Teacher writes the list of things she is plannng to do on the WB and starts talking about it. After she gives a small table as a HO to get sts to write about their plans for this weekend, she writes Tonight, I am going to _______________________________. On Saturday, I am going to ___________________________. On Sunday, I am going to _____________________________. on the WB to help sts make sentences about their weekend.

T. writes a sentence said by a student in the previous stage on the WB. I am going to meet with my friends on Saturday. Then she asks CCQs to elicit the meaning. 1- Was the meeting in the past? No. 2- Is the meeting in the future? Yes. 3- When is it ? On Saturday. Is it a plan? Yes. After conveying the meaning, she highlights the structure and then does drilling practice with its natural form: I am going to + (V1) meet /mgǝnǝ mi:t/ He/She is /zgǝnǝ mi:t/ You/We/They are /jgǝnǝ mi:t/

T. shows prompts with some verbs. T. nominates a st to form a sentence and corrects immediately if necessary.

T. tries to elicit 'go on a canal cruise' and 'go on a camel ride' with the help of some pictures and CCQs. Then she does drilling practice.

T. tells sts that she planned a short trip to different cities in the world for each of the student, she demonstrates the activity on the WB by eliciting full sentences from sts and gets sts to choose a paper on which there is the name of the city, the things they can do there. She asks to write sentences about their trip together with adding up one more activity they can do there.

T. asks sts to mingle around and start talking about their trips. As they are also asked to note down their friends’ trip, T. asks sts about their friends’ weekend afterwards to get them to use ‘he’ and ‘she’.

T. asks sts to write down sentences about their friends' trips.