Veronika Veronika

Veronika Oztortop TP6 Grammar/Speaking
Intermediate level

Description

In this lesson, the students will be introduced to Future in the Past forms: was/were supposed to, was/were going to and Past Progressive following up the previous lesson's context of fate and changes of plan. This will be followed by some controlled practice through carrying out various tasks. Moreover, they will practise their productive skills talking about something that went wrong, sharing their life experiences and choosing the most interesting story.

Materials

Abc Clementson, T. Gray, L. & Smith, H (2011) English Unlimited Intermediate Teacher's Pack, Cambridge
Abc Baigent, M.&Robinson, N. (2014) English Unlimited Self-study Pack (Workbook), Cambridge
Abc Rea, D., Clementson, T. (2011) English Unlimited Intermediate Coursebook, Cambridge
Abc Rea, D., Clementson, T. (2011) English Unlimited Intermediate Coursebook, Cambridge

Main Aims

  • To provide clarification, review and practice of future in the past forms in the context of changes of a plan

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of changes of a plan and fate

Procedure

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

Write three sentences from Maggie's story (the text that they read in the previous lesson) on the WB: It was supposed to be this great party. We were going to have this big dinner. All my friends were coming. Ask to look at these sentences and answer the questions (as a class): 1. Do they refer to present or past plans? 2. Which two forms suggest an event didn't happen? Answer key: 1. past plans 2. were going to have; was supposed to be

Highlighting (2-4 minutes) • To draw students' attention to the target language

Elicit the verb form that follows were going to and was supposed to (infinitive). Then ask the students to check Han's story and to find another example of each form (were going to and was supposed to) which suggests an event didn't happen. were going to: We were going to get married. was supposed to: She was only supposed to be in Germany for two weeks./ I'm so glad my letter ended up where it was supposed to be. Highlight that these two uses of the past progressive reflect two uses of the present progressive: - describing an activity: (She was helping her mother); -describing a plan (We were going to get married - future in the past).

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Clarify that we can use these forms to talk about past plans and arrangements: All my friends were coming. We were going to have this big dinner. It was supposed to be this great party. Just we can use was/were supposed to and was/were going to when the plan or arrangement didn't happen: We were going to have this big dinner but suddenly we heard this huge crash and the electricity went. It was supposed to be this great party but the hall was struck by lightning. Clarify the form pointing that we use: (+) was/were going to + infinitive (I, he, she, it - was / we, you, they - were) We were going to have this big dinner. (-) was not /were not going to + infinitive wasn't / weren't going to + infinitive We were not going to have this big dinner. (?) Was/were + subject + going to + infinitive Weren't we going to have this big dinner? Yes, we were./ No, we were not. (+) was / were supposed to + infinitive It was supposed to be this great party. (-) was not / were not supposed to + infinitive wasn't / weren't supposed to + infinitive It was not supposed to be this great party. (?) Was / were + subject + supposed to + infinitive? Was it supposed to be this great party? Yes, it was. / No, it wasn't. Clarify the pronunciation mentioning that we usually stress going and the infinitive. We say 'to' with schwa. (detailed analyse of pronunciation see in the grammar analyse). We usually stress supposed and the infinitive. We say 'to' with schwa. In negative sentences and short answers with going to and supposed to, we also stress be.

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

Ask the Ss to complete the sentences with a correct form of the verb (ex. 2 p. 139) Give the HO. The Ss check the answers with a partner (pair check). WCF on the board (use projector).

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

Ask the Ss to match the sentence halves to describe a weekend that went wrong (ex. 4 p. 25) Divide into pairs. Give the HO. Pair check. Write the answer key on the board. 1c 2a 3e 4f 5b 6d

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Ask the Ss who Maggie is and how she met her husband. After show them the pictures (use projector), say that it was Maggie's husband fortieth birthday and ask what her plans were by eliciting the end of the sentence (ex. 2a p. 41) Model the first sentence: While he was at work I was going to....make him a cake. Ask to write their sentences in pairs. Walk around and monitor. After open the recording 1.49 and let them listen to the story (What went wrong with Maggie's plans) to check their answers.

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

Divide the Ss into groups of 3-4 and ask them to discuss possible endings for the story and write it. Walk around, monitor and help if it is needed. Correct the mistakes related to the TL. Ask to stick their stories on the walls and find out the funniest ending. Play the recording 1.50 to listen to a real story's ending. Ask if anyone came up with the same ending.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Ask if anyone in the class has had a similar experience to Maggie's. Tell the Ss to think of their own stories about plans which have changed. Regroup the Ss and ask to tell their stories in groups. If anyone couldn't think of a story, advise to listen to the classmates and to see if other stories remind them of an experience of their own. Monitor unobtrusively. Collect some mistakes for the delayed error correction on the board.

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