Hassan Mirmonsef Hassan Mirmonsef

Plans for future (be going to)
A2, Elementary level


In this lesson, students after learning related vocabulary, talk about their furure plans through different kinds of activities.


Abc handout-time expressions
Abc Slide
Abc handout-pictures
Abc handout-time expressions-AK
Abc handout-listening

Main Aims

  • To provide fluency speaking practice in a conversation in the context of travel and plans

Subsidiary Aims

  • To provide review of 'be going to' in the context of plans for future
  • To provide gist and specific information listening practice using a text about plan in the context of holiday


Warm-up 1 (3-5 minutes) • To engage students and set the context

T shows a picture of himself. T elicits from the sts "Tomorrow I am free. What am I going to do this weekend?" T asks sts "What are you going to do this weekend?" T elicits/consolidates some of the activities sts learned a day before. T instructs "talk to your partner and say what are you going to do this weekend/after the class?" FB: Not needed. maybe just one.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T instructs: "We listen to two firends, Omar and Julie. They talk about their plans. Listen and answer two questions." Task: Sts listen to the recording and answer questions (above dashline). FB: Pair check.--> Slide. ---------------------------------------------------------------------------------------------------- T instructs "We listen again. Complete the sentences when you listen." T models the first one on the board. 'Julie is going to visit her grandparents". ICQ:"Do you write when you listen or after that?" - when we listen FB: pair check---> answer key. (handout-listening-AK)

Phone Conversation (5-7 minutes) • To use be going to in a short conversation

T instructs: "Write one activity you like on blue piece and one place on yellow piece." ICQ:"What do you write on blue sheet?" - an activity "What do you write on yellow one?" - a place After collecting all cut-outs, T models a conversation with one of the sts. A: What's your plan for the weekend? B: We are going to visit .......................... A: What are you going to do there? B: We are going to ..................... FB: delayed error correction.

Warmer 2 (5-6 minutes) • To set the context for using "be going to" for expressing intention

T sets the scene: T shows a picture of a woman thinking about buying a car. T instructs " What are they going to do?" ICQ: "What do you talk about" - what they are going to do.... T gives handout-pictures to groups FB: T shows slide and asks sts the same question. T asks sts " How about you? What are you going to do after the class?" Task:Sts exchange their ideas in pairs. FB: No whole-class is needed.

Find someone who (4-6 minutes) • To practice language in speaking activity

T instructs "you stand up and ask your friend questions with ? -going to... and write their names in front of the activity in the table. T elicits from sts "How can you continue the conversation?" T models a conversation with one of the sts" -Are you going to buy a new mobile phone? -yes - when? - next summer

Useful Language (if needed) (0-0 minutes) • To highlight and clarify useful language for coming productive tasks

T elicits from sts "What did Julie use when talked about future?" - be gioing to "How about adverbs?" "Did she say today, tomorrow?" -yes... T instructs "Read the script of listening and underline the time expressions." T distibutes hadnout-answerkey. Sts check the text and underline in less than a minute. T asks sts "which one is the closest to present?" T clarifies "next week or later this year?" - next week. T instructs "You receive some time expressions and you put them in order in your groups." ICQ: "What is the first one so?" - today Task: Sts in groups of three put the slips in order. FB: Sts stick them on the wall. T gives the answer key to all sts.

Lottery (8-10 minutes) • To provide an opportunity to practise productive skill

T shows a picture and elicits from sts "Why is he so happy?" "Why is he rich?" How much did he win in lottery?" 5 million lira. What is he going to do with the money? Write down four things you are going to do with the money (on the board: He is going to ... ). ICQs: How many sentences? four. When they finish, the teacher tells the students to get up and ask each other about their plans (What are you going to do with the money?). If someone else has the same plan, they should write down their name next to it. Are you going to show your list or ask questions? Ask questions. The teacher then writes down a few plans that several students had, and has the class vote on the most popular one. If there is enough time, the teacher can do some error correction.

Feedback and Error Correction (3-4 minutes) • To provide feedback on students' production and use of language

T writes some correct and incorrect sentences and asks sts the problems.

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