To provide clarification and practice of future plans with be going to in the context of life
To provide fluency and accuracy speaking practice in a conversation in the context of future plans in life
Procedure (31-50 minutes)
The T will draw a stick figure called Mahdis on the board with speech bubbles with some of the verbs from the passage they read last session. She will elicit examples of what she is going to do in the future. (go sightseeing, eat at cafes, go shopping, go back to Iran) She will ask some CCQs: Is she thinking about past, present or future(next week)?
The teacher will ask the Ss to read the passage Chris gave them again and underline the verbs. She will do an example on the board. After underlining the verbs she will ask them to check their answers with their partners. And then gets FB.
The teacher will draw a timeline on the board and ask CCQs about Sabrina: Did she leave school in the past? (no) Will she leave school in the future? (yes) Does she already know that she will leave school in June? (yes)Did she know that she would leave school in June? (yes)
The T will chest a HO and ask the Ss to notice the word order and then write the sentences in the table, then they will check their answers with partners. The T will write an affirmative and a negative example on the board to clarify the form.
The T will drill the TL. She will write the phonemic description in case the students get confused.
The T will chest another HO. She will do the first one as an example on the WB and give the Ss the HOs to do the exercises. Then She will ask them to check their answers in pairs and write them on the board.
The teacher will give the Ss some time expressions and ask them to put them in order on a timeline.
The T will ask the Ss to work in pairs, show each other flash cards and then say make sentences with the verbs and time expressions. The T will monitor and do error correction.
T will divide the class in groups of three and then ask them to tell each other about their plans.
the T will take notes while monitoring the Ss. Then she will put sentences on the board and ask the Ss to work in pairs and correct the sentences. Then she will get WCFB.