The Leak Above the Kitchen · Tutor Plan

Lesson aim

Evidence to collect

The learner follows a practical complaint email, separates finished events from decided plans, and writes a clear problem report using past simple and be going to.

Language lens

What happened and what is going to happen

Farah uses past simple for finished events that explain the problem, such as noticed, called, and fell. She uses be going to for actions she has already decided to do next. This keeps the order clear for the reader. First come the facts, and then the plan.

Suggested sequence

Timing

1. 3 min · Discuss home problems and how the learner reports them.
2. 3 min · Read once for the problem and once to mark past events and plans.
3. 4 min · Check comprehension and point to the exact sentence.
4. 4 min · Contrast past simple and be going to, then complete the language check.
5. 2–3 min · Look at the subject line and the final request.
6. 4–5 min · Write or speak a short problem report.

Anticipated problems

Watch and respond

• The learner may drop am or is before going to, for example I going to call.
• The learner may use the base form after a past time phrase, for example On Sunday I notice.
• The learner may write a request that is too direct, such as Send a plumber now, without could you please.

Short lesson

If time is limited

Read for the problem, answer questions one, four, and five, sort four sentences into past or plan, and finish with a three-sentence spoken report.

Extended lesson

If the learner needs more

Write the manager’s reply. The learner explains what the office did yesterday and what the plumber is going to do on Thursday.