Tiffany Tiffany

Travel Lesson: Future Continuous Verb Tense
Intermediate (B1) -Upper Intermediate (B2)-CLB 5-7 level


In this lesson, students will learn how to make proper use of future continuous tense, including when and how to use it correctly for different purposes. The overall context/theme of this lesson is surrounding travel, trip planning, and looking at an itinerary. The final activity of this lesson will likely take more time, but the task, intent, and criteria may be explained in the same lesson depending on how much time is available. The Language Analysis is included at the very end, along with References/A list of resources that I used to create this lesson.


Main Aims

  • To provide clarification, review and practice of Future continuous tense in the context of Travel

Subsidiary Aims

  • To provide specific information listening practice using a text about Future continuous tense in the context of Travel
  • To provide process writing practice of a dialogue in the context of Travel
  • To provide accuracy speaking practice in a Future continuous tense in the context of travel
  • To provide detailed reading practice using a text about Future continuous tense in the context of Travel


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Since the overall theme is travel, I will begin by asking the students these 2 questions: If you could travel anywhere in the world, where would it be and why? Do you have any upcoming travel plans? They will type their answers as comments on each slide in my Google presentation. *Ask ICQ here to make sure students understand where to input responses After everyone has commented, I will read the responses out loud. (For question 2, the expected responses would be in future continuous tense ie. "Yes, I will be taking a trip to Banff with my family during Christmas break" etc. so this would be a chance to see where students are at/if they are already correctly using this tense.

Exposure-Listening Task: Future Continuous Tense (4-6 minutes) • To provide context for the target language through a text or situation through a Listening Task

As a class, we will watch the first 2.5 minutes of the video "Future Continuous Tense" which shows a conversation between 2 friends about a trip to New York that one friend will be taking. After the video, I will ask the following questions of students. The goal is for them to see how future continuous tense is used in the context of a real conversation. The pace of the conversation is slow enough, and the voices are very clear and easy to understand. Where will she be traveling to? New York City Will her friend be going with her? No, her friend will be babysitting next week instead. Is she only going to visit the Statue of Liberty? No, she will be touring the Empire State Building and the Statue of Liberty Who will she be taking on the trip? She will be taking her boyfriend Carl What will she be hoping to see with her boyfriend Carl? She will be watching to see if any sparks fly between them. Will she be getting married on her trip? No, she will not be getting married, she just hopes to have a good time. What will she be sending her friend while she is away? She will be sending her friend lots of pictures.

Highlighting/MFP (4-5 minutes) • To draw students' attention to the target language & teach MPF

(Slides 5 & 6)Meaning: The video that I show previously could be part of the meaning phase, as it shows the context in which the future continuous verb tense is used. I also have a slide that shows the situations in which future continuous tense is used to describe what will be occurring. I have sentence examples for each one. The first example has an accompanying image. Slide 7: Timeline showing the difference between future simple and future continuous Slide 8: Form: I will show students the affirmative, negative, interrogative, and progressive forms of the verb tense along with examples Slide 9: Pronunciation: I will explain that contractions are commonly used for this verb tense when speaking

Clarification (5-7 minutes) • To clarify the meaning, form and pronunciation of the target language

Exercise 1: Itinerary: New York City Day 1 I will be asking 6 questions about the following itinerary: 3:00 a.m. Leave for Winnipeg James Richardson International Airport 5:10 a.m. Flight departs for New York City (1h 26m layover in Toronto) 11:40 a.m. Flight arrives at LaGuardia Airport 12:15 p.m. Purchase a Metro pass at the airport and call a taxi to get to hotel 2:00 p.m. Check in at The Plaza Hotel 3:00 p.m. Bike Tour of Central Park 7:00 p.m. Dinner at Joe’s Pizza 8:00 p.m. Empire State Building 10:00 p.m Arrive back at Plaza Hotel 11:00 p.m. Bedtime! 1. At what time will they be visiting the Empire State Building? 2. Will they be leaving for the airport at 4 a.m? 3. What will they be eating for dinner? 4. How will they be getting to the Plaza Hotel? 5. What will they purchase at the airport before leaving? 6. At 3:00 pm what activity will they be doing? Exercise 2: After the lesson, I ______________ At 10 p.m. tonight, I _____________ On Friday night, I ________________ For breakfast tomorrow, I ______________ During Christmas break, I ______________ We are going to do this speaking/conversation exercise as a group. I will begin by saying "After the lesson, I..." and then I'll ask someone else "What will you be doing after the lesson" that person will then choose a new question and ask the next person. Exercise 3: (time permitting in the demonstration) Guess the Country: Students will either be given a country with 5 statements/clues about it or have the option to choose their own country and make up their own clues. Students will be in pairs and will read out the statements which are mostly in the format "This time next week I will be....." and their partner must guess what country they are describing. This game would also be good for practicing new vocabulary and pronunciation. This game idea was taken from TeFl.NET: First, I will do an example with the class: Paris, France - Next summer in July, I will be…. traveling by plane to a far-off city - In the city I am traveling to, the average temperature is around 22 degrees Celsius - I will be taking French lessons in preparation for my trip. - When I arrive, the first place I will visit will be The Eiffel Tower - The kids will be going to Disneyland

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students will complete Part B & Part C of the worksheet: Future Continuous Practice. They will do Part B with a partner and Part C individually before correcting it as a class.

Semi-Controlled Practice (5-6 minutes) • To concept check further and prepare students for free practice

Students will complete Part D of the Future Continuous Practice worksheet, but without the word bank. This will be a whole group activity where the teacher will ask individual students for the answer.

Free Practice/Introducing assignment (Itinerary and Dialogue) (30-45 minutes) • To provide students with free practice of the target language

At this point, the teacher will introduce a task for students to complete that is based on the theme of travel and will be familiar to students. First, as a class, you can brainstorm what things you need to consider when planning a trip (temperature, distance, transportation, clothing, currency, sights, food, safety, etc.) If students need ideas, you may show them the YouTube video: How To Plan a Trip to Greece Write the brainstormed ideas from students and/or the video for their future reference. Individually, they will create their own trip itinerary for "My Perfect Day in [Destination of choice]." The next part will be for them to find a partner and create a script where they ask each other questions about where they will be traveling, based on their itineraries. The goal is for them to use the future continuous tense throughout, and then present their dialogue in front of the class. The presentations would take place outside of this lesson time.

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