To provide clarification of 'be goingto' and 'present continuous-future arrangements' in the context of future plans
To provide fluency speaking practice in a conversation in the context of Pandora's box
Procedure (31-47 minutes)
I stick four pictures (a sheep, a family gathering, a couple on a vacation, a bunch of candies) on the wb and ask the sts what kind of a relationship they think these pictures have. When I elicitthe word "bairam" I ask them if they work and what they usually do on bairams.
When the sts tell me they dont work on bairams, I ask them about their plans for the next bayram which we'll have in two weeks. I write some of the activities that they say on the wb. I pick these activities according to the arrangements I assume they have or havent done yet.
I ask student if they have arranged anything to do their activities. And I underline the examples without any arrangements.
I give them a brief instruction about the meaning difference between 'be goingto' and 'present progressive' and ask them some CCQs to make sure that they have understood it. Then I give them the worksheet and want them to work in pairs to correct the mistakes on the first grammar task on pg.45. Then I ask a few more CCQs.
I ask the sts to do the second exercise of the grammar task working in pairs and want them to note down the one that have already been arranged. Then I switch their partners to make them check their answers. And I ask the whole class to tell me the examples with present continuos.
I stand the sts up and want them to randomly ask about other sts' bairam plans. When the activity is done, I ask them what they have learned about other people's plans.
To elicit the word "hope" I ask the students what they do when they dont have the time or the money to make these pleasant plans. I ask them if they get depressed or they 'believe' that they will make other plans later. When they tell me the word, I give the sts 2 minutes to skim and scan the short reading passage in the context of Pandora's box. I ask them why they think the Greeks thought hope was also a trouble and if hope is a good or a bad thing and if people used to have more hope twenty years ago. After a few ICQs, I tell the sts to think about the good things and feelings to send the world and make them work in four groups, give them little boxes and tell them to decide about four good things to put into their boxes in two-three minutes. Then I ask themto switch their groups and find two mutual feelings that they choose. Then I ask the sts which feelings they are and write them on the board and finish the lesson.