Jesse Blackburn Jesse Blackburn

A1 level


In this lesson, students will use the reading from the previous two lessons and will learn to use the negative form of "be going to." The students will also do some writing in which they can practice using the grammar: be going to


Abc HO from teaching workbook #2
Abc Whiteboard
Abc HO from teaching workbook #1
Abc Projector
Abc Writing handout

Main Aims

  • To provide clarification and practice of future tense in the context of life changes

Subsidiary Aims

  • To provide product writing practice of a report in the context of changes in life


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Teacher posts a question using the projector: Where will you be or where do you hope to be in five years? If students are having trouble understanding, share an example of myself: In five years I hope to have a full-time job somewhere. -Have Ss share with a partner. Get some WC FB

Reading task (7-8 minutes) • To contextualize and introduce the target language

Teacher: Handout reading about Kamil from Poland and Ali from Egypt. Ask them to work in pairs reading it. Have them write down what Kamil and Ali are NOT going to do. ** Explain they can use the blank space to the right of the readings to write Ask ICQ: What will you write down? Answers: Kamil is not going to start studying at the university this year. Ali's sister isn't going to stay in the UK very long. Teacher: Get some FB from the pairs.

Highlighting target language (9-10 minutes) • To highlight the target language so the students are focused on it.

Teacher: Briefly teach the negative future time phrase "not going to" Write on WB Pass out a worksheet. Explain to Ss that they will make the sentences negatives. Teacher: use the WB to write an example (question 1 from worksheet): I'm going to look for a new job: I'm not going to look for a new job. Have the Ss work in pairs Answers 2. I don't like shopping for new clothes 3. My parents aren't going to move house 4. I didn't go out with friends last night 5. Katherine doesn't work at home. 6. There isn't a station near my flat 7. I can't play the piano 8. Lisa and Zak don't have a dog. Teacher: Have students fill in the blank spaces the projector is posting on the WB

Clarifying Target Language (10-11 minutes) • Clarify meaning so learners understand it

Teacher using the whiteboard, highlight the word order in negative sentences with be going to: subject+be +not+ going to +verb.. Negative: I'm not, you aren't, he/she/it isn't, we aren't, they aren't\ Teacher gives an example on WB: I'm not going to start at the University this year: Aim nɒt/ ɡəʊɪŋ tə... Teacher points out the stress on not: nɒt/ ɡəʊɪŋ tə Teacher drills ɡəʊɪŋ tə. Makes clear that we don't say going tʊ Teacher makes sentences with I'm not, you aren't ..... I'm not going to.. you/they/we aren't going to.. he/she/it isn't going to... Teacher gets WC FB: Have students repeat

Language practice (13-14 minutes) • To provide freer written practice focused on using the language accurately

-Explain that the students will write about some of their future plans. -Teacher passes out a Handout -Explain to the students that similar to the stories they read from Isabella, Kamil and Ali, they are to write 4-5 sentences about some of there future plans. -Make sure the students use both the positive and negative forms of be going to. **Teacher helps students where needed as they write -After the students write their sentences, have them read them to there partner. -Have the students get out of there seats and practice reading to there classmates After the students are seated ask if any students want to share what they have written.

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