Hazal Hazal

Be going to for predictions
Elementary level


In this lesson ss will be intoruduced the target language ( be going to for predictions) via text about a fortune teller. Then the lesson will follow up MFP stages to highlight the target language. Vocabulary will be pre-taught before the reading task.


Abc Student's book hand outs
Abc Gap-fill hand out

Main Aims

  • To provide clarification of be going to for predictions in the context of a fortune teller story

Subsidiary Aims

  • To provide practice and pronunciation of the words from the text in the context of fortune teller story


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

To generate interest T shows a picture of a fortune teller and asks questions about ss's experiences.

Exposure (8-10 minutes) • To provide context for the target language through a text

T hands out a text about a fake fortune teller story. And tell Ss that it is a story about the fortune teller on the board that they talk about earlier at the beginning of the lesson. T writes the name of the fortune teller and ask ss to read the text .In that text, there are sentences consists of -be going to -form in the meaning of predictions. Ss are introduced to the target language.

Highlighting (8-9 minutes) • To draw students' attention to the target language

T asks ss to underline prediction sentences. T clarifies what a prediction is by eliciting the meaning from the ss in order to help ss find -be going to sentences.

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

T writes a marker sentence on the WB that is elicited from the ss. T clarifies the meaning of the target language by highlighting form and pronunciation.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T hands out an activity sheet for ss to find and correct the mistakes. With the controlled practice, ss have no choice over the language so they focus on gainin confidence understanding the form. They check their answers with their partners.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T hands out a sheet with some pictures on it.Ss make predictions about the pictures and write sentences with - be going to. They check their answers with other students. Ss write the answers on the board.

Free Practice (5-6 minutes) • To provide students with free practice of the target language

As a freer oral activity, T asks ss to talk with their partner about their predictions for themselves in five years time.

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