Victoria Auger Victoria Auger

TP3_LP_Victoria Auger
Pre-intermediate level


In this lesson, students will be introduced to and practise Present Continuous and Going to for the future in the context of future plans. The lesson will begin with a short lead-in with students being asked to discuss what their plans are for next week. Then, they will be provided with a short reading for gist task followed by a longer intensive reading task to expose learners to TL. Then language clarification will be provided with MFP. Then students will practice with a controlled activity first followed by a freer practice activity. Feedback and DEC will be provided at the end.


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Main Aims

  • To provide clarification and practice of the present continuous tense and using going to for the future in the context of planned future events.

Subsidiary Aims

  • To provide speaking fluency in the context of the TL for this lesson.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

I will set the context of the lesson by asking the students, 'What are your plans for next week?' This will personalise the topic and may lead to the students using the TL naturally without it being directly introduced. Before the students answer, I will provide a teacher model. E.g. 'Next week, I'm going to visit my grandparents.'

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

First I will provide students with a text and provide them with a handout that which asks them, 'What is he/she doing?' and 'Where is he/she going?' to elicit the different uses of present continuous in a gist reading activity. I will do a teacher model for the first question so the students understand what they have to do. Then I will provide the students with another handout with sentences taken from the text which use present continuous for the future and going to phrases. The handout will ask the students whether the sentences are in the present or future tense. All will be in the future as this is the TL. I will provide an answer key to speed up the process and reduce TTT.

Highlighting (1-2 minutes) • To draw students' attention to the target language

I will send students a handout with the TL highlighted (e.g. My friends are arriving/I'm going to wear...). I will tell them this is the TL for the lesson.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

MEANING I will elicit meaning from the students by providing them with examples without directly giving answers. I will then provide timelines to show how the present continuous can be used, as well as going to, for the future. I will clarify students have understood with CCQs: Are we talking about the present or future? (Future) Is it a definite arrangement? (Yes) Is it in my diary? (Yes) FORM I will highlight form using an example in the positive, negative and question forms. I’m visiting my grandparents next week. + subject + ‘be’ + verb in -ing form (+ time marker) I’m not visiting my grandparents next week. - subject + ‘be’ + not + verb in -ing form (+ time marker) Am I visiting my grandparents next week? ? ‘be’ + subject + verb in -ing form (+ time marker) Additionally, I will go over the meaning and form of going to. I am going to visit my grandparents next week. + Subject + going to + 'be' + base form of verb (+ time marker) Explain time marker doesn't have to go at the end. PRONUNCIATION I will indicate stress using the examples above. I will also include phonetic versions. I'm VISITING my grandparents next week. I'm GOING TO visit my grandparents next week. I will reinforce pronunciation through choral drilling.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

I will provide students with a gap fill activity where they fill in the gap with either the present continuous for the future or going to. E.g. I’m ________ a film this weekend. (Answer: watching) Students will complete this activity individually using Google Forms. Then students will be put into BORs to discuss answers in pairs. Answers will be submitted, followed by OCFB.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

I will put the students into BORs to discuss the following questions to practice the TL: What are your plans today? Who are they with? What are your plans this weekend? What are your plans this summer? What are your plans this month? What are your plans next year? I will encourage students to use the TL when answering the questions and monitor them in the BORs to ensure they are. I will be sure to do a teacher model before putting them into the BORs. This will be followed up with OCFB and DEC.

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