Begin the lesson with a quick exercise where you write about talking about the students' future goals. What are your goals for: - Next week? - Next year? - The next five years? They will work in pairs for a minute, noting down the answers if they want to. Following this, the students will work for another two minutes to check and discuss their answers and ideas, gaining a different perspective on their views. To follow up, whole class feedback will happen to provide students with an idea of what other students answers were, and will be asked as a class who has what plans for each of the questions.

To begin this task, teacher will show students the handout, emphasising that it they are not to choose the correct form just yet, using elicitation to get students' comprehension of the task they will have to complete. Instead, working individually, students will have two minutes to read the text and answer the question at the bottom of the handout. Once the two minutes is up, students will work in pairs to check their answers - they will have one minute to check their answers and discuss why they chose the answer they did. Teacher will monitor discussions. Once the minute of error checking is up, students will re-read the text and choose the correct forms. they will have two minutes to do this. Once they have done that, students will have another minute; working in pairs again to see if they could get the correct answers from each other. Then we will do some whole class feedback, where we can discuss as a class any errors or clarification needed.

I will give students a guided discovery handout, with some CCQs for them to answer alone. They'll check in pairs, and then will check whole class. Meaning will be clarified on the handout and then teacher will ask them the other CCQs prepared. Timelines will be included on the handouts to give clarification to the meanings. Form will be clarified on the handout, so the teacher will ask the students, "what is the form? Talk with your partner", this will be checked with the whole class. Pronunciation will be focussed upon by drilling and emphasis on stress. The teacher will also project the timelines on the whiteboard to show the class as a whole the differences between the two tenses.

For the controlled practice, The teacher will give the students a handout with a story and a gap fill exercise on it. The story will be about a man's actions in the future. The students will work alone, having two minutes to read the text and fill in the blanks with either the correct form of future perfect or future continuous. After they have filled in the blanks, they will have another minute to work in pairs to check the answers with their partners. Teacher will monitor throughout the task, providing clarity if any of the students need help or clarification. Once this minute is up, we will do whole class feedback to check for errors and provide clarification as to why the students chose those answers.

The students will be handed a picture of a diary, with some dates and activities arranged on them. Students will have 3 minutes to write 3 sentences of each form (future perfect and future continuous) depending on the activity that is stated in the diary. They will then check in pairs again for 2 minutes, to provide error correction and opinions on other people's choices of sentences provided and why they wrote their answers. Teacher monitoring is very important at this point, so the teacher will be active in error correction.. After this, whole class feedback will be used to clarify the answers given, providing error correction and asking for reasons why they chose these options.

After the free practice exercise, students will be given a blank diary page with the same premise of being given 4 minutes to write 2 or 3 sentences of each form of future perfect and future continuous, but this time it will be for themselves and the activities they have planned for the week ahead. As it will be for themselves, they will have to choose which activities they will be doing in the future. They will they check in pairs again for 2 minutes, to provide error correction and opinions on other people's choices of activities and how they wrote their answers. Teacher monitoring is very important at this point, so the teacher will be active in error correction.To follow up, we will end the task with whole class feedback to see what the students will be doing in the upcoming week, how they have constructed their sentences and if their sentences are correct or not.

I have designed a task that consists of 2 questions where students will have two minutes to write down their answers without showing their partners. The students will work in pairs, but won't show their partner the answers to their questions. The questions are: Write one thing that you think the person next to you will be doing in 5 years. Write one thing that you think the person next to you will have done in 5 years. Once the students have written their answers, and the two minutes is up, they will check in pairs what they have written, to see the reaction and opinions of their partner. Once they have checked in pairs, we will use whole class feedback to see what students wrote about what they expecting their partner to be doing in five years' time.

If the students progress faster than I have anticipated for, the students will be given a handout with 6 gap fill questions on where they will be asked to make predictions about the future for their classmates. They will work alone initially for two minutes, filling in the blanks with the correct forms of future perfect and future present. They will then have another two minutes to discuss their choices with their partner. After they have talked in pairs, we will use whole class feedback to establish the ideas students have given, correcting grammatical errors and asking for reasons why they chose their choices. The questions are as follows (with all the gaps to fill at the end of each question): 1 – This time tomorrow, we’ll all be... 2 – By this time next week, some of us will have... 3 – This time next year, most of us will be... 4 – By this time next year, one or two of us will have... 5 – Five years from now, only one of us will have...