The Distance Delta

Orientation Course
Diagnostic Observation Lesson Plan
Systems: Grammar
Title: Help learners understand the use of future forms in
expressing intentions and making arrangements

Centre: 10239 The Distance Delta

Date: April 6th, 2019

Name: Chaibi Moustafa

The Distance Delta

Delta Lesson Plan

General overview of the group of learners and the course. (5ai)

Level Upper Intermediate B1

Course Type General English

Coursebook Cutting Edge Upper Intermediate

General It is a General English class at B1 Upper Intermediate level. The course runs for one
Overview week with daily two-hour sessions. This bi-lingual general English class currently has 9
students, but they do not all attend regularly.
With the youngest being twenty and the oldest is 54, most of them are Hungarians
with one Turkish and one Burmese. There are 8 women and the 1 man, however this
doesn’t seem to affect class dynamics as they all work together very well and feel
comfortable. Many have learnt English on and off for several years. Some have studied
for a long time in this centre. Generally, the students are really engaging and on the
go because they generally participate in the lessons.

My colleagues and I organised a needs analysis. It demonstrates that for most of the
learners, English is essential in order to improve their employment and educational
potentials. In fact, there are two students who are considering completing their higher
studies in the USA.
Also, some other students want to improve their English for work related reasons; one
student wants to sell her products in the American markets.
Two people have lived abroad in non-English speaking countries (Thailand and
Germany), where English would have made a contribution as a lingua franca.

In accordance with the needs analyses these adult learners concentrate acquiring
fluency skills and listening comprehension skills.
The learners are more active after a pair or group work, for this reason, they often
work in pairs or groups. They like discussion questions, debates and listening to
authentic texts.
The subsequent details about individual learners were collected by talking to the
learners about their learning preferences and their reasons for learning English.

Information about individual learners relevant to the lesson. (5aii)

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Help learners understand the use of future forms in expressing intentions and making arrangements
The Distance Delta

Name L1 / Nationality / Reasons for Lesson Focus Lesson Focus

Age /Gender / Learning Strengths Weaknesses
Learning
Preferences

Thomas Hungarian/ Travel/ pleasure/ Confident at He may avoid the

Hungarian/5Os/M support the speaking in class use of going to
/visual and children with their and sharing ideas. and present
kinaesthetic English at continuous when
university Good vocabulary sharing his ideas
but usually of arrangements
mispronounces and intentions
some complex with using will
words. only.

Good grammar He may not listen

background but to his peers using
sometimes accurate
confuses tenses structures of
when speaking. future forms and
keeps asking them
whether it’s
intention or plan
as he sometimes
does.

Betty Hungarian/ Pleasure to read Strong speaker, Analytical

Hungarian/ books in English confident and
50s/F/auditory/ and write reviews very good at using She might confuse
rad and write/ about them. appropriate the present
grammar while continuous with
speaking. going to in
She speaks with a expressing
heavy and clear intentions and
accent. making
arrangements.

Agi Hungarian/ Travel and work Enjoys grammar She may

Hungarian/ as sh wants to and challenging overgeneralise the
40s/F/visual and improve her grammar quiz use of present
kinaesthetic speaking in public especially when continuous as she
skill she competes her feels is another
She also likes classmates. form of referring
listening and to future forms.
understanding Gets more
British radio and motivated to She may get
TV speak up her baffled
She wants to be opinions understanding the

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Help learners understand the use of future forms in expressing intentions and making arrangements
The Distance Delta

able to read more especially when contracted form

books in English practicing a of ‘ll ‘s ‘re. And
learned grammar. the spoken form
gonna.

Ei Burmese/ Needs English for Very confident I think she feels

Burmese/ Travel because after a peer check anxious, when she
30s/F/visual/ read her husband is and group work. doesn’t
and write American and he She will be understand, and
travels a lot. hesitant to try remains quiet. She
Pleasure and work anything in the participates only if
in the USA. lead-in; but if encouraged and
supported and in watches
groups, she will do attentively.
fine.

Mutlu Turkish/Turkish/ Needs English for She doesn’t She’s got some
40s/F/ auditory work because she talk as much as fossilized
and somehow tends to work and the other grammar. (tenses
visual/ travel often with classmates, but he and aspects)
kinaesthetic her international is quietly She may overuse
company. confident and will in referring to
She is in very helpful to her all future forms.
International peers.
House learning
English to be able
to understand
Hollywood films.

Edit Hungarian/ A loyal student to Very strong She may not

Hungarian/ IH Budapest. vocabulary but understand the
40s/F/auditory Needs English to limited grammar use of the
and holistic be better able to contracted ‘ll, ‘is
read English books Her strength is her and the spoken
and visit England lovely smiles and form of gonna as
to meet her desire to she mentioned in
daughter who communicate. her interview
lives there. some difficulties
She works best in listening.
with the other
classmates. She may not like
the idea speaking
about
arrangements and
intentions.

She may make

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Help learners understand the use of future forms in expressing intentions and making arrangements
The Distance Delta

repeated mistakes
in using the future
in the controlled
practice.

Katy Hungarian/ Another loyal Very strong at She speaks rarely,

Hungarian/ student to IH. grammar, but she not confident,
40s/F/visual and Needs english for always remains very careful and
holistic work - trading silent and tends to watches
engineering books not participate. everyone/everythi
and for travel ng - w
ants to learn but is
shy.
She may not like
the idea of speak
about plans.
She will need help
from me and her
peers in
completing task
and freer practice.

Overall aims and learning outcomes for the lesson in relation to language systems and / or language
skills and learner needs. (5b)

Main aims:
By the end of the lesson the students will be better able to use a range of future forms, specifically; will,
going to and present continuous in expressing intentions and making arrangements when giving a
detailed description of familiar subjects (plans of parties and journeys in the near and distant future).

Personal aim:
I am working toward monitoring in the context of micro teaching and collecting ideas/language to
ensure smooth class feedback and correct my learners’ errors.

Analysis of meaning / use, form, pronunciation or (sub)skill of language relevant to this lesson. (5c)

A MEANING/USE
Basic contrasts: will, going to, present continuous.

1_ The most common types of verb phrases with future reference occur with the modal auxiliary will as
the first verb. This use is uncoloured by ideas such as decision, arrangement, “willingness, etc.
The auxiliary verb will is used to express a spontaneous intention made at the moment of speaking.

Chaibi Moustafa
Help learners understand the use of future forms in expressing intentions and making arrangements
The Distance Delta

I think he’ll like it.

Will is also used to express an instantaneous decision.

OK, I’ll call and book a table

Possible CCQs:

- Is he calling right now? (no, later)

- Is he booking a table right now? (no, later)

- Is he referring then to the future? (yes)

- Did he decide this before this conversation? (no)

- Did he decide at the moment of the conversation? (yes)

Moreover, will, like the other modal auxiliaries has two main areas of meaning: extrinsic (predictability

and prediction) and intrinsic (strong and weak volition). (Thornbury, 2006)

I will book a table for 2 p.m

This is not only a predicted event but also expresses an intention (willingness) based on a decision that
has been made beforehand.

2_ Going to expresses an intention based on a decision that has been made beforehand.

We’re going to take her out for a meal.

Possible CCQs:

- was the decision made at the time of speaking? (no)

- has she decided to take her out for a meal before now? (yes)

- when was this intention happened in the past or present? (in the past)

- when they go out for a meal. Now or in the future? (in the future)

3_ The present continuous is used to express personal arrangements and fixed plans.

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The Distance Delta

I am seeing Richel at college.

Possible CCQs:

- Have Richel and I just thought about meeting or we have planned it? (you have planned it)

- Have they Richel and I planned for seeing each other? (yes)

- Is it certain they we’re going to meet at college? (yes)

Present continuous is is mostly used with social and travel arrangements or when the time and place
have been already decided.

B FORM

1- will
Simple future tense is made up of four parts: Subject, auxiliary verb will, Base verb and Object.

Positive:
I will check my emails

Subject will bare infinitive Object

Negative:
In negative sentences, we add auxiliary verb and not before main verb.
I will not check my emails

Subject will not + bare Object

infinitive

Interrogative sentences.
In interrogative we should start with the auxiliary will followed by the subject and bare infinitive.
Will you check Your emails ?

Will Subject bare infinitive Object ?

In speech, will is often contracted after wh questions, and after names and nouns. (Scrivener; 2010)

2- Intentions:

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We make the structure with be (in the correct form) + going to + bare infinitive. (Scrivener; 2010)
Whether affirmative, negative or questions form, going to never alter.
Positive:
I am going to play tennis

Subject am/is/are going to bare infinitive object

Negative:
I am not going to play tennis

Subject am/is/are not going to bare infinitive object

Interrogative:
Are you going to play tennis ?

Am/Is/Are Subject going to bare infinitive object ?

3-Arrangements:
We form the -ing form by adding ing to the base form. (Scrivener; 2010)
Positive:
I am visit ing France

Subject is/am/are verb ing object

Negative:
I am not visiting France

Subject is/am/are not verb+ing object

Interrogative:
Are you visiting France ?

Are / is / am subject verb + ing object ?

Present continuous cannot be used with stative verbs; e.g. like, want, think (Parrott,2002)
C PHONOLOGY

a) will
The contraction ‘ll is more common than the full form of will

I think he’ll like it.

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The Distance Delta

/aɪ θɪŋk hiːl laɪk ɪt. /

We stress will when it is uncontracted to emphasise a strong intention that something is going to
happen or be done.
Example: I WILL attend the meeting.
/aɪ wɪl əˈtɛnd ðə ˈmiːtɪŋ. /

b) be going to

It is often surprising to learners that going to has a different pronunciation apart from /ˈgəʊɪŋ tuː/ or
/ˈgəʊɪŋ ta/ which is the common native speakers’ pronunciation / ˈgənə /

I’m gonna see Richel at college /aɪm ˈgənə siː Richel æt ˈkɒlɪʤ /
Also, Iam in contracted to I’m /aɪm/

c) Present continuous
- Elision of “g” in seeing; /ˈsiːɪŋ/

The uncontracted form of am/is/are can be used to emphasise a point, especially to give an answer.

Yes, we are going. ./ jɛs, wiː ɑː. /

The contracted form of ‘m/’s/‘re makes the speaker sounds more emphatic.
Example: She’s visiting France this summer.
/ʃiːz ˈvɪzɪtɪŋ ˈfrɑːns ðɪs ˈsʌmə. /
She is visiting France this summer.
/ʃiː ɪz ˈvɪzɪtɪŋ ˈfrɑːns ðɪs ˈsʌmə /

Relevant links between this lesson and relevant aspects of previous and subsequent lesson(s) and the
course as a whole. (5d)

These learners have been studying here for more than a week, they have already experienced a range
of grammar lessons and activities, for instance, they just finished a grammar input about the present
perfect continuous with my delta mate Siham, including pair work, group work, mingle activities,
surveys and quizzes. Task teach task was used and will be used in numerous classes as well as I was
told by the three of my DELTA mates. This lesson introduces brainstorming atsk and I am hoping it will
be received actively, because the learners have spent many lessons discussing topics with each other.
This lesson requires students to express in details their plans and intentions in the future which will be
overly challenging in the beginning but not in the end when they will have exposed to the grammar

Chaibi Moustafa
Help learners understand the use of future forms in expressing intentions and making arrangements
The Distance Delta

input. This language lesson also is appropriate to their level as they are only reviewing and reinforcing
grammar lessons they know before, I assume this will additionally help students prepare for the follow
up future forms for predicting and fixed plans lesson which is going to be an escalating part of this one.
Later in the course, learners will be looking at different grammar. As they’re going to tackle past modal
verbs, then the use of the passives.

States assumptions about the learners’ knowledge, abilities and interests relevant to the aims and
learning outcomes of the lesson (5e)

This is the second week, the learners have been looking at getting together (social events and people
around us) vocabulary lesson with my colleague Siham which I believe will be perfectly linked to this
grammar lesson in terms of speaking of social arrangements and plans.
Students will find the topic of grammar future forms an engaging lesson as they will see practical side
of the lesson on which tenses they use to refer to express future arrangements and intentions.
Because they know present continuous and future simple tenses but don’t have knowledge when to
use what in referring to a range of future forms.
Task Teach Task will motivate my learners to speak about their future arrangements and intentions.
Also, they will enjoy the challenge of working together on grammar activities and of making their
own individual answers referring to future plans.
I assume, students will like sharing ideas together and get to know more about other peers’ plans and
intentions as they will l have some fun completing sharing their answers by the end of the lesson.
In next slots, we will go on to extend the use of future forms to express predictions (With and without
evidence ) and speak about timetable events (Present simple to refer to fixed activities).

Potential problems in relation to the lesson aims and learning outcomes; the learners and the learning
context; the equipment, materials and resources to be used (5f) and appropriate solutions to these
problems. (5g)

Anticipated problems with meaning / use, form Appropriate solutions to the problems
and pronunciation and / or skills

a) Teacher applies a technique to show the

Meaning / Use difference in meaning of will to speak about
The limit use of will and going to to refer to all unplanned plans, going to to speak about
future plans (decided and not decided) intentions and ‘ing to speak about planned
arrangements.

Example:
A: We’re visiting France this weekend. Will you join
us.
B:Great, I’ll call my boss and see if I can go.

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The Distance Delta

A: We’re going to stay about 5 days. Perhaps you

need to discuss this with your boss too.

b) Teacher uses concept checking questions to

emphasise the difference:

- Did they plan before for visiting France? (yes)

- Did B speaker know about their visit? (no)

- was his answer planned or made at the moment

of speaking? (moment of speaking)

- Did they only think or plan to stay for 5 days in

France? (they only though, they didn’t plan)

Form
Teacher does more monitoring and provides
Learners may overuse will to refer to all future
individual micro teaching support by referring
forms. This could be reflected in their utterances. back to the timetable of the form of the three
tenses.

Teacher may play a grammar quiz in the end of the

lesson to boost the learners’ confidence in using
appropriate structure of tenses when referring to
future forms.
Pronunciation

Learners may pronounce every single word and

syllable in their use of future forms as they tend Teacher does more choral and individual drill of
to depend on the written form of the words. the contracted ‘ll,I’m and pays more attention to
the spoken form gonna.
Learners may avoid the use of spoken form gonna
Teacher does TWYS teach what you say technique
to encourage the use of the spoken form gonna in
the learners’ language.
Teacher does more individual drill during input.

Anticipated Problems with the Learners, the Appropriate solutions to the problems
Learning Context, the Equipment, Materials and
Resources

Learners
My students may interact passively to the lesson Teacher energises learners with a nice engaging

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The Distance Delta

due to their exposure to grammar lesson already start which is the lead-in stage where student
with my delta mate siham. produce language actively through schematic
techniques.
Learning Context

Teacher makes the physical environment as cosy

My students may feel uncomfortable The time of
and pleasant as possible by changing dynamics and
the class is morning, and students may feel tied up
patterns,and rearranging chairs.
and hasty.

Materials / Resources
There is no IWB in the centre, so using the flat
Teacher asks gently students follow him whenever
screen TV and the traditional board at once feels
he moves from TV to the board. Teacher might
somehow irritating for the students.
also just point to data written on TV but keep
attention on the board.

Punctuality / Attendance
Teacher does some briefings and précis of the
Some learners may arrive late for class and miss
stage and encourages peer work and peer
the first lead-in activities and end up confused
checkings.
about the lesson.

Material and /or resources used and their sources. (5i) (Also see Appendices)

Name, type and brief description of material Source

Whiteboard
Markers
Graffiti brainstorming papers
Matching flashcards
Conversation papers Cutting Edge, Upper intermediate book, unit 5
Projector/computer PPP
Handouts Cutting Edge, Upper intermediate book, unit 5

A commentary of between 500 and 750 words, providing a rationale for the lesson with reference to
learner characteristics and needs and the candidate’s reading and research in the background essay.
(5k)

Rationale from Research

Future forms to express intentions and make arrangements are a frequent introduced aspect in English

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The Distance Delta

learning process, which in my opinion presents a challenge to English language learners. According to
M, lewis. English possesses no formal future tense but, of course, it is possible to talk about Future
Time. A number of different verb forms are possible and the choice of the correct one is frequently a
source of confusion for foreign learners. This aspect is also a very commonly used in real world
communication.

Research has shown me that it is not a matter of collision and that the context and the setting in which
this grammar aspect is used affects choice of structure. Moreover, the structure of the future forms are
modified by contexts of intentions, plans or arrangements.
Therefore I was convinced to contextualise this lesson using task based approach because I believe in
this approach the students are free of language control. In all first stages they must use all their language
resources rather than just practising one pre-selected item.
(https://www.teachingenglish.org.uk/article/a-task-based-approach)

My choice of task-based approach was influenced by wanting to developed a lesson from the students'
experiences with the language that is personalised and relevant to them as the students will have a
much more varied exposure to language with task based learning. They will be exposed to a whole range
of lexical phrases.
Furthermore, it is an enjoyable and motivating approach owing to the fact that it is a strong
communicative approach where students spend a lot of time communicating.

Rationale Related to Learner Characteristics and Needs

According to my background research In behaviourism and teaching and learning process, lesson plan
plays a major role in helping both teachers and learners in their learning. Teachers mainly use lesson
plan as their guide to ensure that they are on the right track and students feel engaged and smoothly
and technically guided and approached.
Per my background essay, my lesson starts with an agreeable activity that will involve my students and
introduce them in an accessible way to an authentic text reading which they enjoy most as they
mentioned in their needs analysis.
Later, learners are exposed to an input with different interactions (Individual work, pair and group work)
as they usually feel confident and more engaged after pair/group work.
In MPF, the idea of displaying form adds pleasure to the lesson which I believe is necessary in such
grammar lesson. Also, mingle and flash activity helps learners to collaborate with each other in
discussing future forms situations.
In the end, freer practice contributes as a snapshot of the lesson.

Bibliography

Scrivener. 2010 Teaching English Grammar, What to Teach and How to Teach it Macmillan

Word Count (438)

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Help learners understand the use of future forms in expressing intentions and making arrangements
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Description of procedures and activities appropriate to achieving the stated overall aims and stage
aims. (5h) Appropriate timing for each stage and /or group of stages in the procedure. (5j)

Time Stage Number Procedure Interaction Aids and

and Name Pattern Materials

Stage Aims

5m Lead in T does graffiti brainstorming with the T-Ss Graffiti

learners as gallery walk. Brainstormi
To set the T elicits from the learners what can they ng
context, get see on the classroom walls and then asks Appendix 1
students engaged them to work in pairs, walk around the S-S
in the topic and classroom and answer the questions
help activate about your future arrangements and
schematic intentions.
knowledge to
help in the Teacher monitors and takes notes of Ss-T
following stages. language and contents.

Whole class feedback.

5m Task a) T asks the students to read quickly two T_ Ss Appendix 2

emails and answer two questions about
To activate their them.
1- What is the event they’re talking
minds to the
about?
grammar we are 2- What do you think is the relationship
going to study. between the people involved?

T monitors with providing vocabulary help

(learners who were absent in Siham’s T-S
lesson know nothing about the vocabulary
)

Peer check
Class feedback

b) T tells the students that they’re going T-Ss

To examine text to work in pairs, read again the two
structure and emails and choose the correct answer.
extract some easy T monitors without help
Whole class feedback
clear rules.

Chaibi Moustafa
Help learners understand the use of future forms in expressing intentions and making arrangements
The Distance Delta

15m Teach a) T give a matching activity and asks T-Ss Appendix 3

students to match the use of future
tenses 1_5 to examples in the
conversation and email.

Students work in group. S-S

Class feedback

b) T covers MPF
To get them out
of their seats and OK, I’ll call and book a table
to introduce the
target grammar in Possible CCQs:
context with the
text. - Is he calling right now? (no, later) T-Ss

- Is he booking a table right now? (no,

later)

- Is he referring then to the future? (yes)

- Did he decide this before this

conversation? (no)

- Did he decide at the moment of the

To clarify conversation? (yes)
meaning and
review prior - Do we use will to speak about planned
knowledge or unplanned actions? (unplanned, only
actions made at the time of speaking)

We’re going to take her out for a meal.

Possible CCQs:
T-Ss
- was the decision made at the time of
speaking? (no)

- has she decided to take her out for a meal

before now? (yes)

Chaibi Moustafa
Help learners understand the use of future forms in expressing intentions and making arrangements
The Distance Delta

- when was this intention happened in the

past or present? (in the past)

- when they go out for a meal. Now or in

the future? (in the future)

- we use going to to refer to decided

arrangements or intentions? (intentions)

I am seeing Richel at college.

Possible CCQs:

- Have Richel and I just thought about

meeting or we have planned it? (you have
planned it)

- Have they Richel and I planned for seeing

each other? (yes)

- Is it certain they we’re going to meet at

college? (yes)

- So, do we use ‘ing to refer to undecided

To clarify form or decided plans? (decided plans) S-S
and structure and
practice authentic T gives pieces of papers with the
speech with disordered form of the three tenses to
contracted form three pairs and asks them to work in pairs
and schwa. S-Ss
and reorder the form and stand to display
your answer to other learners.

T does some choral and individual drilling.

T drills gonna, ‘ll, I’m and other contracted

words.

15mn Task T plays Mingle and flash with the learners. T-Ss Appendix 4

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The Distance Delta

To allow students T asks the students to complete the

individually and conversations below with the correct
then in pairs future form of the verbs in brackets. S-S
T tells Ss that they don’t have to write in
practise future
the paper but on the back of it.
forms and also Ss work individually.
builds self Teacher monitors and provides micro
confidence in the teaching and take notes on language if
use of it. there are any.

T asks the students to stand up, work in

pairs, display your conversation to your
friend and asks him to answer it and why.

T monitors without help.

Class feedback if necessary.
T-Ss

10 Freer practice T gives a speaking worksheet with 5-6

questions and asks the Ss to work in pairs
To offer a and interview each other using
appropriate future form.
creative
opportunity for 1- What are you going to do when you
students to leave school?
authentically 2-What will you do this evening?
engage using 3-What will you do this weekend?
future forms 4-What are you planning to do at easter
sentences holiday?
5- Which countries are you visiting this
collaboratively.
summer?

T monitors and takes content and

language content.

3mn Error correction After monitoring, T writes on the board T-Ss

some grammar mistakes.
To validate
Ss work in pairs and correct the errors. S-S
student work by
Class feedback.
giving positive
personalised S-Ss
comments.

Appendices:
Appendix 1
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The Distance Delta

Graffiti brainstorming
Plans for a party or celebration in the near future
Your career plans
Journeys you are making in the next few months
Your plans for the rest of this week
Your plans for when you finish this English course
Your plans for this weekend
Your plans for this evening
Your next birthday
What you’re planning to do with your money over the next few months

Appendix 2

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Help learners understand the use of future forms in expressing intentions and making arrangements
The Distance Delta

Appendix 3

Chaibi Moustafa
Help learners understand the use of future forms in expressing intentions and making arrangements
The Distance Delta

1) I’ll keep you updated a) general intention

2) We’re going to take her out for a b) an arrangement that has been
meal made

3) OK, I’ll call and book a table d) a plan that is made at the
moment of speaking.

4) Are you doing anything exciting

this weekend?

5) Stuart and Bella are having this

dinner party on Sunday.

Appendix 4

MINGLE and FLASH

1 A: Is it five o’clock already? I’m afraid I’ve got to go, I __________________(cook)

dinner for my mum tonight.
B: OK, we _______________(finish) this tomorrow.

2 A: What are you up to this evening?

B: My train leaves at five o'clock morning, so I ____________(have) an early
night.

3 A: I’m afraid we’ve run out of today’s special.

B: OK, never mind. I ______________ (have) the pasta instead.

4 A: Do you want a lift? I _____________ (pass) the end of your road.

B: If you’re sure you ______________(not go) out of your way.

5 A: John _____________(leave). His bags are packed and his taxi is waiting.
B: __________he_________(fly) with British Airways?

6 A: Where ____________ (go) for your holidays?

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The Distance Delta

B: Well, actually we ___________ (stay) at home this year. We _________ (have)

a family get together instead.

7 A: Have you decided what to to wear to the reunion?

B: Yes, I _____________(wear) my new red dress.

Chaibi Moustafa
Help learners understand the use of future forms in expressing intentions and making arrangements