Thomas Thomas

Modal verb
Upper intermediate level


In this lesson, students will be able to better understand the grammar usage of the modal verb ‘going to’. We will discuss the positive and negative form of this modal verb. I will also highlight some more examples using the personal pronouns (1st sing, 2nd, 3rd plural) for students to get a clearer picture of the verb. The lesson will start with the follow up of the dialogue which will be presented by my colleague in the previous lesson. Students will discuss some sentences using 'going to' and complete a grammar exercise for some target practices. They will also do some speaking practice to have some more clarification of the modal verb. Finally, each pair will choose a topic to prepare a small talk in 30 sec. and talk about it with each other.


No materials added to this plan yet.

Main Aims

  • By the end of the lesson, learners will have had an opportunity to practice using the modal verb 'going to' and will be better able to talk about their intentions for the future.

Subsidiary Aims

  • To provide speaking practice and clarification of the modal verb going to.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T will show an image of Mustafa smiling with thought bubbles over his head. In the bubbles there will be there images about things he is going to do later. T will ask students if they could say what he is thinking. Teacher will ask students what they are going to do this weekend.

Practice activity 1 (8-10 minutes) • To provide written practice focused on using the language accurately

Teacher will write Mustafa and Recep Tayyip Erdogan Stadium on the board, and ask Ss to discuss in pairs what they think this person is going to do this weekend? T-S task feedback(elicit a few ideas)

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T will give to Ss worksheet 1 showing interesting events that a famous person will do next week. Ss will need to guess who diary is it and then tell each other what he is going to do next week and what is going to happen at those events. Students will them prepare a list about what they will do for the weekend an switch with pairs to read it out. Form clarification and CCQs

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T will hand out a worksheet 2 for students to complete in pairs. Check it pairs to compare the right answer before T CCQs for clarification and choral drilling.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Ss will work in pairs and choose 3 of the topics in the table that T will be handed out to them. They will prepare a short talk about 3 second on each and think carefully about with future for they should use. Choral Drilling and Feedback.

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