Masoud Khavari Masoud Khavari

Future Plans
Elementary level


In this class, students learn about the use of 'be going to' for future plans through guided discovery lesson followed by a controlled practice and a speaking freer activity to activate the grammar.


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of 'be going to' for future plans in the context of travel

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of travel


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

-T projects a picture related to holiday with some questions on the board: "where do you like to go on holiday? Why?" "Do you go on holiday often?Why/Why not?" "Do you go with your family/friends/alone?Why?" -T puts ss into pairs. -T gives ss 3 minutes to ask and answer the questions in pairs. -T asks ICQs: "Will you write the answers or say the answers?" "Say the answers" "Will you work in pairs or alone?" "In pairs" -In feedback, T asks ss to tell the class their partners answers.

Exposure (6-7 minutes) • To provide context for the target language through a listening text

-T asks ss to listen to part of a recording about a girl named 'Liz', who is going to go on a trip. -T asks ss to listen and answer a gist question with three options: "What are they talking about?" options: They are talking about: a. Liz's friends b.Liz's plan c. Liz's bicycle -In feedback, ss check their partners' answers. Then the teacher gives the answer. -T passes out the gapped script of the listening and asks ss to listen to the whole recording and fill in the gaps with the verbs given in the HO. T asks them not to change the verbs. -ICQ: "Will you listen and fill in the gaps?" "yes" "Will you fill in the gaps with the verbs in the parentheses?" "yes" "Will you change the verbs?" "No" -In feedback, ss check answers with their partners. Then T gives them the answer key.

Highlighting (2-3 minutes) • To draw students' attention to the target language

-T asks ss to highlight the sentences containing "going to". -T projects the script with highlighted sentences on WB in order to give feedback and highlight the marker sentences.

Clarification (7-8 minutes) • To clarify the meaning, form and pronunciation of the target language

-T writes one affirmative sentence containing "be going to" on WB. "I am going to ride a bike". -T asks CCQS: "Is the sentence about the present, the past, or the future?" "future" "Is it about plans?" "yes" -T elicits the form and writes it on WB. subject+be+going to+verb -T drills -T elicits the negative sentence and writes it on WB. "I am not going to ride a bike". -T writes the form with the help of ss. "subject+be+not+going to+verb" -T drills -T elicits the Y/N question form and writes on WB. "Am I going to ride a bike?" -T elicits short answer "Yes you are" -T elicits the form "be+subject+going to+verb?" -T drills -T elicits a wh question and writes it on wb. "where are you going to stay?" -T elicits the form. " WH word+be+subject+going to+verb" -T drills -T goes through a reformulation.

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

-T passes out HO's of two different controlled exercises. -T sets 5 minutes for ss to do the exercises. -T asks ss to check their partners' answers -In feedback,T gives ss answer keys

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

-T writes some time expressions on WB and asks ss to make a note of what they are going to do at these times individually. (after class, tonight, tomorrow, on saturday, next week, next year) -T gets ss to tell each other what they are going to do. -In feedback, ss talk about their partners

Free Practice (6-7 minutes) • To provide students with free practice of the target language

-T puts ss into pairs. -T asks them to talk about their next vacation and what they want to do on vacation. -T monitors and takes notes for delayed correction. -after correction, if there is time, T regroups ss to do the task again, this time try not to make the mistakes. -in feedback, ss talk about their partners.

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