Cody Valdes Cody Valdes

TP8a -- Speaking about Plans -- Valdes 6-19
Elementary level


In this lesson, students consolidate spoken command of grammar related to plans, i.e. going to and might with question and negative forms, through progressively freer speaking exercises. First they do a controlled gap-fill exercise to consolidate their understanding of grammar usage rules, then do a controlled gap-fill speaking exercise to practice asking questions and answering in the context of plans. Then they speak about their own weekend or life plans with partners in a freer format.


Abc M1 -- Gap-fill handout
Abc M2 -- Speaking gap-fill
Abc M3 -- Freer Speaking ideas page
Abc M4 -- Optional Listening activity

Main Aims

  • To give Ss practice in speaking for accuracy and fluency in the context of making possible and definitive plans for the weekend and for life.

Subsidiary Aims

  • To consolidate Ss command of question, affirmative, and negative forms of "be going to" in the context of plan-making.


Warmer - Bucket List (4-5 minutes) • To interest Ss in the context of making plans for the weekend and for life.

Show your bucket list on the board, clarifying that these are goals and not yet achieved. Ask Ss what they want to do before they die. Have discuss in pairs, then take some WC FB.

Useful language + practice (7-8 minutes) • To consolidate Ss command of be going to in question form with affirmative and negative answers, to prepare Ss for upcoming speaking exercise.

On WB, review (1) conversion of "to be" conjugations into question form, and (2) whether might or going to can be used to formulate questions (going to). Give Ss exercise. Have them check answers with partners, then consult answer key on back. Address pertinent problems WC.

Controlled Speaking (10-11 minutes) • To give Ss practice using TL in a controlled speaking gap-fill exercise.

Group Ss into 3s. Give different papers (1, 2, and 3), instructing them not to show each other. Instruct that they will ask each other questions to find missing information and fill in the whole chart. On WB, check that Ss understand exercise's symbols for going to, not going to, and might. Demo first empty box on one paper. Monitor for good/problematic language. Do delayed EC after activity.

Freer Speaking -- life or weekend plans (14-16 minutes) • To give Ss practice speaking for accuracy and fluency using the TL in the context of describing plans for their weekends or their lives.

Ss will speak with a partner about their plans for either their weekend or their lives, having the choice of one or the other. Give Ss 3-4 mins to generate ideas on their page, but instruct before and monitor during that they do not write full sentences. Get Ss into pairs, seated, and have each speak for 2-3 mins. Remind listener to listen for their partner's interesting plans. Take content FB before rotating, then do one rotation. Monitor for language.

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

After taking content FB at end of last exercise, highlight good use of language and address pertinent language issues WC.

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