Zahra Zahra

TP7, to be going to
Elementary, A1, A2 level

Description

In this lesson, students will learn how to use 'to be going' for future plans. They will learn the grammar through a short dialogue which is about going to party.

Materials

Abc handout/pictures for making story
Abc handout/ exercise + answer key
Abc word document
Abc audio
Abc handout/ prediction task sentences
Abc picture

Main Aims

  • Grammar/ To provide clarification and practice

Subsidiary Aims

  • Speaking, To provide fluency and accuracy / Writing, To provide an opportunity to use the structure in some sentences

Procedure

lead-in/ building context (3-4 minutes) • to generate interests in the topic of listening

- The teacher tells some students some sentences about her last weekend:'Last weekend I went to a very beautiful cafe in Karakoy. It was great but I want to try new places especially for eating. I am going to go to the restaurants in Ortakoy beach.' Then asks: 'Where are you going to go next weekend?' Some students give their answers. -The teacher shows a picture (Rosie and her teacher). She introduces them to the students and she tells the students that she is going to give them a handout with some sentences, they are supposed to guess at the sentences, which of them is about Rosie and which of them is about her teacher? She sets a time limitation (2 minute) and asks them to do with their partners. - Then she asks them to check their answers in a group.

exposure/reading task (4-5 minutes) • to contextualize and introduce the target language

-She tells students that she is going to play an audio, they are supposed to listen and check their answers. They do this part individually. -Then they check their answers with their partners. -As feedback, The teacher asks some of the students to give the answers to the class. She writes the answers on the board.

highlighting target language (4-5 minutes) • to highlight the target language so that learners are focused on it

-The teacher projects a few sentences of the listening part (the structure is highlighted). She asks the students to focus on the sentences and think about the meaning in pairs. -Then she elicits the tense of the sentences by asking: Are these sentences about past, present or future? Is she a ballet dancer now?

clarifying target language (10-12 minutes) • to clarify meaning so learners understand it/ to clarify pronunciation so learners know how to say it/ to clarify form so that learners know how to construct it

- After eliciting the teacher goes through the sentences. -First she elicits the structures of the sentences (affirmative, negative and question) and writes on the WB. -Then she models the sentences (intonation and contraction forms) marks them and drills.

language practice/ controlled practice (11-12 minutes) • to provide controlled written practice focused on using the language accurately

-The teacher regroups the students. - She tells them that she is going to give them a handout. They are supposed to do the exercise with their partners in 3 minutes. -Then she asks them to change their papers and check others' answers. -She gives the answer key to one of the students and they play the teacher. -After that she asks students to unfold their papers. The other part is answer key. - She asks the students to talk about their own plans for tonight with their partners. -She asks some volunteers to give their plan to the class.

language practice/ freer practice (6-7 minutes) • to provide freer oral practice and use the language productively

- The teacher tells students that she is going to give them s paper including some pictures. They are supposed to write a short story about the pictures in their group. (There are two different stories and maybe 4 or 5 groups). After some minutes she asks them to change their papers and read the other group's story. -Finally she asks one or two groups to read their story.

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