Rustam Rustam

Teaching Practice 2
Pre-Intermediate, Inside-Out level


This is a grammar lesson in which students review and further consolidate the use of "going to" (for future intentions). Any problems students might have with meaning, form and pronunciation of "going to" will be clarified in this lesson too.


Abc Copies of the textbook
Abc Teacher's notes

Main Aims

  • Grammar: "(Be) going to" for future intentions

Subsidiary Aims

  • To give students semi-controlled speaking practice to develop accuracy


Lead-in (3-5 minutes) • To introduce students to the topic

Teacher draws a picture of Matt and asks students what they remember about him from the previous lesson. To encourage students to start using "to be going to" teacher needs to ask leading questions, such as: "What Matt is going to do?/What he is not going to do?" After a few statements about Matt's future plans teacher goes straight to exercise 1 pg.49

Correcting mistakes in sentences (3-5 minutes) • Clarify any problems students have with meaning, form and pronunciation of "be going to"

Instructions: "Sit in pairs. Each sentence in this exercise has a mistake. Find the mistakes and correct the sentences" Each pair receives a handout with an exercise on it. Students work in pairs to find mistakes and correct them. Teacher monitors and clarifies if necessary.

Writing own sentences (5-10 minutes) • To allow students semi-controlled practice of "be going to"

Teacher puts "BE GOING TO" on the whiteboard and gives any clarifications on the form, meaning or pronunciation, if needed. Then teacher gives students the following instructions: "In pairs write 2 sentences using (be going to) but with one mistake in each sentence". Teacher may need to demonstrate this on the whiteboard to avoid any misunderstandings. Teacher writes the following on the whiteboard: "WHEN YOU GOING TO PLAY THE GUITAR?" and asks students whether they find a mistake. Provided that students are clear with what they need to do, teacher asks students to start the activity. Once each group is done with two sentences, they swap their papers to correct the mistakes.

Speaking practice (10-15 minutes) • To encourage speaking practice to develop accuracy

Teacher distributes handouts with an exercise on them. At this stage teacher needs to clarify the meaning of the word: "disaster".To do so, teacher gives the following instructions: -"Read the questions and underline one word which is used in all situations" Then teacher asks a leading question: "Is a disaster something good or bad?" Students are then put in pairs to discuss the questions. Teacher monitors and provides necessary help. Once they have finished discussions in pairs, students are then encouraged to say one or two sentences about their partners on what they have heard from them. Instructions: -"Now say what you remember about your partner's plans"

Speaking focus (5-10 minutes) • Give students semi-controlled speaking practice

Students are paired to ask and answer each other questions about their future plans using the prompts from the exercise. Instructions: -"In pairs, ask and answer questions using this model" Teacher then gives each pair a copy of the exercise.

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