Name

Jiten Bhagat

Week

Length

45 min

Level

Upper-intermediate

TP No

Date

24/01/2015

Class Profile

A group of 15-20 monolingual students in upper-intermediate level

Primary Aim(s)

By the end of the lesson Students will have been introduced to and will have practised new lexis and verbal phrases revolving around the use
of future in the past and will have a clear understanding of future in the past.
Show and explain the past aspect and the future aspect in a sentence.
Secondary Aim(s)
1.
2.
3.
4.

Improve reading skills.

Meaning, understanding and pronunciation of new words.
Trying to use future in the past in sentences of their own.
Writing skills.

Personal Teaching Aims

1.
2.
3.
4.
5.

To deliver the full contents of the lesson within the time limit.
To be able to undertake all the exercises smoothly.
To assess the learners understanding and give accurate feedback.
To help learners the meaning and pronunciation of new lexis.
To be able to use my power point presentation and the projector without problems.

Source Aids/Handouts

Language to go, students book upper-intermediate, Unit 19, pp 40-41.

Ts material (ppt and H/Os)
Data projector
Laptop
You Tube:
https://www.youtube.com/watch?v=VEnniDMeY8I

Anticipated Difficulties

Suggested solutions

Some students may get confused with the concept of future in

the past.

Prepare slideshows with time lines for examples

stated in the lesson. Clearly define the past
separately and the future separately to begin with.

Meaning
Students may not know the meanings of some of the words.

Give handouts of words that might be a problem for

the students along with their meanings.

Students may not know how to pronounce some words.

Model the sounds clearly and help the learners say

the words.

Form

Phonology

Management

Some activities might take longer than planned for.

Learners

Learners cannot think of ways to use was going to/was about

to in their sentences.

I will plan my lesson by adding some more minutes

for each activity. I will also have an extra activity in
case I have more time than needed. In case I run out
of time, I will skip one activity and give it for
homework.
Prompt and give examples from personal life.

Language Analysis Sheet (grammar)

Future in the past
Structure or function

Was + going to
Was + about to
Was on the point of.

example(s)

I was going to call John at 8 yesterday, but I did not.

The deer was going to cross the tracks but was hit by a train.
Mary was about to save a duck but a policeman arrested her.

We use future in the past to describe a plan formed in the past which was later changed or abandoned.

meaning

form

phonological features
Check if the students have understood and can differentiate between the past aspect and the future
aspect in future in the past.

checking of understanding

Language Analysis Sheet (vocabulary)

Vocabulary item

Meaning

rescue

To save.

knocked

To strike a hard blow

Form
(irregularities)

Pronunciation

How will I convey

meaning?

reskyoo

Through the text

Through the
text/pic/example

How will I check

understanding?
What would you do if
you saw someone
drowning?
The boxer knocked
his opponent to the
floor. Explain there

vandl

vandals

A person who destroys or

damages public property on
purpose

karaoke

Form of entertainment where

people sing to pre-recorded
music

Wrote off

To consider something a loss

hire

To use something for a short

period of time by paying rent

h()r

Through the
text/example

cheer

To make happier

CHir

Through the
text/example

particular

Specific, definite

p(r)tikylr

Through the
text/example

steal

Rob, to take someone elses

property without asking them
and not returning it.

stl

Through the
text/example

moped

A low power bike

mped

example

Retrieve

Get , bring back

rtrv

Through the
text/example

salary

A fixed regular payment

sal()r

Through the
text/example

kerk

Through the text

Through the
txt/example
Through the
text/example

are other meanings

of knock
During the last
protest, people
started burning
shops
Ask if anyone has
been to a karaoke
bar?
After a major
accident, what
happens to a car?
You go on a holiday
and want your own
transport there
A friend is upset.
What do you do to
make him feel
better?
Which is your
favourite pair of
shoes?
Have you ever left
something outside
and returned to find
it missing?
After a bicycle, a kid
moves to his first
powered bike
While hunting, what
do the dogs do after
the hunter shoots the
bird?
What does your
company give you at
the end of each
month for working?

afford

Have enough money to pay for

frd

Through the
text/example

wallet

Purse, pocket sized flat folder for

holding money and cards

wlt

Through the
text/example

reward

Gift, prize

rwrd

Through the
text/example

colleague

Partner, person you work with

kl

Through the
text/example

organiser

A person who arranges

eventually

In the end, finally

ven(t)SH(w)l

Through the
text/example

suspend

To remove

sspend

Through the
text/example

Through the
text/example

I have 10 euros with

me. I see something
for 15 euros. Can I
buy it?
Show them mine and
ask what that is?
I find a rich mans
suitcase and return it
to him.
Are any of you
working in the same
office?
All of you want to go
on a picnic. One of
you collects all the
money and makes
the arrangements.
You keep writing to
the minister. After 2
yrs he answers.
The teacher hid the
student hard.

Procedure of the lesson

Stage

Teacher Activity

Student Activity

Aim

Interactio
n

Time
allocatio
n

Materials
used

Greeting

While
reading stage

Introduce myself- write my name on the

WB
T gives the Ss a text and asks them to
read it.

Ss read the text

Clarify problems with vocabulary

Ss ask meaning of unknown

lexis

Try and match stories to the text

To introduce myself to the students.

Break the ice.

T-S

WB

Ss practice their reading skills

Individually

H/O

Help student discover the meaning

of new words

H/O PPT
2

Help Ss understand the text better

Ss compare the text to the
options given

H/O
Individually

Individually
/group

T-S

Ppt

T-S, S-T

T-S, S-T

T-S, S-T

T-S

T-S,S-T

Improve Ss speaking skills and

thought process

Ask Ss who was the unluckiest

Ss respond

Presentation
T introduces the 3 basic tenses to the
Ss.

Ss respond

To focus understanding on the

three basic tenses.

T introduces Ss to topic future in the

past. Explains what a plan is.

Ss respond

To check understanding of the

word plan and its relation to future
events

T gives example from the previous text

with the help of a time line.

Ss listen and ask Qs if

needed

To help Ss understand with the

help of a timeline the use of future
in the past.

T gives another couple of examples

using timelines. Asks Ss to identify the
future aspect in the past. Ask CCQs

Ss listen and respond

Enable Ss to understand the past

and future elements

T shows commonly used phrases

Ss listen

Improve language skills

T shows a short video clip and asks Ss

to describe what happened using future

Ss watch and respond

Enable Ss to explain in their own

words using phrases introduced

in the past

Language/Gr
ammar
exercise

Practice

Reading
Activity

Writing
activity

T shows 4 sentences from exercise4 of

the H/O on a slide. Asks Ss to identify
the underlined words (subject) and to
name them based on the text reading.
Asks Ss to identify the past and the
future. Ss choose the right answer from
the H/O. check their answers.

Ss answer and do the activity

To help Ss understand the

grammar and bring back their
attention to the text. To see if they
can identify the future in the past in
the text.

T-S,S-T

4 6

H/O,PPT

T asks Ss to look at the pictures in the

H/Os. Reads out the first example. Asks
Ss if they can relate to any of the
examples? Tells them in pairs to write 1
sentence per example using the future in
the past phrases shown earlier. T asks
some pairs to read out their answers. T
reads the suggested answers. Asks Ss
to write a true sentence using was
going to.

Ss listen and do the activity

To make the Ss use future in the

past in their own words, also with a
live example from their own.
Practice retelling an incident from a
picture.

Pairs

5-6

H/Os

T divides students into As and Bs and

asks them to read their individual stories.
Checks for any vocabulary difficulties.
Ss re-tell their stories to their partners
using future in the past if possible and
wherever necessary. The partner takes
notes. T walks around checking notes.

Individually

Reading and understanding skills.

Note taking skills. Re-telling story
using grammar objectives. Improve
vocabulary.

SS

5-6

H/O s

T asks the Ss to re-write their partners

story based on the notes they have
taken. Check the stories for grammar
and vocabulary issues.

individually

Writing skills. Using practical

grammar.

S-S, T-S

H/O s

S-T, T-S

T-S