Kate Demirtaş Kate Demirtaş

Elementary level


In this lesson students learn how to use the structure going to through the analysis of the sentences and in the context of reading. The lesson starts with a mime game, which will give the context to language focus, then there is some controlled practice and personalized speaking activity. Later there is a short reading activity, which will allow the students to learn about wh- going to question structure, followed by 'Find someone who' activity. Finally there will be a game based on what the students learned in the lesson.


Abc exercise 7a
Abc ''Find someone who'' hand-outs
Abc ex.8a
Abc ex.8b
Abc ex.8c
Abc ex.9a

Main Aims

  • To provide clarification of ''going to/wh-going to'' in the context of personal plans for the future and reading short e-mails about holiday arrangements.

Subsidiary Aims

  • To provide Ss with oral practice in ''going to/wh- going to''
  • To provide gist reading practice using a text about holiday plans in the context of ''going to''.


Warm-up/ Lead-in (2-4 minutes) • To set the context for the lesson.

Greet the students. Write gap sentences to the w/b using the structure going to. The sentences are: I am going to............after the lesson. I am going to............to Italy in December. I am not going to..........a dinner tonight. Mime the missing verbs. Ss guess the verbs. Write the verbs on the w/b.

Focus on Grammar 1 (3-5 minutes) • To introduce the TL to Ss

Write short statements next to the sentences from the warm-up, so that the Ss understand they talk about intentions held before the time of speaking. I'm going to..fly..... to Italy in December. I bought the ticket yesterday. I'm going to..meet a friend...after the lesson. We talked on the phone earlier today I'm not going to..cook.......a dinner tonight. I ate kebab before the lesson. Elicit the rules by asking CCQs about the sentences from the mime game. -Do these sentences talk about present? No; Past? No; Future? Yes -Did I decide to do these things when I said them? No; before I said them? Yes -Do we use going to for things we do every day? No; For future plans? Yes - Do we use verb+ing after going to? No, Infinitive? Yes Write the rules on the board: These sentences talk about future. I decided to do these things before I said them We use be going to+infinitive for future plans We pronounce going to /ˈɡəʊɪŋ tə / Write the model on the board into the table highlighting the form Subject+auxiliary(+not)+ going to+infinitive

Controlled practice (4-6 minutes) • To give give Ss semi-controlled speaking practice.

Distribute the ex 7a p 87 SB to the Ss. Ss solve the task individually then compare the answers with their partner. Each pair picks up a sentence and write it to the table(w/b)categorizing parts of the sentence. Peer check to correct any mistakes. Feedback

Free practice (6-8 minutes) • To give Ss speaking practice and to personalise the topic.

Ss are told to come up with three sentences using the structure going to. One of these sentences has to be a lie. Students tell their partners( partners will be different in this activity) all three sentences and the partners must guess which one is a lie. Provide examples on the board. Elicit which sentence is a lie. I'm going to spend a month in Nigeria in August. I'm going to cycle every evening after I finish my CELTA course. I'm going to buy a new laptop. Feedback to each pair

Focus on Grammar 2 (4-7 minutes) • To introduce the TL to Ss

Ss read the the three short e-mails in the groups of three( one e-mail per person). Each group fills up one table( Help with Grammar be going to: Wh-questions) Elicit one sentence from each group and write it to the table on the board. Peer check. Feedback.

Controlled practice (5-7 minutes) • To give Ss semi-controlled practice of the TL.

Distribute question prompts partially based on the ex 10a p 87 face2face SB. Divide class into 2-3 groups. Ss puts the words together to make the sentences and write them on the empty posters attached to the walls. Ss answer the questions in groups and write down the answers- one question and answer per person. Monitor the task by ticking the correct sentences on the posters. Group that puts all the words together to form sentences first, wins. Feedback

Free practice (7-9 minutes) • To give Ss speaking practice and to personalise the topic.

Ss are given ''Find someone who'' worksheets with 3 different question prompts each each. Explain to Ss this will be the mingling activity and they will use to prompts to ask questions to each other, but they have to come come up with the follow up questions by themselves. Provide examples on the w/b A:Are you going to buy a car this year? B:Yes, I am A: When are you going to buy it? What brand are going to buy? Where are you going to drive it? Ss walk around the class and ask questions. Monitor and assist when needed. Write a few examples of follow-up questions that Ss asked on the board . Error correction if needed.

Follow-up game (4-6 minutes) • To provide Ss with fun activity based on what they learned/

Ss are divided into two groups. Each group has one poster of grammar activity on the wall with jumbled letter words and some sentences on it. Ss have to unjumble the letters and match the words with sentences. The marked letter(s) from each word will form form another noun. The team that finds the noun wins. Monitor and assist when needed.

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