Atakan Aydin Atakan Aydin

Intermediate, B1 level


To provide various ways of talking about the future for making plans using a text and dialogues that include future forms in the context of plans.


Abc Matching handouts, Reading handouts, Sound track 5A Source: Clare, Antonia, JJ Wilson, SOUISB.

Main Aims

  • To provide review and practice of English in the context of plans

Subsidiary Aims

  • To provide students with practice of the future forms using various skills; listening for pronunciation, writing a dialogue and free speaking activity.


Lead-In (5-6 minutes) • To set lesson context and engage students

Referring to the previous lesson, Ask them "How many kids do I have" Remind them (if they don't remember) "Remember I lied and said I had 4 kids in the previous lesson. As you know It was a lie, Gesturing "I have more than 4:" (Laughings) Say "I have 1052 kids in my school" and have 2 kids at home. I ask them questions everyday. Gesturing "when are you going to do your homework" "When are you going to your bed" "when are you going to tidy up your room" Ask them "Raise your hands if you are a father." "Raise your hands if you are a mother." "Raise your hands if you don't have children, but have a mother or a father." Tell them "We have all problems/issues in terms of relations with our families." Write the following statement on the WB based on the text and Ask them to write two questions based on the text pointing out the one you write on the WB. "Does the writer want to be nosy in her teenagers' life? No." Tell them "You have 3 minutes to write it." Ask an ICQ question "How much time do you have to write it?" Make pairs Ask them "Ask the questions each other?" ICQ: Are you asking the questions to me? "No" Ask them "Who are you asking to?"

Grammar (9-11 minutes) • to introduce future forms for plans.

Instruction: Look at Ex.4A. There is a mini dialogue for the future forms for plans" Show the dialogue on the handout. ICQ: "Is this a letter or a dialogue" Say: "You are going to work in pairs and read the dialogue with your partner. ICQ: Are you going to work in pairs or individual? Divide them into pairs. You two you two. One of you is A. One of you is B. Give the handouts. Monitor Instruction: Ask them to look at the future forms on the handout. ICQ: Are you going to look at the past forms? Ask them to work with their partner. Ask them to find an example of the present continuous in the dialogue. Building Rapport: Praise them if they can. Instruction: Look at the Rules at the bottom of the page. ICQ: What example are you looking at? Match the future types in the text with the rules. Use the numbers 1, 2, 3, 4 in the dialogue when matching. ICQ: Are you going to use the letters? Are you going to write anything? Work in pairs. Divide them into pairs by numbers. 1, 2, 3, 4, 5, 6, 7, 8, 9. Find your partner. Give the handouts. Monitor Instruction: Look at the text P32-33. Find the future forms and highlight them. ICQ: Are you going to read the text? Are you going to scan? Are you going to highlight the past forms? CCQ: Do we use the present continuous form for the arrangements?

Listening for pronunciation (5-6 minutes)

Instruction: Listen and complete the sentences below. You are going to work in groups. ICQ: Are you going to work in Pairs? Turn on the sound track and have them listen to it. Instruction: Write the different pronunciation of "going to" in question form. Are you going to stay or come with us? Are you gonna stay or come with us? Drill the different pronunciation.

Grammar (4-5 minutes) • to practice different future forms in a dialogue.

Instruction: look at the Ex 6. Tell students Dave and Pete are making plans in this conversation. Work together to complete the correct future form in the conversation. Monitor and correct any mistakes using CCQs CCQ: Is he asking about a plan? Is he deciding while he is speaking? Is he sure about the plan or not sure? Do we use "will" for arrangement in the future or "present continuous" Instruction: Work in pairs. You two, you two... One of you is Dave, One of you is Pete. ICQ: Are you working in Pairs? Read through the dialogue. Monitor and correct pronunciation if necessary.

Writing (5-6 minutes)

Instruction: Write a sentence for each situations. Are you going to try to find mistakes or write a sentence for each situation? Monitor and help with the ideas if SS are struggling.

Speaking (5-7 minutes)

Instruction: Write about your weekend plan on the WB. I am going to Çanakkale. Ask me extra questions about my Çanakkale plan. Share your sentences with your partner and ask some questions about your partner's plans. ICQ: Are you going to share with your partner your family problems or your sentences about your plans? Work in pairs. You two, two...

Writing a dialogue (10-12 minutes)

Instruction: Write a dialogue between a teenager and their parent. Choose one situation from 7A. ICQ: Are you going to write about your problems or a dialogue between a parent and a teenager? You have five minutes. ICQ: How much time do you have? Work in groups. A's are teenagers. B's are parents. You A, You B... Give each pair a piece of paper if necessary. CCQs: What things do teenagers usually want to buy? How do parents usually feel about it? Think about the what teenagers are like? Try to elicit the words lazy, funny, moody using images. Think about what parents are like? Nosy, impatient, angry. Divide the class in half. Ask them to perform their dialogues to their group. Who's conversation was the funniest? Most realistic? Most unrealistic? Best grammar?

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