Benjamin Benjamin

Be Going to practice


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Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of future activities

Subsidiary Aims

  • To provide practice of be going to in the context of future activities


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Speak about your plans for the weekend or have students give you points in time from the future, which you will answer with your planned future activities.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Instruct students to take notes on what the people in the conversations from the provided link are talking about. Have students listen to both conversations in the video from the provided link. Afterwards, have students share their notes with the group. Compare their notes with the script below the video. All meanwhile taking notes on their grammatical or vocabulary errors which can be addressed during the Feedback and Error Correction phase.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Click on the next tab (Grammar) under the video and explain the formation of affirmative, negative, interrogative and wh interrogative using the information given there or to your best knowledge. (They've seen this subject before, so it should just be more of a refresher.) Clarify doubts or answer questions about the subject and any possible small vocabulary help they might need.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Provide students with copies of the attached PDF named "going_to". Students must be split either into pairs if working with an even number, or as close to halves as possible if working with odd number. you may participate with the side with the least amount of students. One side of the pair or group must begin asking questions in the A section, after the answer, side A can answer with a follow-up question or simply leave the answer at that. Encourage use of follow-up questions to further increase their fluency.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

During this section, you must gather the errors you've been writing down during the previous activities and elicit possible corrections from the students. If none can share one, provide yourself. They tend to stay quiet during speaking, so try to push them to talk about more. And they also tend to evade using English, so elicit that more from them as well. Activity durations are malleable and are not obligated to be followed by-the-book. Anything can be adjusted or changed.

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