Mahdis Rose Mahdis Rose

beginner level


Abc future plans

Main Aims

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

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about after the course in the context of future plans


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The teacher writes three questions on the board: When does your ENglish course finish? Do you have a final test? What are you going to do after the course? Then asks the students to write the answers on a piece of paper. She asks ICQs: How many questions? Are you going to talk or write? Then the T asks the students to work in pairs and tell each other about their plans. ICQ: Are you going to read or talk?

context (12-14 minutes) • To review the grammar points and highlight useful words and phrases

The T will give the Ss some future time expressions and ask them to put them on a timeline on the board. The T will chest the HO and ask the Ss to put the words in the correct order. She will do the first one as an example on the board: we are going to listen to music in English. Then she will ask them to check their answers in pairs and then put the correct answers on the board. Then she will put red spots on the stressed words and drill the sentences a few time. Then the T writes a question on the board: How are you going to practice English after the course? and asks the Ss to talk to their partners.

Preperation (2-3 minutes) • Preperation for Speaking Task, listening for gist

The T writes three phrases on the board: The end of a course, The beginning of a course, a holiday. She tells the Ss that she will read them something about herself and wants them to listen and say what it was about. The T will get WCFB.

listening for details (4-6 minutes) • To practice listening for details

The T chests another HO and asks the Ss to listen again and answer the questions. Then the Ss check their answers with partners and write them on the board.

getting ready for the speaking task (6-8 minutes) • to prepare Ss for the speaking activity

The T writes four questions on the board and asks the Ss to write the answers and then tell their partners about their plans for next week:Next Week, What are you going to do? Where are you going to go? Who are you going to see? What are you going to cook? Then the teacher regroups the Ss ask them to put away their sentences and tell their new partners about their plans. ICQs: are you going to look at the paper? (No)

Speaking (8-10 minutes) • to provide semi controlled speaking activity

The T will ask the Ss to make two lines, gives them some questions and gives them time to ask their partners questions. Then regroups them and ask them to do the same with a new partner. depending on the number of the Ss she will repeat the same until the Ss have the chance to tell three people about their plans. The T monitors and takes notes of the mistakes to do delayed error correction.

extra activity (4-6 minutes) • To provide students with free practice of the TL(speaking for fluency)

The T ask the Ss to work in pairs and plan something(e.g. a party) for tonight to celebrate the end of the course. and then change partners and tell the others about their plans.

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