This document contains a lesson plan for a 90-minute English class for intermediate level teenagers. The lesson focuses on future tenses and predictions. It includes activities to revise future structures, learn new vocabulary about predictions, develop speaking through a game, and writing by imagining their life in 5 years. The plan provides the context, learning objectives, language focus, materials, procedures and activities which involve using future tenses through exercises, games and roleplays.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Viñolo, Bárbara
Institución educativa: ISG St George Institute
Año y sección: Teens 4
Nivel lingüístico del curso: Intermediate
Cantidad de alumnos: 13
Tipo de Planificación: Clase
Unidad Temática: Future
Clase Nº: 3
Duración de la clase: 90 minutos
Fecha de la clase: 24th August
Fecha de entrega de la planificación: 19th August
Learning Aims
During this lesson, learners will be able to…
 Revise and use the structures learned regarding Future
 Learn new vocabulary to talk about predictions in a near future.
 To develop speaking skills through interaction between the peers as well as their
teacher through a game.
 To develop writing skills through production tasks.
 To develop reading skills by looking for information in texts and by developing some
exercises with it.
 To develop listening activities by searching for pronunciation features within time
markers.
Language Focus

2. LEXIS FUNCTIONS STRUCTURE
R
E
V
Expressions to talk about
future: in a near future…, in
only a year or two…,
(twenty) years´ time, in the
next (thirty) years.
To talk / describe future
changes in the world.
 Present Continuous (e.g. A
friend of mine is coming over).
 Going to + infinitive (e.g. I´m
going to try out a new pasta
recipe)
 Might + infinitive (e.g. I might
go out / I might just stay at
home).
 Will + infinitive (e.g. I´ll see
how I feel).
N
E
W
Future time markers: be
likely / unlikely to, may /
might, could, I think, I hope,
perhaps, probably, etc.
Making predictions about
the future.
We may be able to communicate in any
language we choose
This is likely to save millions of lives.
Smartphones will organize our lives.
E-readers are probably going to
become cheaper.
Global warming could destroy large
parts of the Earth field.
Regina is likely to be late because she
works until seven.
Will you start at 5.00? It´s unlikely.
Materials
Computer and projector (in the classroom).
Speakers.

3. Student´s computer (as half of the group will attend to the lesson online)
Power Point Presentation:
https://docs.google.com/presentation/d/1o3UUrAyY6b6joxSGZ_aLnhQdXTGCJgU
H/edit?usp=sharing&ouid=113818880257213899214&rtpof=true&sd=true
Procedures
For the English lessons, students receive and send activities through a Whatsapp group. I will
send them the link for the videocall meeting through a private Whatsapp group the institution
shares with the students as well as with their parents. Moreover, the lesson plan will be
uploaded to a webpage called “Educabot” which the institution chose as a campus for their
students.
ROUTINE (5 minutes)
Purpose: To get students be ready to start the lesson.
I will greet students and ask them how they are today. While the teacher listens to students´
comments, she will ask each of them to take a seat. As the teacher listens to them, she will
prepare her computer to connect online with the other half of students.
Transition comment to link each stage of the lessonwith the next one: Hello everybody!
Let´s start the lesson by refreshing some concepts learned on previous lessons about future
plans/ arrangements…. Are you ready?
Warm – up (10 - 15 minutes)
Purpose: To encourage students to revise their previous knowledge and build a bridge
between the previous and new knowledge.
Before introducing the new vocabulary, I will show some slides which explain the uses of
The Future are presented. With this activity, I will help students to check their understanding
about the new grammatical structure learned to talk about predictions. In this sense, students
will be ready to continue learning about expressing ideas about their future. During this
activity, I will guide students, help them to recognize and correct their mistakes by
themselves letting them be active learners on their own learning process.
Then, to check student´s understanding, I will ask them to read the text from the previous
lesson and find some examples with the uses of Future tenses. In this activity, I will be an

4. observer and guider in my students´ learning process, living them the responsibility for their
own learning process.
Then, I will ask students to complete the following chart:
Here is an example:
Example sentence Structure used Meaning of the sentence
(according to its function)
Climate change is going to
be seriously…
Going to Future prediction based on
evidence.
Then, I will ask them to think of their own language and reflect:
The uses of the future are the same in our language? How? Give some examples.
Think of some examples regarding your future using the Future structures learned.

5. Scaffolding strategies: Open-ended questions to reflect on the prior knowledge students
have acquired, visual aids (picture and chart), checking students understanding of Future
forms by completing a chant with the information given.
Transition comment to link each stage of the lessonwith the next one: Well done! Now
we are ready to talk about what would happened in a near future. Are you ready?
Presentation (15 – 20 minutes)
Purpose: To introduce new vocabulary and structures regarding future tenses.
I will introduce the topic with a Power Point presentation made by myself showing the new
structures that are needed to be used when we make predictions about the future. Then, I will
ask student´s help to build examples with each of the structures. In this sense, I will apply to
their HOST abilities as they have to analyse the information given and build their own
examples.
Then, I will ask students to go back to the text mentioned in the warm – up section and
complete the chart by looking for examples regarding the new Future structures introduced.
Scaffolding strategies: Visual support through a Google Document, I will provide some
examples as a method to awake student´s attention and check their understanding regarding
the activity itself.
Transition comment to link each stage of the lesson with the next one: You were very
good! Now it´s time to work with some exercises from the book…
DEVELOPMEN T (PRACTICE and PRODUCTION)
Activity 1: (15 - 20 minutes)

6. I will invite students to look deeper in the information given in the text. In this regard, I will
ask them to prepare sentences using the information given in the text and challenge their
classmates to say if the statements are true or false and justify their choice.
Scaffolding strategies: Open-ended questioning in order to encourage students to reflect on
what they are learning and acquire the new knowledge in a meaningful way, directing
students to the important aspects of the task.
Transition comment to link each stage of the lesson with the next one: Well done! It´s
time to work with future time markers….
Activity 2: (15 - 20 minutes)
Before starting with the exercise from the book, I will reflect with students about future time
markers. So, I will search on their prior knowledge by asking these reflective questions:
What do you think “future time markers” mean?
Do you know / Do you recognize some of the ones that appear in the exercise?
What do you think is its function within the sentence is? Think of your own language…. Do
they have the same meaning in Spanish language?
Think about the use, can any of them be placed anywhere else within the sentence?
After answering these questions, we will work with the exercise from the book. Here is a
picture of the exercise:

7. Then, we will continue with future time markers. But this time, we will work with the activity
as a collaborative work. The group will be divided is two groups: one will be called “soon”
and the other will be called “ a long time ago”. The game will consist on that every time
students hear a time expression related to the words “soon” or “a long time ago”, the group
that think the time expression belong to their group´s name will be asked to stand up, or clap
or say the name of the group (this will be discussed some minutes before the game start).
Scaffolding strategies (check): Visual support through a Google Document, I will provide
some examples as a method to awake student´s attention and check their understanding
regarding the activity itself.
Transition comment to link each stage of the lessonwith the next one: Well done! Let´s
practise what we’ve learned about Future time makers with the following activity…. Ready?
Activity 3: (15 - 20 minutes)
This time students will be asked to work individually. I will invite them to listen to a
recording and find which word is stressed and marked them in each sentence.
Then, I will ask students to identify if the sentences shown on the exercise are certain or
possible. After that, I will ask students to complete the chart which shows the rules regarding
Future time markers.
Scaffolding strategies:
Transition comment to link each stage of the lesson with the next one: Great work
everybody! Now, it´s time for a last activity in which you have to use all that you´ve learned
so far… This is our last step of the lesson.

8. CLOSURE (5 – 10 minutes)
Activity 1:
In order to make use of everything that students have learned, I will invite them to play a
board game: Board Game: Let's Talk about the Future - English ESL Worksheets for distance
learning and physical classrooms (islcollective.com). In this activity, students will be active
learners, as they will have the responsibility to make use of the knowledge they´ve achieved,
by making use of future structures. In this sense, I will be able to check their understanding
on how to use the future structures properly.
My role on this activity will be to guide them and help them if they needed to.
Activity 2: (This activity will be given as homework if it is not completed during the lesson)
Imagine your life in 5 years, how do you think will it be? Where will you be?
In order to use Future forms, imagine that you are 5 years ahead of now and you write a letter
to a friend, family, or any person you like about that moment in your life. The writing should
be between 150 – 180 words.
I will show this worksheet with useful ideas to guide my students:
Writing about my Future Plans - English ESL Worksheets
for distance learning and physical classrooms
(islcollective.com)
Also, I will share with my students this writing essay as
example:
My Life In 30 Years (calameo.com) (Writing example)

9. As homework, I will ask students to work on the “Language Bank” section in which they
will have exercises to continue practising the uses of Future forms. Also, I will ask students
to complete the writing activity at home.
Transition comment to link each stage of the lessonwith the next one: Wow! You work
very hard today… great job! We come to the end of this lesson! Remember homework! See
you next class!
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources
X
Stages and
activities
X

10. Scaffolding
strategies
X
Language
accuracy
X
Observations
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