Show students two contrasting photos (e.g., before/after makeover images or the textbook’s Chelsea & Eddie photos). Ask students in pairs: “What differences do you notice?” “Why do you think people change their appearance?” Elicit a few ideas from the class and write 2–3 key words on the board (e.g., change, appearance, new look). Briefly introduce the theme: “Today we’re talking about A New You — how people change their appearance, personality, and future plans.” Interaction: S–S → T–S Rationale: This warmer activates schema, creates curiosity, and prepares students for the vocabulary and grammar focus of the lesson.

Show students the makeover interview (Chelsea & Eddie) from the textbook. Ask students to read the interview quickly and answer two simple gist questions: “What changes are Chelsea and Eddie planning to make?” “Are these plans about appearance, personality, or lifestyle?” Students compare answers in pairs. Briefly elicit key examples of going to and Present Continuous from the text and write 2–3 on the board (e.g., I’m going to get my hair cut, Stan’s coming round at seven). Interaction: S–S → T–S Rationale: This stage provides natural input before any explicit grammar teaching. Students see the target forms in a meaningful, real‑world context, which prepares them for the clarification stage.

Display or project 3–4 sentences from the interview text (Chelsea & Eddie). Ask students to underline or identify the future forms in pairs. Examples you can highlight: I’m going to get my hair cut short. Eddie’s going to look for a job next summer. Stan’s coming round at seven. Elicit quickly: “Which ones show plans/intentions and which show arrangements?” Interaction: S–S → T–S Rationale: This step helps students notice the target forms in context before you move into deeper clarification.

Pair Activity: “My Week & My Plans” Give each pair a short list of prompts (you can write these on the board): This weekend I… Tomorrow after school I… Next month I… In the summer I… A change I’m going to make is… An arrangement I already have is… Students complete the prompts using the correct future form: I’m meeting my cousin on Saturday. (arrangement) I’m going to start exercising more. (intention) Students then ask and answer the prompts in pairs, using the target language. Teacher monitors for accuracy and provides support where needed. Interaction: S–S (pairs), T–S (monitoring) Rationale: This stage bridges the gap between controlled grammar exercises and freer communication. Students still have prompts to guide them, but they must choose the correct future form and personalise their answers, increasing both accuracy and fluency.

Put students into pairs or small groups. Give them this speaking task: “Imagine you’re being interviewed for a magazine about your future plans and the ‘new you’. Ask and answer questions about your appearance, personality, habits, and future arrangements.” Provide optional prompts on the board: What changes are you going to make this year? What are you going to start/stop doing? What arrangements have you already made for this week? How are you going to reinvent yourself? Are you meeting anyone soon? What are you doing this weekend? Students interview each other freely, using as much target language as possible. Teacher monitors, notes good language + common errors for delayed feedback. Interaction: S–S (pairs/groups), T–S (monitoring) Rationale: Students move from guided practice to authentic communication, using the grammar and vocabulary in a natural, meaningful way. Lazer Tag Blooket Game (2–3 minutes inside the 7‑minute block) Aim: To reinforce the target grammar in a fast, fun, competitive way. Procedure: Open your Lazer Tag Blooket set (e.g., Present Progressive or your custom future forms set). Students join quickly using the game code. Play a short 2–3 minute round focusing on: Present Continuous for arrangements going to for intentions appearance & personality vocabulary Why it works: High energy Immediate reinforcement Perfect for teens Great transition into feedback or wrap‑up

Bring the class back together after the Blooket game. Ask 2–3 students to share one arrangement and one intention they talked about during the lesson. “I’m meeting my friend on Saturday.” “I’m going to start eating healthier.” Highlight one or two good examples on the board. Briefly correct any common errors you heard during monitoring (delayed feedback). Praise the class for their energy and participation. Interaction: T–S, S–S Rationale: This stage reinforces the target language, boosts confidence, and ensures students leave with a clear sense of achievement. Homework (2 minutes) Task: Write a short informal email (80–100 words) to a friend explaining: one change you’re going to make to your appearance or lifestyle one arrangement you already have for this week why you want to make these changes Example prompt: “Tell your friend about the ‘new you’ and what plans you have for the near future.” Rationale: This extends the lesson’s grammar and vocabulary into a real‑world writing task, reinforcing accuracy and fluency.