Date of preparation: ........./........./20......

Date of teaching: ........./........./20......

LESSON PLAN
GET READY FOR FLYERS
- Tamzin Thompson-
- Second edition-

School: Class:

Subject: Teacher:

UNIT 12: PAST AND FUTURE

Lesson 03: Reading & Writing, Listening & Speaking

A. Objectives
- By the end of the lesson, students will be able to:
 Talk about life in the future.
 Talk about the planets.
 Complete a gapped dialogue.
 Listen for details about the planets.
 Talk about your future plans.
 Complete a speaking activity.
 Listen and match people to their plans.
B. Language content:
- Vocabulary: invent, perhaps, planet, wing, rocket round, Mercury,
- Grammar: will / might

C. Teaching methodology
 - Audio-lingual, blended learning, direct instruction, individualized instruction, peer
teaching and demonstrations.

D. Materials for teacher

- Flashcards
- Student’s book
- Slide with a picture of greeting
- Computer
- Whiteboard
- TV
- Teacher’s book
- Screen …

E. Materials for students

- Student’s book
- Activity book
- Notebook
- Pen/ pencils/ erasers
-Crayon

F. Procedure

Stages Step
Details

- Greeting
- Play a video for children to sing and dance
1 Warm – up together.
- Check homework and correct it.

Review - Play a game to warm the class up and revise the

2
 dates and events from Lesson 2.
- Divide the class into two teams.
- Tell a child from Team A to choose a century
from activity 2 in Lesson 2 and to ask a child
from Team B about it.
- For example What happened in London in the
(18th) century?
- The child from Team 8 should respond with a
sentence about the event in London from activity
1 in Lesson 2.
- For example People bought newspapers in
London for the first time.
- Award one point for each correct sentence.

- Say “So, today we are going to continue with

Unit 12: Past and Future – lesson 03.”
3 Starting the lesson - You will need your student’s book first. Have
you got them already?

I. Reading & Listening (page 103)

4
1. Read the conversation and write the words.
- Point to the picture of Holly and ask a child to
read out the speech bubble.
- Ask the children to look at the dialogue.
- Ask Who is talking? What are they talking
LESSON 03
about?
- Tell the children to read the dialogue and write
the words from the box in the correct gaps.
- Ask children around the class to read out lines
from the completed dialogue.
- Divide the class into groups of five to practice
acting out the dialogue.
- Invite groups of children to act out the dialogue
in front of the class.
- Answers::
+ 1 visit
+ 2 fly
+ 3 live
+ 4 see
+ 5 learn
+ 6 invent
* Optional activity:
- Play a memory game.
- Tell the class to look at the dialogue for one
minute and try to remember who says each line.
- Tell the class to close their books.
- Divide the class into two teams.
- Ask a child from Team A to say a sentence from
the dialogue.
- Ask a child from Team B to say who said that
sentence.
- Award one point for each correct answer.

2. Listen to the teacher talking about the planets.

Write down the information.
- Point to the pictures and ask the children if they
know which planet each picture shows.
- Show the children the gapped fact files and
explain that they need to listen and complete the
information.
- Play the first part of the recording for the
children to listen and look at the example.
- Play the rest of the recording for the children to
complete the information in their books.
- Check answers by asking questions to children
around the class.
- For example How many moons has Satum got?
When did the first rocket go around Saturn?
- ANSWERS
+ Saturn: 18, 1st July 2004, Cassini, bright, ice
+ Mercury: no moons, 18th March 2011, below, -
184 °C, about 400 °C.

* Transcript: Track 41.

Teacher: Space is a really exciting place. It's full
of other planets which also travel round our sun.
Our world only has one moon but did you know
that but many planets have more than one moon
and some planets have no moons at all? And the
temperatures are different on each planet too.
Today we're going to learn about some different
planets. Let's think about Saturn, Saturn has
eighteen moons- that's more than any other
planet! A rocket first went all the way round this
planet on 1st July 2004. This rocket was called
Cassini - that's spelt C-A-S-S-I-N-I Saturn is an
unusual planet because it has rings round it.
Saturn's rings are made mostly of water and ice
but they also have a few rocks in them. Now, let's
look at the planet called Mercury. It's very
interesting that Mercury doesn't have any moons,
and did you know that the first rocket went round
Mercury on the 18th March 2011. That isn't very
long ago, really. Once, people believed that there
was no water on Mercury but new information
shows us that there could be ice in the north part
of this planet. Now, the temperature on Mercury
is below zero-yes it's minus 184 degrees in the
dark part of the planet - that's very cold. But when
the sun warms the planet it gets very hot about
400 degrees centigrade! Now, could you please
write down the important information in your
books then find out about two other planets from
another student in the class.

II. Grammar Simple future.

1. Usages
a/ The simple future is a verb tense that’s used to
talk about things that haven’t happened yet.
- This year, Jen will read War and Peace.
- It will be hard, but she’s determined to do it.

b/ Use the simple future to talk about an action or

condition that will begin and end in the future.
- It will rain tomorrow.

2. How to form the simple future

a/ The formula for the simple future is
 S + will + [root form of verb].
- I will learn a new language.
- Jen will read that book.
- My brothers will sleep till noon if no one wakes
them up.
- You will see what I mean.

* It doesn’t matter if the subject is singular or

plural; the formula for the simple future doesn’t
change.
But . . .
- There is another way to show that something
will happen in the future.
- It follows the formula:
am/is/are + going to + [root form verb].
+ I am going to learn a new language.
+ Jen is going to read that book.
+ My brothers are going to sleep till noon if no
one wakes them up.
+ You are going to see what I mean.
* The going to construction is common in both
speech and casual writing.

b/ How to make the simple future negative

To make the simple future negative, the formula
is
S+ will + not + [root form of verb].

- Jen will not quit before she reaches her goal.

- Make sure you arrive on time tomorrow,
because the bus will not wait for you.
- He will not say anything bad about his boss.
- I will not finish my homework in time for class.

- Using the going to construction, the formula

is am/is/are + not + going to + [root form].
+ Jen is not going to quit before she reaches her
goal.
+ Make sure you arrive on time tomorrow,
because the bus is not going to wait for you.
+ He is not going to say anything bad about his
boss.
+ I am not going to finish my homework in time
for class.

c/ How to ask a question in the simple future

To ask a question in the simple future, the
formula is
Will + [subject] + [root form of verb]?

- Will Jen finish War and Peace over the

summer?
- Will I have the discipline to study Spanish
every day?
- What will you buy with the money you found?

*The formula for the going to construction is

am/is/are + [subject] + going to + [root form of
verb]?.
- Is Jen going to finish War and Peace over the
summer?
- Am I going to have the discipline to study
Spanish every day?
- What are you going to buy with the money you
found?

III. Listening & Speaking (page 104)

1. Do the speaking activity.

- Point to the picture of Holly and Katy and ask a

pair of children to read out the example exchange.
- Hand out copies of the speaking activity (one
copy cut in half for each pair of children).
- Explain to the children that they need to ask and
answer questions with their partner to complete
the information on their cards.
- Act out a few example exchanges with children
around the class, then allow the children to carry
out the activity in pairs.
- Move around the classroom as the children work
and help if necessary.
- Invite some pairs of children to ask and answer
questions in front of the class, or to describe
Neptune or Jupiter to the class.

2. The children are talking about what they'll do

in the future. Listen and draw lines.
- Tell the children that they are going to hear the
children talking about their plans for the future
(what they want to do/be in the future)
- Show the class the pictures and ask the children
to say who or what they can see in each picture,
and what the people in the pictures are doing
- Introduce Sarah and Robert and explain that
they are two of Holly and Harry's trends from
school
- Play the first part of the recording for the
children to listen and look at the example.
- Play the rest of the recording for the children to
listen and draw lines to match the people to the
jobs/things they want to do in the future.
- Check answers by asking questions to children
around the class.
- Ask What does (Sarah) want to do when (she)
grows up?
- Encourage the children to respond with full
sentences, such as Sarah wants to be an astronaut
(when she grows up).
- ANSWERS
+ Sarah-astronaut
+ Emma-octopus
+ George-fireman
+ Katy-actor
+ Harry-singer
+ Robert-clown
+ Holly-artist

3. Have a conversation with your friends about

what you'll do in the future.
- Write the prompts Where/live What/job/do?
Where/go? What/do? on the board.
- Tell the children to talk in pairs about their plans
for the future.
- Tell them that they can use the ideas on the
board or their own ideas.
- Remind them to use wit to talk about future
plans.
- Move around the class as the children talk in
pairs.
- Monitor the performance and make sure that all
children are taking to speak about their plans in
the future.
 * Play a memory game (if there is enough time.)
GRAMMAR QUIZ
- Teacher tells the students to look at the slide.
-There are 4 options for children to choose the
correct answer.
- Students raise their hands to choose the correct
answers.
5 Wrap- up

Complete practice test

6 Homework

G. Evaluation
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