Copy of Assessed TP8 - Plans for learning English! - be (not) going to
Beginners, A1 level
To provide review of "be going to" and clarification and practice of "be (not) going to" in the context of plans after the course.
To provide gist and scan reading practice using a text about things to do and things not to do when learning English in the context of after-course plans.
Procedure (36-48 minutes)
T writes ITI and elicits that sts learn English here. Then he writes lesson's date and elicits it is the last day of the course. T gestures and says "after" and asks sts in pairs what they can do in the mornings when the course finishes. T gets WC FB.
T draws a person sitting at a desk and writing on paper. T asks Sts who this person is and elicits an ITI English student, just like them. T starts to draw spikes from person's notes, draws a bubble and writes "visit friends", draws anothor and writes "do sport". In a third one he writes "sleep" but crossed out. T elicits that the student is making plans for after the course. T elicits and drill sentences with positive and negative "be going to" for the speech bubbles drawn and then adds three others: "watch TV" (crossed out), "study English", and "use facebook" (crossed out). T elicits TL sentences. T does back backchain drilling, using the weak form of "going to" To introduce an example with "I", T says to sts "I - go to work" to elicit "I'm going to go to work!" T drills.
T chests HOs containing pictures showing people's plans and sentences in both negative and positive forms of "be going to" to match with. T demonstrates with an examples and asks sts to do the matching individually in 3 minutes. T asks sts to compare in pairs. T gets FB and checks answers, clarifying meaning and form and drilling pronunciation. T then chests the grammar rules table and asks sts, in pairs to complete the table. T gives answer key and asks students in 1 minutes to check their tables.
T chests HO and gives instructions. T gives HOs and sets 3 minutes for sts to do task individually. T forms new pairs and asks sts to compare their answers. T divides board in a way that each pair can have a space to write the answers to sentences that T decides, eg. WB should be in 4 quarters if there are 8 sts. T checks answers from WB, clarifying any unclear meaning or form.
T reminds sts of "Ahmet", the ITI student he drew on the WB, and elicit that he wanted to study English. T asks controlled questions about improving English, eliciting and clarifying (see WB plan 3) the words "improve", "subtitles" and "unclear"
T chests HO and tells sts they are going to read a text about learning English. T tells sts they have to choose the best title in 2 minutes. T gives HOs and sts do tasks. T checks answers and clarify the reason.
T chests activity and gives sts 3 minutes to find the answers. T asks sts to compare in groups and he gets FB and checks answers.
T tells sts they should plan how they are going to improve their English after the course and make a plan. T asks sts to individually write verbs (teacher domnstrates) for one thing they want to do (watch films) and one thing they don't want to (not use English subtitles). T tells sts they can use the reading text to help them with ideas and he gives them 1 minute. T asks sts to work with a partner to share their plans and make one plan together, explaining they should use "be (not) going to", and eliciting one example. (If time allows) T joins pairs to make groups. This time they will talk about their plans using the pronoun "we". T stops activity 3-5 minutes before lesson ends to get feedback and give error correction.