beginners A1 level
Grammar use of "Be going to" to talk about the future
Speaking To give the chance to students to talk about their plan in the future using "Be going to"
Procedure (39-51 minutes)
The teacher shows four pictures through video projectors and draws a guideline on the board and asks them to make a guess about their jobs and discuss it in their group for one or two minutes. Then he wants them to share their guesses with the class and he puts them on the board in the middle of the guideline (NOW). Then he asks them to predict their job in the future and discuss it in their group again in one or two minutes. Then the teacher put their predictions on the board again, but at the end of the guideline.
The teacher shows them a HO and instructs it clearly and encourages them to read about the people whom they talked and made some guesses about. As the main aim is grammar they are told to read it very fast in three minutes maximum and write the people's name in the right gaps. After that the teacher asks them to check their answers and nominates them to tell the answers to the class. Next, he elicits the meaning of Be going to and refers them to their guesses on the board and points the future part of the guideline and have them to find two sentence from a text in pairs, one of them refers to the past and the other one to the future. The teacher puts their sentences on the right place of the guideline.
After the students have enough effort to guess the meaning of the grammar, The teacher tells the sentences aloud and gestures the future and present. He copies one of the Camli's sentences about her future as a model sentence ( I'm going to leave school in June). Then he asks the students in pairs to find out what the other three people said about the future. The teacher nominates each group to tell one or two sentences to the class aloud. Then he asks some CCQs : Are Isaballa and Gustavo married now? (No) Did Camil leave school last year? (No)..., ) . are Isabella and Gustavo married next year? (Yes) to make sure they understand the meaning of the grammar.
When the teacher gets the insight that the students knows the meaning of the grammar, he regroups the students in a way those who are a bit slow on uptake be in group with the smartest ones. Then he writes the pronouns on the board and asks them in pairs to write a sentence in future for each pronoun. Then he nominates each pair to say the sentence from each person. The pronouns demand all three different form of to be verb (am is are). The teacher writes their sentences on the board and highlights the different form of to be verb after each pronoun. After all the teacher writes the mathematical formula on the board and makes it clear that there is always the base form of the verb after "Be going to". The teacher makes an special example with "go" in case they face confusion between Go and Going.
The students are highly likely to put stress on all the words. So, the teacher marks the stress on GOING with different colors and writes the correct phonetic of GOING TO on the board. Then he gives them time to think about the correct pronunciation and after that he elicits it. In the end he drills it. The students are asked to write one sentence with BE GOING TO and the teacher nominates some of them to read it aloud. Then he writes a sentence with be going to on the board and drills the correct intonation.
The teacher regroups the class. the students are given a HO and they are supposed to put the negative and positive sentences in the table. Then after a limited time they are asked to check their answers in pairs and the teacher nominates some of the groups to tell the answers. Since the model sentences are on the board the teacher corrects them on the spot.
The teacher asks students to be in a group of three. Then the students are asked to write about their plan for the next weekend. After a limited time they are asked to raise their hand, so the teacher makes sure their attention is grasped. Then they are asked to tell their story to their group. Within this stage they are monitored and the teacher takes note of any error. Then the teacher nominates some of them to tell their story to the class. After all their mistakes are put on the board and the teacher asks them to correct the sentences.