Emelie Emelie

TP2 Grammar - Future plans
B2 level


In this lesson, students will learn how to identify and distinguish the future forms of will + infinitive, going to + infinitive, the present continuous and might + infinitive, in the context of making plans. After introducing the grammar the students will practice identifying the different structures in a text, practice pronunciation and write their own examples.


Abc Handout 1 - SpeakOut 4a, 5a
Abc Handout 2 - Speak out reading text
Abc Handout 3 - Speakout grammar

Main Aims

  • The main aim is for students to identify, distinguish and practice the future forms of will + infinitive, going to + infinitive, the present continuous and might + infinitive in the context of making plans.

Subsidiary Aims

  • To practice listening for specific grammatical structures.


Warm-up (3 minutes) • To set lesson context, bridge the previous lesson and have the students using future tenses.

Write 'What are your plans for the weekend?' on the whiteboard. Let Ss think for a minute and then discuss in pairs.

Elicit grammar structures (8 minutes) • To have Ss discover patterns and structures for a deeper understanding.

a) Tell Ss about the lesson aim. Tell Ss there are different ways of talking about future plans and in today’s lesson we’re going to talk about four different structures and when to use them. b) Project Ex.4a on the board. Read the first dialogue with the class. Ask Ss to look at the box of phrases and decide which one of the structures is used in the dialogue (might+infinitive). Remind Ss that the infinitive is the simple basic form of the verb. c) Elicit the rule for the structure by asking the Ss: Has this person decided if he/she is going to the party? (No) Underline the uncertainty of the decision by showing a gesture weighing the option of going to the party against staying home. d) Have Ss look at the box of rules and find the rule matching with the phrase. (Use will + infinitive when you are not sure what the plan is.) Complete the first rule by writing on the board. Explain that Ss are going to work in pairs and complete all four rules in the box. ICQs: Are the rules completed? (No) Who is completing the rules? Then give out HO1. e) F/B O/C Have Ss tell the rules. Make sure they have understood the difference between intention, plan and arrangements.

Finding examples in a reading text (7 minutes) • Practice identifying target language in a relevant context.

a) Give Ss 3 minutes to look at the article ‘Life on planet teen’ again to find examples of the different structures in the text. b) Then Ss show each other in pairs. Monitor while Ss work together. c) Project the text on the board and have Ss to come identify and underline the different structures.

Present language (9 minutes) • To clarify, give examples of, and consolidate target language.

a) Project grammar box 3.1 on p. 132. Go through each form starting with CCQs to consolidate the function. Then continue with the word order and structure (affirmative, negative and question form). CCQs: will + infinitive: Have you made the plan before speaking? (No, spontaneous) going to + infinitive: Have you made the plan before speaking? (yes) Have you made arrangements? (No) present continuous: Have you made the plan before speaking? (yes) Have you made arrangements? (Yes) might + infinitive: Are you sure about the plan? (No) b) Project practice 3.1 p. 133 on board. Do first example together. First Ss work alone to complete the task. Then have Ss check answers in pairs before F/B W/C.

Listening practice (4 minutes) • To give practice in listening for grammatical structures.

a) Play recording 5A while Ss complete sentences. Pause between sentences to give Ss time to write. b) Ss check their answers in pairs. c) Play recording again. d) F/B O/C

Practice pronunciation (3 minutes) • To practice pronunciation and intonation of target language.

a) Tell Ss we're going to listen to the recording again, but this time to listen for pronunciation. Tell Ss that in fast speech 'going to' can be pronounced 'gonna', however not to be used in formal situations. b) Drill sentences in 5A. I What are you going to do at the weekend? 2 We're going to visit my brother and his family. 3 Where are you going to look for them? 4 They're going to have a party on Friday. 5 Are you going to come with us tomorrow? 6 I'll ask Marion when she's going to leave.

Writing plans for different situations (11 minutes) • To practice choosing the appropriate future form for different situations.

a) Tell Ss they are going to write their own examples of future plans. Project 7A on the board. Read the six situations and the examples. Remind them to think about the rules and whether they have made the arrangements already, in order to choose the appropriate form. ICQs: Are you going to write your examples? (yes) Are you going to work in pairs? (No, alone) b) Give Ss 5 minute to write sentences on their own. Monitor while Ss work. c) Have Ss sit in groups to discuss and compare their sentences.

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