T uses some of the vocabulary items that Ss have been exposed to in the previous lessons (I am very sad today, you were very friendly and nice students) just to activate their schemata and then talks about her future plans "I am going back to Cyprus tomorrow and I am going to start teaching there and I am going to miss you.", they will get curious and ask more questions so that T can keep using the “going to” form in order to introduce them to the language in a more natural way.

After the warm-up conversation with the use of "going to", students are going to listen Emily and Ana’s plans for the weekend. 1-The instructions are given. Listen Anna and her sister talking about their plans for the weekend and fill in the gaps. At first they listen and fill the gaps but at this stage although they are being exposed to the TL, T does not ask any questions about it to check if they are aware of the tense that is being used. 2- They are told to check their answers with their partners. 3- They listen it again and mark the statements as True or False. 4- The responses are shared as whole class feedback. 5- T asks CCQs to see if they got some ideas about the tense that’s been used in the listening. “Is she talking about present? (No)”, “Is she talking about past? (No)”, Is she talking about future? (Yes)”. Therefore T makes sure before starting the language clarification, students are aware of the time that “going to” indicates something related to the future.

1- T tells the students to underline the sentences that says "we are going to.." 2- One example is written on the board and underlined. 3- As students are busy underlining the TL, T writes some examples on the board for the language clarification stage. 4- When they are finished, they share their answers as a WC FB.

1- T already wrote 3 sentences on the WB, while students were underlining the TL within the text. 2- Number 1. is present continuous, 2. is present simple and 3.future(going to). T asks them CCQs for each sentence to elicit the right answer for "going to". 3- On the example written on the WB, T shows them the form (to be(not to be) + going to + Verb1) 4- T shows them some pictures and ask them to tell her about her plans, she checks the understanding and the form. 5- Sentences are drilled.

1- T gives instructions for the next activity. 2- There is a schedule for Abdul's week, and they are going make full sentences using the notes in his schedule.If the strong ones are sitting next to each other I will place them with the weaker ones, so that from the very first productive task, they will not fall behind as the strong ones will explain them the form in Turkish and they will understand it better. 3- When they are finished peer check each other's answers and then WC FB will wrap up the activity to make sure everyone is more comfortable with the use of the TL after this controlled practice.

In this part Ss are introduced to the question forms “Are you going to..?” 1-T asks Ss to give her an example using “going to” and writes the sentence on the WB e.g” She is going to watch TV tonight. Then shows them how to make it a question (To be + going to + verb)-→ Is she going to watch TV tonight? 2- T puts some flashcards on the WB with sentences written on them and asks Ss to make them questions to check their understanding.

1- Instructions are given. "You are going to ask your friends these questions(showing the questions on the HO) saying are you going to.." and they will answer yes I am going to.. or no I am not going to..(T shows a demo with a student) 2- T gives out the hand-outs. 3- Students stand up and start to mingle. 4- T monitors them and detect common errors 5- Asks them for the most interesting answers for feedback 6- Corrects the most common mistakes on the WB

1- T tells students to write 5 sentences about their future plans(the number of sentences can change depending on the time). 2-After they are finished T asks them to stand up and make a circle. T monitors them and approximately in every 1 minute teacher claps her hands and they start talking to someone else. By this way they are going to repeat their sentences for several times(If there is not enough time for this, they will be talking to their partners about their plans). 3- When they are finished they sit down and FB is given, T asks them for the most interesting answer they got.

T asks them to give her one example for affirmative or negative form of "going to" and one question form. If there is still time she will ask them one by one to check everyone is clear with the concept.