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TP: 7b Life Changes . Grammar / be going to
Beginner, A1 level


In this lesson, students learn about 'be going to' for future arrangements, plans through guided discovery based on some pictures. The lesson will start with a discussion about our future plans. This is followed by presentation, meaning, pronunciation and form. Finally, there is some controlled practice through sentence reformulation and practice via a final 'what are my plans?' speaking activity.


Abc HO for controlled practice 1, 2 (adapted from the student's book,Face 2Face,CUP)
Abc Google images

Main Aims

  • To provide practice of be going to in the context of the changing life plans.
  • To provide clarification of be going to in the context of changing life plans.

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of life plans after the course.
  • To provide fluency speaking practice in a conversation in the context of life plans after the course.


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

T greets Ss, as it is the second lesson of the day, T shows a picture of future. 'Is it today?'(No) 'Is it future?' (Yes) T asks 'do you have plans for future? T sets a few minutes for Ss to speak about their future ideas with their partners to generate interest in the topic.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

T sticks four pictures or shows them. T starts her sentences with a demo. "I am going to do a computer course." T changes the picture and asks " I......" Ss form sentences about future plans while they are looking at the pictures. T asks "what am I going to do after this?" Ss predicts.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T writes the model sentences and its timeline on the WB to clarify meaning. "I am going to do computer course." T asks: Is it in the past? (No) Is it a plan? (Yes) Is it in the future? (Yes) T writes another sentence. "I am not going to start university this year." T asks: Do I have a plan to go to university? (No) Am I going to study in university next year? (Yes, maybe) Is it positive? (No) T gives the pronunciation. She doesn't explain 'gonna' structure. T gives back chaining for both sentences. Drilling. Ss explain the form, T writes.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

T sets ss into group of 3 or 4. Ss are given a practice which includes a chart to fill with four sentences, 2 positives - 2 negatives. T explains that they are going to take these sentences and put them into the chart. T gives 7 minutes. T asks 'Are we going to write these sentences in the this chart?' (Yes) 'Are we going to do this alone or in group?' (In group) 'How many minutes have we got?' (7) Ss figure out where to put these sentences in their group. T monitors , takes notes if it is necessary.

Semi-Controlled Practice (5-8 minutes) • To concept check further and prepare students for free practice

T gives another task right after another. It consists of verbs in brackets. T explains the task briefly. T nominates one ss from each group to check the answers at the end of the task. T gives 7 or 8 minutes to them. T asks 'Are we working in the same group?' (Yes) Ss check the answers at the end.

Free Practice (5-8 minutes) • To provide students with free practice of the target language

At this stage, T wants the ss to get around the class to ask some questions about future plans. Asks ss to speak about 'What are you going to do next month / What are you going to do this summer?"

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