Objectives (5 - 7 minutes)

1. Understand the use of the Future Imperfect in Spanish:

   • Identify the formation of the Future Imperfect, including the use of regular and irregular verbs.
   • Differentiate the Future Imperfect from the Future Subjunctive and the Conditional.
   • Correctly use the Future Imperfect in appropriate sentences and contexts.

2. Understand the use of the Future Perfect in Spanish:

   • Identify the formation of the Future Perfect, including the use of regular and irregular verbs.
   • Differentiate the Future Perfect from the Future Subjunctive and the Conditional.
   • Correctly use the Future Perfect in appropriate sentences and contexts.

3. Reinforce the general understanding of verb tenses in Spanish:

   • Review the verb tenses already studied, with a special emphasis on future tenses.
   • Compare and contrast the Future Imperfect and the Future Perfect with other verb tenses.

Secondary Objectives:

• Develop listening and reading skills through practical examples and exercises.
• Practice producing sentences and expressions using the studied verb tenses.
• Encourage active student participation through discussions and group activities.

Introduction (10 - 15 minutes)

1. Review of Previous Content:

   • The teacher starts the lesson by reviewing the verb tenses already studied, with a special emphasis on future tenses. He could ask students to recall which verb tenses have been studied and to give examples of sentences using those tenses.
   • The teacher could also briefly review the rules for forming regular and irregular verbs.

2. Problem Situations:

   • The teacher can present two problem situations to stimulate students' thinking:
     • 'Imagine you are planning a trip to Spain. How would you use the Future Imperfect and the Future Perfect to describe your expectations and plans for the trip?'
     • 'Now, imagine you have already returned from your trip to Spain. How would you use the Future Imperfect and the Future Perfect to describe your experiences and feelings about the trip?'

3. Contextualization:

   • The teacher will explain that the Future Imperfect and the Future Perfect are verb tenses widely used in the Spanish language, especially in situations involving plans, expectations, and experiences. They are essential for effective communication in Spanish and are often found in literary texts, news, and everyday conversations.

4. Capturing Students' Attention:

   • The teacher can share some curiosities about the use of these verb tenses. For example, he could mention that the Future Imperfect is often used to express habitual actions in the past, while the Future Perfect is used to describe actions that occurred before a point in the past.
   • To make the lesson more engaging, the teacher can also present some examples of songs, poems, or movie excerpts that use the Future Imperfect and the Future Perfect in an interesting way. He can challenge students to identify these verb tenses in the examples.

Development (20 - 25 minutes)

1. Future Imperfect Theory (5 - 7 minutes):

   • The teacher begins by explaining that the Future Imperfect is used to describe unfinished or continuous actions in the past.
   • He explains that, in Spanish, the Future Imperfect is formed by adding the appropriate endings to verbs. Regular verbs end in -ía, -ías, -ía, -íamos, -íais, -ían. Examples: hablar (hablaría, hablarías, hablaría, hablaríamos, hablaríais, hablarían), comer (comería, comerías, comería, comeríamos, comeríais, comerían), vivir (viviría, vivirías, viviría, viviríamos, viviríais, vivirían).
   • The teacher presents some irregular verbs in the Future Imperfect, such as ser (sería, serías, sería, seríamos, seríais, serían), ir (iría, irías, iría, iríamos, iríais, irían), estar (estaría, estarías, estaría, estaríamos, estaríais, estarían). He explains that, although these verbs are irregular, the formation of the Future Imperfect is consistent for all irregular verbs.
   • The teacher gives examples of sentences using the Future Imperfect, such as 'Hablaría con ella todos los días' (I would talk to her every day) and 'Iría a la playa si no estuviera lloviendo' (I would go to the beach if it wasn't raining).

2. Future Perfect Theory (5 - 7 minutes):

   • The teacher introduces the Future Perfect, explaining that it is used to describe actions that were completed before a point in the past.
   • He explains that, in Spanish, the Future Perfect is formed by using the auxiliary verb 'haber' in the Future Imperfect followed by the past participle of the verb. Regular verbs end in -é, -ás, -á, -emos, -éis, -án. Examples: hablar (habré hablado, habrás hablado, habrá hablado, habremos hablado, habréis hablado, habrán hablado), comer (habré comido, habrás comido, habrá comido, habremos comido, habréis comido, habrán comido), vivir (habré vivido, habrás vivido, habrá vivido, habremos vivido, habréis vivido, habrán vivido).
   • The teacher presents some irregular verbs in the Future Perfect, such as ser (habré sido, habrás sido, habrá sido, habremos sido, habréis sido, habrán sido), ir (habré ido, habrás ido, habrá ido, habremos ido, habréis ido, habrán ido), estar (habré estado, habrás estado, habrá estado, habremos estado, habréis estado, habrán estado). He explains that, although these verbs are irregular, the formation of the Future Perfect is consistent for all irregular verbs.
   • The teacher gives examples of sentences using the Future Perfect, such as 'Habré hablado con ella antes de la reunión' (I will have talked to her before the meeting) and 'Habrá hecho la tarea cuando llegues a casa' (He will have done the homework when you get home).

3. Differentiation between Future Imperfect and Future Perfect (5 - 7 minutes):

   • The teacher explains that, although both the Future Imperfect and the Future Perfect are used to describe actions in the past, they are used in different contexts. The Future Imperfect is used to describe unfinished or continuous actions in the past, while the Future Perfect is used to describe actions that were completed before a point in the past.
   • The teacher gives examples of sentences that show the difference between the two verb tenses, such as 'Hablaba con ella todos los días, pero no la habré visto en dos meses' (I used to talk to her every day, but I haven't seen her in two months) and 'Iba a la playa todos los días, pero ya habré ido a la montaña' (I used to go to the beach every day, but I have already gone to the mountain).
   • The teacher may also ask students to create their own sentences using the Future Imperfect and the Future Perfect to demonstrate that they understand the difference between the two tenses.

4. Practice of Verb Tenses (5 - 7 minutes):

   • The teacher will provide students with a list of sentences in Spanish containing verbs in the Future Imperfect and Future Perfect. Students will be asked to identify the verb tenses used in each sentence.
   • Then, students will be invited to create their own sentences using the studied verb tenses. They can work in pairs or groups for this activity.
   • The teacher will circulate around the room, providing help and feedback as needed. He may also encourage students to correct each other, promoting collaboration and active participation.

Return (7 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher organizes students into groups of 4 or 5 and asks them to discuss the answers to the problem situations presented in the Introduction. Each group should share their conclusions with the class.
   • The teacher should encourage students to connect the theory learned with practical application, discussing how the verb tenses of the Future Imperfect and Future Perfect would be used to describe expectations and experiences in different contexts.

2. Connection to the Real World (2 - 3 minutes):

   • The teacher asks students to think about real-life situations where they could apply what they have learned about the Future Imperfect and Future Perfect.
   • For example, he may ask students to think about how they would use these verb tenses to describe their plans for the weekend, their expectations for an upcoming event, or their recent experiences.
   • The teacher may also ask students to think about how these verb tenses are used in Spanish news, books, movies, or music.

3. Individual Reflection (2 - 3 minutes):

   • The teacher suggests that students reflect, for a minute, on the following questions:
     1. 'What was the most important concept you learned today?'
     2. 'What questions do you still have about the Future Imperfect and Future Perfect?'
   • After the minute of reflection, students are invited to share their answers. The teacher should make note of the questions students still have and plan how to address them in future classes.

4. Feedback and Class Closure (1 minute):

   • The teacher thanks the students for their participation and provides feedback on their performance during the lesson. He encourages students to continue practicing verb tenses at home and to bring any questions they may have to the next class.
   • The teacher may also give a brief summary of the main points of the lesson and explain how they connect to the learning objectives of the unit or course.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes):

   • The teacher recaps the main points covered during the lesson, reinforcing the definition and use of the Future Imperfect and the Future Perfect in Spanish.
   • He will review the formation of these verb tenses, both for regular and irregular verbs, and the difference between them and other verb tenses already studied.
   • The teacher may use concrete examples to illustrate each of the points, ensuring that students fully understand the concepts.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes):

   • The teacher emphasizes how the lesson connected the theory of verb tense formation and usage with the practice of reading, writing, listening, and speaking in Spanish.
   • He reiterates the problem situations discussed during the lesson, showing how theoretical concepts were applied to solve real problems.
   • The teacher may also highlight the practice activities carried out during the lesson, demonstrating how they helped students consolidate their understanding of verb tenses.

3. Supplementary Materials (1 minute):

   • The teacher suggests additional study materials for students who wish to deepen their knowledge of the Future Imperfect and the Future Perfect. This may include textbooks, language learning websites, educational videos, and online exercises.
   • He may also recommend different types of texts (news, books, poems, song lyrics, etc.) that students can explore to see additional examples of the use of these verb tenses in real contexts.

4. Importance of the Subject (1 - 2 minutes):

   • Finally, the teacher highlights the relevance of the Future Imperfect and the Future Perfect in daily life and in various professional fields.
   • He may cite examples of how these verb tenses are frequently used in daily conversations, literature, journalism, professional emails, reports, among other contexts.
   • The teacher encourages students to continue practicing and to notice the presence of these verb tenses in their environment, reinforcing the idea that learning a language is a powerful tool for effective communication and understanding of different cultures.