Pamela Pamela

Upper Intermediate level


In this lesson, students learn how to use the future in the past based on a reading text about a Memory Patient. The lesson starts with a discussion about activities students had to do before class but did not do. This is followed by a reading task to get them to notice the target language and grammar. Afterwards, MFPA clarification will follow using the guided discovery technique. Then, there will be a controlled practice stage to allow students use the grammar learn in the lesson. Finally, students have the opportunity to reflect on their own lives and speak about things they wanted to do in the past but could not do in the free practice stage. DEC will allow students be aware of good language and also reformulate structure.


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Main Aims

  • To introduce and provide practice on the uses of future in the past: intentions and incomplete actions

Subsidiary Aims

  • To provide gist reading practice using a text that uses Future in the Past in the context of a Memory Patient
  • To provide fluency speaking practice using the Future in the Past .


Warmer/Lead-in (5-0 minutes) • To set lesson context and engage students

T will project a slide with 4 pictures showing different activities and ask students as an open class discussion 2 questions. • What were you going to do before class? • What were you supposed to do last night but didn’t? T will tell Ss' to answer in 1 or 2 sentences to allow as many Ss' as possible to participate. T will nominate.

TEXT WORK (0-5 minutes) • To provide context for the target language through a text

T will instruct Ss' to Read a text a journalist wrote about an interesting patient that suffers from memory loss and answer 2 questions. 1. What plans did he have before meeting the patient? Did he do it? 2. Was the journalist at the point of asking the man to continue talking about his childhood during the Second World War? Did he ask? T will instruct student they have 3 minutes (in breakout rooms) to do the activity with their peers. (Small groups) T will nominate Ss' to share their answers as an open class discussion and give feedback.

Language Clarification – MFP(A) (15-0 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning: (Estimated time: 5 minutes) T will instruct students to look at 4 sentences from the text and an extra one about the text. Next, tell Ss' to answer YES/NO questions (CCQ’s) about each phrase, and then match the statements to the correct time line. T will give a demo of the first statement. T will tell students they have 3 minutes to work in pairs (small groups) in break out room. T will nominate Ss' to share their answers and give feedback. (2 minutes) Form: (Estimated time 6 minutes) T will share a Jamboard slide for Ss' to work on. T will say: Let's find out how to form the FUTURE IN THE PAST (for intentions and incomplete actions)? T will instruct Ss' to look at the uses in the boxes and match the statements with their correct grammatical form as a guided discovery task. T will give a Demo. I thought he would feel frustrated by this, but not all. T will tell Ss' they have 3 minutes to work in pairs (small groups) in break out room. T will check Ss' slides to see their work and nominate Ss' to share their choices. T will ask Ss' if they agree or disagree and clarify form. T will also ask students if it is possible to make the statements negative. Can we make these statements negative? Yes (3 minutes) (T will use grammar CCQ’s when necessary.) 1. What come after was/ were? Going to 2. What conjunction do we use to make contrast? But, however, nevertheless 3. What comes after would? A verb in base form 4. What comes after would be? An adjective 5. What comes after was/were supposed to? A verb in base form 6. What come after was/were about to? A verb in base form Pronunciation / Appropriacy: (Estimated time: 4 minutes) T will project another PowerPoint/Jamboard slide and explain students what contrastive stress is briefly. Then, teacher will tell students to read the statements out loud with their peers to find where the contrastive stress is and underline it. T will give a demo; For Example: I was going to ask his doctor, but she suggested I speak to him directly. (Contrastive sentence stress = showing the difference between two things when you compare them) Underline the words in the sentences that highlight the words that are strongly stressed. • Our appointment was supposed to be at 2 p.m., but it made no difference... • I would have (would’ve) told him my name and why I was there, however, I realized there was no point. • I was about to ask him to continue, but I realized the moment had gone. T will ask students: Are these statements informal, formal or neutral? (Neutral)

Controlled Practice (10-0 minutes) • To concept check and prepare students for more meaningful practice using the future in the past

T will share a Jamboard/PowerPoint slide with a gap filling exercise. T will instruct students to change original sentences into future in the past forms. (6 exercises in total) T will instruct Ss' they will have 4 minutes to work in pairs (small groups) in breakout rooms. Then, T will swap groups for 2 minutes to peer-check before open class feedback. T will nominate Ss' to share their answers. (3minutes)

Free Practice (8-0 minutes) • To provide students with free practice of the target language

T will tell students to think about their life now and think about what they wanted to do in the past but did not do. This activity will allow students to practice the grammatical form speaking about their own experiences. T will set an example for students to start. Extra Activity: T will have an extra activity in case students finish too fast. T will tell Ss' to choose one from 2 situations. Situation 1: It was a close friend’s birthday two days ago, you promised you would go but didn’t. You didn’t even send a card or present. Give a good excuse. Explain why. Situation 2: You planned a trip to Paris (you can change the destination if you want) but decided to go to Sweden instead (you can change this as well). Explain why.

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