nwclarke nwclarke

TP 4
Pre-Intermediate level


In this lesson, students learn about future plans, using going to and the present continuous.


Main Aims

  • To provide clarification of present continuous vs. going to in the context of weekend plans

Subsidiary Aims

  • To provide accuracy speaking practice in a talk about the future using the present continuous and going to in the context of weekend plans


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

Students talk about what they're going to do this weekend. I put the question "What are you going to do this weekend?" into the chat and on the Google Slide. Depending on the number of students, I will put them into BORs and talk about their weekend plans. I monitor and after two minutes, return to the main zoom and OCFB. I will write down the answers on the Zoom whiteboard.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

I will use the dialog box from page 38 (exercise 4). On a google slide, I will put the dialog with gaps on the screen for one minute. On a second slide, elicit what time period the dialog is talking about? On a Google Form, students will choose between present continuous and going to in the google form in 4 minutes and then discuss their answers in pairs in BORs. I monitor. After we will discuss the right answers as a class. I will put the answers for two questions (one present continuous and one going to) in a slide and draw attention to the differences, like a definite time reference with the present continuous.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

I will break down two sentences to show the difference between present continuous and going to. /I'm meeting with my sister at one o'clock/ and /In the future I'm going to change a few things./ I will break down each sentence into its grammatical points: subj + to be + going to + verb in form 1 or subj + to be + verb + ing. MFP for each form, including negative and question forms.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

We will use page 141, #3 to test how students understood. Students fill in their answers on the Google Forms. They go into BORs and discuss their answers. I monitor. Return to main class and OCFB.

Free practice (6-10 minutes) • To provide students with free practice of the target language

On Google Slide, I put up a question "What do you think Nathan is going to do this weekend?" In their pairs, they have to come up with four things I am planning on doing, and what time (definite/indefinite). Students work in BORs, and I monitor. We then return to the main group and OCFB. I jot down examples to check during DEC.

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