Kyle Kyle

"What's the plan, Stan?"
Pre-intermediate (B1) level

Description

In this lesson students will practice new grammar: using "going to" and the present continuous for future arrangements. As a subskill, students will practice speaking for fluency in the context of plans. After a brief lead-in, stdents will search the text from the previous lesson for examples of plans. I will then walk students through the meaning of these phrases. Next, students will be presented parts of a sentence. They will organize it into a plan using both "going to" and the present continuous (two different sentences). They will also form it into a negative and a question. I will quickly highlight the grammar form and drill pronunciation. Students will then complete two sets of grammar exercises. They will then engage in several speaking activities: making travel plans, describing what is "going to happen" in pictures, and finally a free practice conversation where they will discuss what they are going to do this weekend.

Materials

Abc Powerpoint
Abc Grammar Exercises
Abc Reading Text
Abc Travel plans
Abc Picture activity

Main Aims

  • To provide practice of "going to" and present continuous in the context of future plans

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of future plans

Procedure

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

1,Show image: "Why am I happy?" Students will describe what they see in the bubbles 2,"Am I doing it now? Later?" "When? Maybe this weekend?" 3. Elicit "plans" 4. Talk with your partner "What are your plans tomorrow?" *Keep this short

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

Use the text from Mohammed's lesson: 1. "Look at the reading from last lesson" 2. "Find plans and underline them. Work with your partner." Present texts on whiteboard 1. Give a student from each pair a marker 2. Tell them to underline an example on the board Walk through two examples: 1. "I'm going to stay with her." Am I staying with her now? When? 2. "In the evening we're seeing a show." Am I seeing a show now? When?

Highlighting (2-4 minutes) • To draw students' attention to the target language

1. Present on the board "I/football game/watch/tonight" 2. This is your plan: Can someone make a sentence? 3. Student will write the sentence on the board: "I'm going to watch a football game [tonight]." *Drill pronunciation/stress *Mention "gonna" 4. "A different way: how can we write it?" "I'm watching a football game tonight." "Drill pronunciation/stress Elicit structure by drawing arrows down from the key words be + going to + infinitive OR be + -ing + time adverbial (if we know the time) *We use these to talk about future plans 5. Write a "+" by the sentence, and a "-" below: "How do we make it negative?" 6. Write a "?" below the sentence: "How do we make it negative?"

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

Grammar Exercises A 1. Show students the worksheet: "For 'a' use "going to," and a verb, and is/are" Work in pairs 2. When students finish, show answer key on WB: Check in pairs CCQ: "We are staying in a hotel." Are we staying there now? Will we stay there later? Did we decide this in the past? B 1. Show students the worksheet: "Which is right? The first? The second? Both?" Work in pairs 2. When students finish, show answer key on WB: Check in pairs CCQ: "I am meeting Susan this evening." Am I meeting Susan now? Later? When? Did we decide this now? Before?

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

***In case of emergency, jettison this activity*** (for reasons of time and/or class size) "Going on holiday." A 1. "You're going on holiday!" 2. Show students the worksheet "You're going to Fiji or Kenya." 3. "Fill out Part A. Decide: Where are you going? How are you getting there? etc. Use the information in the boxes." ------------Time to complete B 1. "You need a friend; You can't travel alone." 2. "Find a friend with the same plan." 3. Demo with a student "Where are you going? etc." ICQ: What are you looking for?

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

**Change groups: Galatasaray / Fenerbah├že Freeze frame: What's going to happen? Show students the handout: "What's going to happen? Look at each picture and discuss with your partner. *Monitor for TL use *Include "diary page" for early finishers and/or if the class size is too small for "travel plans" activity

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

This weekend "What are you going to do this weekend? Talk with your partner, Use the language we talked about." *Monitor for TL use **Change pairs halfway through IF convo is dragging

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