Erlend Erlend

Elementary level


This is a grammar lesson that extends and reviews work done on "going to" in the previous lessons and contrasts it with "might". The listening provides the context for the grammar, while the initial vocabulary provides some useful lexis for the listening and for practice later.


Abc True False Handout (ex3b)
Abc Sound clip ex5
Abc Pronunciation Handout (ex8b)
Abc Gap-fill handout (ex6)
Abc Sound Clip ex3a
Abc White Board
Abc Graduation Picture
Abc Vocabulary Strips (ex1)
Abc Vocabulary List ex3a
Abc Sound Clip ex8b

Main Aims

  • To provide Ss review of "going to" and clarification on how it contrasts with "might" in the context of activities following graduation.

Subsidiary Aims

  • To review/present vocabulary/collocations related to after graduation activities. To provide Ss semi-controlled listening and gap-fill practice.


Lead-in (5-6 minutes) • To set lesson context and engage students

Show Ss a picture of people graduating and stick it on the white board (WB). Ask Ss to guess what they see in the picture. (people celebrating after the exams) Ask Ss "Who went to university?", continue with "What did you study?" (personalize). Ask Ss in pairs to discuss what they liked and didn't like about school/university. Get FB.

Exposure (12-13 minutes) • To provide context for the target language through a text or situation

Draw 3 boxes on the WB as illustrated in ex1. Divide the vocabulary strips among Ss. Ask Ss to stick them in the correct box on the WB. Encourage them to guess if they don't know the meaning at this stage. Ask Ss to check what they put on the WB and make changes if they want to. Take FB Make sure sSs understand the meaning of "revise for" (to read something again before an exam), "a degree" (what you get after you pass an exam), "a qualification" (for now, tell Ss it's similar to a degree). Also make sure Ss know the opposite of "pass" is "fail". Elicit these meanings from Ss. Practice pronunciation if necessary. Ask Ss: what do you do after you finish an exam/school? Elict as many words from Ss as needed for ex3a. Write the remaining words on the WB. Put Ss in pairs. Tell Ss that they will listen to 3 students (Tim, Debbie, and Sid) talking after their final university exam. Give Ss the handout with the vocabulary and tell them to tick the words they talk about in the sound clip. Take FB and tick on WB. Ss work individually. Give Ss the handout of ex3b. Nominate Ss to read a sentence, so Ss know what to listen for later. Tell Ss to listen to the tape and tick the true sentences. Ss check with a peer their answers and discuss why a sentence is false. Take FB.

Highlighting (3-4 minutes) • To draw students' attention to the target language

Tell Ss that they will listen one more time. Ask Ss in pairs to try to remember sentences they hear with "going to" and "might". Elicit sentences from the sound clip and write them on the WB.

Clarification (11-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning: The WB should have the following sentences: I might go for a drink with Peter, or I might go to Jane’s party. I’m going to meet Tony in town. Write the following possible meanings on WB: We use might/be going to to say a future plan is decided. We use might/be going to to say a future plan is possible, but not decided. Elicit from students the correct answers. Cross the incorrect one on WB. CCQs: I might go for a drink with Peter, or I might go to Jane’s party. Is the person talking about a plan in the future? Yes Is it possible that the person will go for a drink with Peter? Yes Is it possible that the person will go to Jane’s party? Yes Is it possible that the person will do something completely different? Yes Is it a fixed plan? No I’m going to meet Tony in town. Was the meeting in the past? No Is the meeting in the future? Yes Is the person sure he or she will meet Tony in town? Yes Show a cline on WB with 100%, 75%, 50%, 50% or less. Elicit from Ss where they would put going to and might. (see LA for layout) Form: Since going to has been covered in previous lessons, elicit from Ss the form of going to and write on WB: Subject + am/is/are + going to + bare infinitive/base form Review with Ss contraction: I am  I’m, we are  we’re Elicit from Ss the form of might by looking at the example: Subject + might + bare infinitive/base form (+ to) Pronunciation: Might - /maɪt/ Might go – linking occurs with the verb Going to - /ˈɡəʊɪŋtə/ - linking occurs Gonna - /ˈɡənə/ - only used in informal language (appropriacy)         I might go for a drink with Peter, or I might go to Jane’s party.     I’m going to meet Tony in town. Model and drill with Ss. Focus on natural patterns and make sure to stress content words. Also focus on linking. Nominate individual Ss to practice.

Pronunciation Practice (5-6 minutes) • For Ss to practice pronunciation and distinguish between going to and gonna

Tell Ss they will practice pronunciation of might (ex5). They will listen to the tape and repeat. Check individual students by nominating and modeling a sentence for them to repeat. Tell Ss that they will practice to hear the difference between going to (/ˈɡəʊɪŋtə/) and gonna (/ˈɡənə/). Give Ss the handout (ex8b). Elicit from Ss which column stands for "going to" and which one for "gonna" Tell Ss to listen and circle how the people in the tape pronounce going to. Ss check their answers with a peer. Take FB

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

Use the sentences on the WB used for explaining meaning to illustrate that tick (v) is used to express that something is decided, and that tick-cross (vx) is used to express that something is not decided but possible. Elicit from the Ss one of the sentences on the blackboard for each symbol. Explain Ss that they will fill in the gaps (ex6) with the correct form of "be going to" or "might" with the verb in brackets. Ss need to decide which one to use based on the symbols. Ss work in pairs. Give Ss handout. (3 minutes). Nominate Ss to read sentences. Ask peers to comment if it's correct or not. Take FB

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