Amelia Amelia

TP8 Grammar (going to)
Beginner level


In this lesson, students will be exposed to and practice using "going to" for talking about future plans. Through a reading activity, students will be exposed to the grammar and discover meaning through the text, then will practice producing the language themselves. Students will also practice their speaking skills as they produce the new grammar in controlled and semi-controlled activities.


Abc Powerpoint
Abc P. 78 2a Reading Gap Fill
Abc Note Sheet for Stage 4 Mingling Activity
Abc P. 79 6a Gap Fill
Abc P. 78-79 Readings (Divided)
Abc Vocab Collocations Matching Sets

Main Aims

  • To provide clarification and practice of "be going to" to talk about future plans in the context of life changes and plans

Subsidiary Aims

  • To practice reading for details in the context of future plans and life changes
  • To practice productive speaking skills, using "be going to" to talk about future plans


Stage 1: Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students; to review and practice vocabulary for Stage 2

-Project an image/graphic related to the future. Generate ideas about what SS are thinking of doing in the future (use thought bubbles or timelines to elicit "future plans" or "plans") -Put SS in groups -Model the three layer match (picture plus collocations) with the projected image -SS match pictures with the words and the collocations -Pick a group that has everything correct and have other groups check their answers based on theirs

Stage 2: Exposure to "be going to" (8-10 minutes) • To provide context for the target language through a text about different people's future plans

-SS read two texts about people's future plans and do a gap fill matching plans with people -SS find a partner who has a different color HO (who has read the other two texts). They give each other answers that they are missing. -Nominate a student to answer #2; that student nominates someone to answer the next one, etc. -Do hot error correction as students read the sentences

Stage 3: Highlighting and Clarification (10-15 minutes) • To draw students' attention to the target language in the text, then to and clarify the form, meaning, and pronunciation of the target language

-SS read the text again, and underline sentences with "going to" (1 minute) -As WC, ask SS to read sentences with going to -One at a time, use the sentence the students provide to clarify form and meaning -Write sentence on board and generate the form -CCQ meaning; using timelines to highlight when the action is occurring -Drill pronunciation -Repeat for several positive sentences, the elicit a negative one and repeat -Write the rule on the board and elicit the correct answer: "We use be going to + verb to talk about past/present/future plans"

Stage 4: Controlled Practice (Gap Fill) (8-10 minutes) • To concept check "going to" and prepare students for more personalized practice using the form

-SS do 6a gap fill individually -SS pair check the gap fill and decide which person from the reading photos said them (check SS are still working with a partner who has the opposite reading than they do) -Project gap fill and nominate early finishers to fill in the blanks -SS check they have the correct answers; EC and drill any errors. -Ask SS, "Who is going to ____?" for a few of the sentences. Model asking and answering with full sentences.

Stage 5: Semi-Controlled Practice (Plans Speaking) (10-15 minutes) • To concept check further and provide structured practice of the form

-On board, draw a timeline with most of the space given to the future. Separate from the timeline, write "move to Paris in September," "go to university next year" and "go to a party tonight" on the board. Elicit where they should go on the timeline. -Remind SS that "going to" is used for long-term plans, but also for shorter plans. Write "going to" sentences for all three on the timeline. -SS use the HO outline to write what they are going to do/not going to do in the future -Model question form (also included on HO), "What are you going to do tonight/next year/etc.?" with a student -SS use the checklist on the bottom of the HO to see if they can find someone who is doing some of those things in the future. For every check, they get a point -SS mingle around the room and ask/answer questions about plans -Ask who has the most points. Have the SS tell me who is going to "go to a party," etc. (make sure they answer in sentences, ie "Fulkan is going to go to university" -EC and drill vocabulary and/or collocations from the exercise as necessary

Stage 6: Semi-Controlled/Freer Practice (time permitting) (8-10 minutes) • To provide students with semi-controlled/freer practice of the target language, and to further personalize the use of the language

-Mix up groups -SS write three things they are going to do, two that are true and one that is a lie. -Model guessing to figure out which is a lie by making the statement negative ("You are not going to go swimming") -In groups, SS read their sentences, and the group tries to figure out which is the truth and which is the lie

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