88 Part II: Putting Your Lesson Together
If you’re practising the future perfect tense, you can proceed this way:
Teacher: Mary Jo, what do you think you’ll have done by the time
you’re 30?
Mary Jo: I think that I’ll having a baby by the time I’m 30.
Teacher: Could you repeat your sentence using the correct from
of ‘have’?
Mary Jo (refers back to the board): Oh yes! I’ll have had a baby.
Teacher: Well done! Ask Olivia a question in the future perfect please.
Mary Jo: Olivia what will you have done by the time you’re 60?
Olivia: I’ll have travelled the world.
Using the board
You can involve the whole class by putting gapped sentences or questions on
the board. You can then ask for a volunteer to fill in the correct answer.
Alternatively, if you plan to give the students written exercises you can
include a set of questions on the worksheet that the whole class can discuss
before individual study.
Practising alone
Controlled Practice activities that students do alone are based on listening,
reading or writing.
Even when students work alone, they can still compare their answers in pairs
afterwards to add a communicative element to the activity.
Recognising the structure
Activities that help students recognise the new structure or vocabulary may
be in the form of a text (listening or reading). Students can assess it and note
examples of the new structure.
Read the story and underline all the verbs in the Present Continuous.
Monique is an accountant. She works at home. This morning she’s using her
computer in the kitchen. She’s looking at a lot of information but she doesn’t
think it’s difficult. She’s very clever with numbers. Monique is wearing her
tennis clothes because she wants to play tennis with her friends when she
stops working. She isn’t thirsty, because she’s drinking a cup of coffee too.
