Lamia Lamia

Going to - Future plans
Elementary level


By the end of this lesson, Ss will have a clear idea about the form and use of the TL and they will be given the chance to practice it through a series of tasks. The lesson will be introduced to the Ss through a listening task, followed by highlighting the TL and clarifying it. The lesson will be wrapped up by a semi-controlled practice followed by the feedback stage.


Abc Pre- teaching Vocab
Abc Exercise 2-e (Redesigned). English File, elementary
Abc Exercise 2-B page 78. English file, elementary.
Abc "What are his plans?" Slide
Abc Listening 10B 10 from English File. Elementary. Ss book

Main Aims

  • To provide clarification of Going to (Future plans) through the context of holidays

Subsidiary Aims

  • Listening for gist and specific information


Lead-in (4-5 minutes) • To build the lesson's context and generate interest in the topic of the lesson

T will tell the Ss "This is my first time in Turkey" and ask them to help find good places to go to during this summer time. Ss will share their ideas and everyone will be given a chance to talk.

Pre-teach vocab (5-7 minutes) • To teach Ss vocab that may block them from understanding while listening

T divides Ss into 2 groups. Each group will be given cutouts with terms, Ss will match them with the right definition. T will set time (3 minutes) T will divide the WB into 2 sections, each group will stick their answers in one section. T will then do some correction and help with PRON when necessary.

Listening task (7-10 minutes) • To introduce the target language via a listening task

T will project a question on the WB "What are his plans?" T will tell the Ss they're going to listen to a recording. Ss will find the answers to this question while listening. Ss will discuss their answers in pairs first, then will share their answers with the rest of the class.

Highlight the target language (8-10 minutes) • To highlight the TL with the help of a gap-filling task

Ss will be a given HOs Ss will listen and fill in the gaps with the correct words. T will play the recording. Ss will check their answers with their partners. T then will help Ss correct their answers by asking some of them to share their answers with the rest of the class.

Clarify the target language (MFP) (7-10 minutes) • To provide Ss with clarification of the meaning of the TL

T will write the marker sentence on the board using different colors. "I"m going to travel round Europe" The model sentence is from the listening. Ss will answer CCQs: 1- "Is he traveling right now" No. 2- "Did he plan where to go?" Yes. 3- "Is he leaving soon?" Yes. T will elicit from Ss the form of the TL with the help of the marker sentence. Elicit the form: S+ Am/is/are + going to + base form T will elicit the other forms of the TL (Negative + interrogative) T will drill "Going To" highlight it on the board and clarify that "Gonna" is commonly used in the daily life by using the WB and by doing some drilling.

Language Practice (6-7 minutes) • To provide students with semi-controlled practice of the task language

T will give Ss HOs of the "Find someone who" Game. Ss will ask each other questions using the TL will fill in the blanks with the answers. Ss will be given 4 minutes to finish the task. Ss will interact with each other using the TL. T will monitor and note down any common mistakes using the TL. Ss will be given a chance to talk about the answers they've found.

Delayed feedback (3-5 minutes) • To provide feedback on the use of the TL and deal with errors and PRON

T will do delayed error correction of the mistakes that were made during the previous task.

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