In this stage, first, I will talk about my own weekend and activities I did on the previous weekend. Then i will ask the students about their weekends and their usual activities on weekends: - the specific question: What do you usually do in weekends? I will purposely use some vocabularies like: go swimming, visit relatives, etc. while talking about my own weekend to give them ideas so they can use them while answering too.

Now, I will specifically ask the students to tell me how they are going to spent this weekend and what activities they are going to do: - the specific question: What are you going to do this weekend? (Plans) also: Is it going to rain this weekend? / What do you think the weather is going to be this weekend? (Predictions) let them talk (even incorrect) and then I will write some of the sentences that the student have made in the correct form on the board to draw their attention to the TL, for those who said it wrong to notice the differences in their own answers and the correct ones.

In this stage, I will work on MFP and CCQs. First, I will draw a timeline on the board marking the three tenses: past, present and future. Then asking some CCQs such as: - Are those sentences about past, present or future? Future. - Are those sentences happened yet? No. - Will those sentences happen in the future? Yes. - What are those sentences talking about? Plans in future. Then, I will tell them when to use this grammar point: 1. For future plans and intentions 2. To make a prediction (MFP - Meaning) After I made sure about their answers, I will ask them to help me writing the correct way to form "be going to" sentences (positive, negative, question form) and give an example: - P= Subject + be (am/is/are) + going to + base verb (+ time (this weekend)) example: I am going to visit my relatives (this weekend). - N= Subject + be (am/is/are) + not + going to + base verb (+ time (this weekend)) example: They are not going to the park (this weekend). - Q= be (am/is/are) + subject + going to + base verb (+ time (this weekend)) example: Is she going to bake a cake (this weekend)? - Answer= Yes + subject + be (am/is/are) / No + subject + be (am/is/are) + not (MFP - Form) Then I will assure them that we can also use contractions: - I am = I'm - You are = You're - She is = She's and also Informal reductions: - Going to = Gonna (MFP - Pronunciation)

I will give them a task! The students are going to do the exercises on the student book (page 131) in the given time like 3 minutes and then give them 2 more minutes to check their answers in pairs and then we will check the answers with the whole class and correct the mistakes. For example: - Fill the gap = She _____ this book. (love) / be careful! You _____ it. (break) - Choose a word from the list = cook / be / not listen / stay / get / not go (one word is extra) 1. He _______ a taxi to the airport. 2. I _______ a family meal tonight. 3. You can talk, but I _______ to you. 4. We _______ camping next summer. We _______ in a hotel. - Put the words in order = is / watch / going to / movie / he / a To make sure they have gotten the task right, I will ask ICQs like: - What are we going to do? Answer the questions. - How much time do we have? 3 minutes to answer and 2 minutes to check the answers together afterwards, I will write some more questions on the board and ask the students to answer them voluntary and if the student gives the correct answer, i will ask her/him to say her reason and explain why she/he chose that answer.

I will ask my students to talk about their plans after class in groups of three and then tell the class about whose plans they think is the best and who has better things to do after class. To make sure they have gotten the task right, I will ask ICQs again like: - Are we going to talk about plans after class, this weekend, this year? after class. - How many members in each group? 3 members. - Are we going to talk about future? Yes. Then, I will wrap up the class after a quick review of the content of the session.