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Teaching Practice 1
Preintermediate level


In this lesson, students will talk about their future fixed plans, or plans they intend to carry out in the future. They will be taught the forms of present continuous tense and 'going to' with the future meaning. They will have two controlled practices and end by discussing their own future plans as a mayor of the town.


Main Aims

  • To provide clarification of 'going to' and present continuous with the future meaning in the context of future plans to improve the town for tourists

Subsidiary Aims

  • Students will have the opportunity to think about their plans they intend to carry out in future and also future fixed plans, using "present continuous".


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T writes on the board " what cities in the world are comfortable for tourists". T asks what comfortable means and then students discuss the question with their neighbors. T-S task feedback ( elicit some cities and why they are comfortable)

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

1)T shows the picture of Machu Picchu and says, " Where is it? ,is it a popular place for tourists? ,why the cable car is a good idea?" . The teacher puts the picture on the board and writes its name. 2)After students answer these questions, the teacher asks what the company plans are or what the company is going to do. 3) T writes on the board: The company is going to build a cable car. The company is going to build a large hotel. 4)T says how about the organization that wants to save Machu Picchu and what Ana says. T writes on the board: Tomorrow we are meeting government ministers. Next month we are organizing an international conference.

Highlighting (2-4 minutes) • To draw students' attention to the target language

1) T says,"Is the company going to build a school?" then writes on the board: The company isn't going to build a school. 2) T says," Are they meeting government ministers next month?" and writes on the board: They aren't meeting government ministers next month. 3) T underlines "going to" in affirmative and negative sentences. 4) T underlines gerunds in affirmative and negative sentences and ask students if they know this is the present continuous form.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

1) The teacher asks CCQs: Does the company want to build a cable car in the future? Yes Did the company decide to build a cable car in the past? Yes Is it a fixed plan? No Do they meet government ministers in the future? Yes Do they know when the meeting is? Yes, tomorrow. Is it a fixed plan? Yes 2) If the students don't distinguish between fixed plans and intentions show two pictures and say: This is Sona. She called the dentist and made an appointment. it is on 8th Jun. and write on the board: Sona is visiting the dentist on 8th Jun. Show another picture and say: This is Sara and she wants to visit the dentist but she didn't make an appointment. and write on the board: Sara is going to visit the dentist. Now ask CCQs: Does Sara have an appointment? No Is it a fixed plan? No Does Sona have an appointment? Yes Does she know her date of appointment? Yes Is it a fixed plan? Yes 3) Underline subject, going to and the verb then students repeat the sentence and practice the pronunciation of 'going to'. say this is a positive form and mention the negative and question forms. 4) Underline subject and gerund forms and students repeat the sentences. mention the positive, negative, question forms.

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

This task is considered to give an appropriate feedback to the teacher. If there are still problems the teacher asks CCQs to help the students. 1) The teacher gives the instructions and then gives handouts. She says,"I will give you this handout. go to page 2. do the exercise alone." ICQs: Which page are you going to find? 2. Are going to see other pages? No. Are you going to do it alone or in pairs? alone. 2) T writes on the board, " share your answers with your partners". The teacher puts the students in new pairs. 3) The teacher writes answers on the board and says,"Does anyone disagree?" 4) If the answer is yes these questions have to be asked: a. Does Aylin know when her flight time is|? Yes. b. Did she book a room in a hotel before? Yes. c. Is it a fixed plan? Yes. d. Does Ali have the tickets? No. e. Is it a fixed plan? No. f. Do I know which model is better? No. g. Do I know the price? No. h. Is it my intention or a fixed plan? Intention. i. Do I know when I study English? Yes. j. Does my friend know when we study English? Yes. k. Did I fix the plan with my friend? Yes.

Semi-Controlled Practice (10-12 minutes) • To concept check further and prepare students for free practice

This practice is from book pg.47 1) The teacher numbers the students from 1 to 3 (changeable according to the number of current students)and put them into groups of three. 2) The teacher gives instructions while having papers in hands. She says," Each colored paper is one question. You have to put the words to make questions." ICQs: Are you going to work with your group mates or alone? group mates. How many questions are you going to make? 6. Are you going to answer the questions?No. Which group is the winner? The fastest group. 3) The teacher gives separated paper to each group and says start. 4) After students finishes the task, the teacher gives each group a handout to check the answers. 5) The teacher says, " Now ask each other these questions. I will get some students to report so all the students in groups have to talk." ICQs: Are you going to talk or write? Yes. Are you going to ask and answer with your partners? Yes. Are you going to speak English? Yes. 6) The teacher monitors and write errors on the board. 7) After 5 minutes, in order to get a feedback some of the students will report on what they talked with their group mates. 8) Errors will be corrected with the whole class.

Free Practice (12-13 minutes) • To provide students with free practice of the target language

This free practice is from book pg.47. The students are going to give their ideas about future plans as a mayor of the town. 1) The teacher writes on the board ' What are you going to do as a mayor of Istanbul to make it a better place for tourists? Why? ' 2) The teacher asks what the word'mayor' mean. As an example, Kadir Topbash was a mayor of Istanbul. 3) The students will be put in groups of four according to the colors the teacher gives them. The students will probably move their seats and have new partners to group together. This grouping technique will make the bored students feel fresh. 4) The teacher says," Imagine you are the mayor of Istanbul, what are you going to do for tourists? in 5 minutes." ICQs: Are you going to speak in Turkey or English? English. 5) The teacher monitors and puts errors on the board. 6) To get a feedback on this task,the students report on their group mates' ideas. One from each group would be enough. 7) Errors will be corrected by the whole class on the board.

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