New lesson plan: Was / Were going to and would

Alexa

Was / Were going to and would - B1+ level

Was / Were going to and would
B1+ level

Description

In this lesson, students learn about the use of "Was / Were going to and Would" through guided discovery based on expressing intentions and plans that changed. The lesson starts with a conversation model about change of intentions. This is followed by a grammar explanation where students identify the structure and the correct usage. Finally there is some controlled practice and free practice.

Materials

Student's book, page 64

Student's book, page 65

Board

Notebook

Student's book, page 64

Student's book, page 65

Board

Notebook

Main Aims

Explain a change of intentions or plans

Subsidiary Aims

To provide practice, clarification and review of was/were going to and would in the context of expressing intentions and plans that changed

Procedure (68-115 minutes)

Warmer/Lead-in (8-15 minutes) • To set lesson context and engage students

The teacher points out to students the title of the lesson, then has students look at the photograph and asks about the situation. This is followed by the students listening and reading the conversations, in order to check comprehension, the teacher asks questions. Students listen to the conversation once again and practice rhythm and intonation by repeating chorally.

Exposure (15-25 minutes) • To provide context for the target language through a text or situation

The teacher directs students attention to the chart and have them read the first explanation and study the examples. To help clarify, the teacher says that those expressions are used to express intentions and plans that changed. To check comprehension, the teacher directs the attention to the examples and asked the original plans and how they changed. To review structure, the teacher writes it on the board, helped by the students participation. To provide practice, the teacher has students to practice in small groups, discussing plans they had and changed.

Highlighting (10-15 minutes) • To draw students' attention to the target language

Students work individually on the grammar practice. First the teacher models the example in order fo students to identify the purpose of the activity, then they write on their notebooks the answers for each picture. This is followed by students comparing and explaning their answers aloud.

Vocabulary (10-15 minutes) • To clarify the meaning, form and pronunciation of the target language

The tacher plays the audio in order for students to listen and read the sentences. Then students listen again a repeat chorally. To check comprehension, the teacher asks students to identify the vocabulary that corresponds to each statement.

Controlled Practice (5-10 minutes) • To concept check and prepare students for more meaningful practice

Students answer the grammar practice using the vocabulary and would to complete the sentences. Then students compare their reasons with a partner. Finally, the teacher shows the correct answers and provides feedback.

Semi-Controlled Practice (10-15 minutes) • To concept check further and prepare students for free practice

On their notebook, students write some intentions or plans they had on the past but changed their mind about. They write the reasons for the changes, using the vocabulary or other reasons. The teacher encourages students to write at least one intention or plan for each category in the notepadding section.

Free Practice (10-20 minutes) • To provide students with free practice of the target language

In pairs, students change the conversation model, using the information they wrote during the notepadding. They use different conversation strategies and finally present their conversation to the class. To check comprehension, the teacher asks students questions and elicits the answers.