concentrate on the song individually and try to understand someone whose mother tongue is English.
Inhaltsverzeichnis (Table of Contents)
- 1. Introduction
- 1.1. Situation of the class
- 1.2. Objectives and aims
- 1.3. Schedule
- 2. Analysis
- 2.1. Didactics
- 2.2. Methodology
- 3. Conclusion
- 4. Bibliography
- 5. Enclosure
- 5.1. Song text "Qué será, sera? (What will be, will be?)
- 5.2. "Construction kits"
- 5.3. Puzzle
- 5.4. Worksheet on practicing to build the tenses
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
The primary objective of this lesson plan is to teach students the formation and usage of the future tenses in English: the "will-future" and the "going-to-future." The lesson employs an inductive learning approach, encouraging students to derive grammatical rules from examples. The plan details a two-part lesson, focusing first on tense formation and then on appropriate tense selection in context.
- Inductive grammar learning
- Formation of the "will-future" and "going-to-future" tenses
- Appropriate usage of "will-future" and "going-to-future" tenses
- Active classroom participation and collaboration
- Development of communicative competence in English
Zusammenfassung der Kapitel (Chapter Summaries)
1. Introduction: This introductory chapter lays out the lesson plan's focus on teaching the "will-future" and "going-to-future" tenses to a late 6th or early 7th-grade class. It establishes the assumed prior knowledge of the students (familiarity with future tenses but needing practice in formation and usage) and highlights the inductive learning approach. The chapter details the necessity of student motivation and collaborative learning for the success of the planned activities. It explicitly states the overall aim: students should understand both the formation and the appropriate usage of these future tenses. The chapter also describes the class's assumed linguistic proficiency and collaborative working skills.
1.1. Situation of the class: This section provides a detailed description of the target audience for the lesson plan – a late 6th or early 7th-grade class at secondary school. The author assumes that students possess some prior knowledge about future tenses but require further practice in constructing various sentence types (positive statements, negations, questions) and understanding the nuanced differences between "will-future" and "going-to-future" based on context. This sets the stage for the subsequent lesson activities designed to bridge this gap in understanding. The importance of student motivation and prior experience with partner and group work is also emphasized as crucial for the lesson’s success.
1.2. Objectives and aims: This section clarifies the overarching objective of the lesson: enabling students to accurately form and appropriately use the "will-future" and "going-to-future" tenses. It underlines the emphasis on inductive learning – students will deduce grammatical rules through observation and practice rather than explicit instruction. The author stresses that several intermediate objectives will be pursued in addition to the primary aim, such as improving listening comprehension skills through a song-based activity, enhancing collaborative work and communication skills, and reducing students' apprehension during presentations. This section is integral to defining the lesson's pedagogical approach and expected learning outcomes.
1.3. Schedule: This section presents a detailed timetable for the double-period lesson. It outlines each phase (greeting, introduction, production, consolidation, practice, etc.), specifies the instructional methods (individual work, group work, teacher-led discussion), identifies the learning materials (song, worksheet, puzzle), and clearly articulates the objectives for each phase. The schedule is meticulously structured, outlining the flow of activities and resources to achieve the lesson’s objectives. It maps the planned activities to the specific learning outcomes, facilitating a clear understanding of the instructional design.
Schlüsselwörter (Keywords)
Will-future, going-to-future, future tenses, English grammar, inductive learning, lesson planning, classroom activities, communicative competence, collaborative learning, secondary school, grade 6-7.
Lesson Plan: Teaching Future Tenses in English (Grade 6-7) - FAQ
What is the main objective of this lesson plan?
The primary goal is to teach students the formation and correct usage of the "will-future" and "going-to-future" tenses in English. It utilizes an inductive learning approach, where students deduce grammatical rules from examples and activities.
What learning methods are employed in this lesson plan?
The lesson plan incorporates inductive grammar learning, encouraging active student participation and collaboration through various activities. These include working with a song, puzzles, worksheets, and group discussions. The lesson is structured to foster communicative competence in English.
What are the key themes covered in the lesson plan?
Key themes include the formation of the "will-future" and "going-to-future" tenses, their appropriate usage based on context, active classroom participation, collaborative learning, and the development of communicative competence in English.
Who is the target audience for this lesson plan?
The lesson plan is designed for late 6th or early 7th-grade students at secondary school. It assumes students have some prior knowledge of future tenses but need further practice in their formation and usage in various sentence structures (positive, negative, interrogative).
How is the lesson structured?
The lesson is divided into several phases: introduction, production, consolidation, and practice. Each phase uses specific instructional methods (individual work, group work, teacher-led discussions) and learning materials (song, worksheet, puzzle) designed to achieve specific learning objectives detailed in a schedule.
What materials are included in the lesson plan?
The lesson plan includes a song ("Qué será, sera? (What will be, will be?)"), construction kits, a puzzle, and a worksheet for practicing tense formation. These resources are incorporated into various activities throughout the lesson.
What is the assumed level of English proficiency for the students?
The lesson plan assumes students possess some prior knowledge of future tenses, but requires further practice in forming and using them correctly in different contexts. Collaborative working skills are also assumed to enable successful completion of group tasks.
How does the lesson plan address student motivation?
The lesson plan emphasizes student motivation through active participation, collaborative learning, and engaging activities like songs and puzzles. Reducing apprehension during presentations is also considered an objective.
What are the chapter summaries included in the lesson plan?
The lesson plan provides chapter summaries outlining the content and objectives of each section, including the introduction (laying out the lesson's focus and methodology), the description of the class's situation and prior knowledge, the objectives and aims of the lesson, and a detailed schedule outlining each phase of the lesson.
What keywords are associated with this lesson plan?
Keywords include: Will-future, going-to-future, future tenses, English grammar, inductive learning, lesson planning, classroom activities, communicative competence, collaborative learning, secondary school, grade 6-7.
- Quote paper
- Nina Jungmann (Author), 2010, The Future Tenses: Will-Future and Going-to-Future - Formation and Usage, Munich, GRIN Verlag, https://www.grin.com/document/173122
