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.
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
Objectives and Thematic Focus
The primary objective of this lesson plan is to provide secondary school students with a comprehensive understanding of the formation and usage of the will-future and the going-to-future tenses through an inductive learning approach.
- Inductive learning of grammatical rules
- Practical application of future tenses in context
- Development of communicative and social competences
- Use of diverse media including music and visual "construction kits"
- Collaborative learning through partner and group work
Excerpt from the Book
2.2. Methodology
My intention to start the lesson with a song is that music in general mostly affects the learner’s motivation. Pupils get the impression that there is a connection between the things they learn in school and their free time activities. They experience that they learn something that is interesting for them and that is also applicable in their leisure time. Moreover they may feel like they are taken seriously by their teacher. The main idea why the study group will be given a cloze text while listening is that they should learn on the basis of the audiovisual method, which says that the learners listen to something and at the same time a visual medium should help them to understand better what they are listening to.
Because of the fact that this lesson has its focus on grammar, I would not like to spend so much time on talking about the content of the song text, but on the construction of the sentences built with the will-future. I would like the pupils to work individually so that everyone recognizes whether he or she has got any difficulties with the formation of the different types of sentences. Moreover, they can decide their own working speed and they have the opportunity to just concentrate on themselves. The next step will be to switch from working individually to work together with their neighbors. One advantage of working together with a partner is that they can correct each other and may learn from their partners. They are given the opportunity to interact and communicate with them in order to work out their own rules concerning the formation of the will-future.
Summary of Chapters
1. Introduction: This chapter outlines the pedagogical framework, describing the target group, learning objectives, and the general lesson structure.
2. Analysis: This section provides a didactic and methodological justification for the chosen teaching approach, focusing on student motivation and inductive grammar acquisition.
3. Conclusion: The author reflects on the planning process and expresses the aspiration to test the lesson in a real-world classroom environment.
4. Bibliography: This section lists the academic sources and references used for the pedagogical and grammatical content.
5. Enclosure: Contains all supplementary materials including song lyrics, grammar construction kits, puzzle templates, and practice worksheets.
Keywords
Will-future, going-to-future, inductive learning, grammar acquisition, lesson planning, secondary school, pedagogical methodology, didactics, communicative competence, audiovisual method, language teaching, student motivation, English grammar, construction kits, classroom interaction.
Frequently Asked Questions
What is the core focus of this work?
The work focuses on the pedagogical planning of a double-period English lesson dedicated to teaching the formation and usage of the will-future and going-to-future tenses.
What are the central themes of the lesson?
The central themes are grammar acquisition, student-centered learning, the integration of music in language teaching, and the use of collaborative methods to foster social and communicative skills.
What is the primary learning objective?
The primary aim is to enable students to independently derive rules for the formation and correct usage of future tenses through inductive learning, moving from examples to generalized structures.
Which teaching methods are applied?
The lesson incorporates the audiovisual method, individual work for personal reflection, and collaborative techniques like partner work and the "1-2-4 method" for group interaction.
What topics are covered in the main section?
The main section covers the didactic reasoning behind the lesson design, a detailed schedule, and a methodological reflection on why specific tools—like songs and construction kits—were chosen.
Which keywords define this document?
Key terms include will-future, going-to-future, inductive learning, lesson planning, and student motivation.
How is the transition between the two future tenses managed?
The transition is structured by first mastering the will-future through a song and construction kit, followed by a separate phase for the going-to-future, allowing students to recognize parallel structures in the lesson procedure.
Why is the "1-2-4 method" used in the lesson?
The 1-2-4 method is used to encourage learners to refine their grammatical understanding by moving from individual reflection to partner comparison, and finally to a small group consensus, which increases the precision of their rules.
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- Nina Jungmann (Autor:in), 2010, The Future Tenses: Will-Future and Going-to-Future - Formation and Usage, München, GRIN Verlag, https://www.hausarbeiten.de/document/173122
