Basak Basak

The difference between 'will' and 'going to'
Pre-intermediate level


In this lesson, students learn the difference between 'will' and 'going to' through semi-controlled and controlled written/spoken practices. The lesson starts with getting sts to remind what happened in the previous listening by asking questions. This is followed by a powerpoint presentation which includes an example dialogue enabling sts to elicit the difference in meaning between 'will' and 'going to'. Pronunciation study is done afterwards. Then semi-controlled exercises are given to get sts to practice the usage of 'will. As a controlled written practice, a short dialogue is given to check sts understand when to use 'going to' or 'will. Finally there is a controlled written and spoken practice asking sts to write a short dialogue like in the previous exercise.


Abc Gap-fill handout
Abc Gap-fill hand out, open-ended exercise

Main Aims

  • To provide clarification of the difference between 'will' and 'going to' in the context of travel

Subsidiary Aims

  • To provide practice of language used for the difference between 'will' and 'going to' in the context of travel


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

The teacher greets the sts and asks questions about the previous listening to link it to the lesson. After getting sts to tell the names of the reporters and the problem they had, she asks what the manager said when they got the hotel late and how the reporters responded. She reflects the answers on WB by the help of the projector.

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

Teacher shows an example dialogue which the target language structure is highlighted on the ppt. After she reads it out loud, she asks some questions which are written on the ppt to get sts to guess the difference in meaning between 'will' and 'going to'. Then she shows the rules when to use 'will' or 'going to' with one example sentence for each which are on the ppt as well. She tells the daily usage of 'going to' (gonna) and encourages them to use it. Finally she gets them to pronounce the contraction of 'will' ('ll) and the daily usage of 'going to' (ex: I'm gonna).

Useful Language (7-9 minutes) • To highlight and clarify useful language for coming productive tasks

Teacher gets sts to do some semi-controlled practices on the usage of 'will'. She gives instructions about the exercise that she is going to hand out. After sts finish doing the exercise and check in pairs, she gets WC FB. Then she gives instruction about the next exercise which is productive compared with the previous one. She demonstrates it with a student in front of WB so that they understand and do it easily. She gives out the handouts and gets them to do it in pairs then gets some WC FB.

Productive Tasks (15-17 minutes) • To provide an opportunity to practice target productive skills

Teacher changes the pairs to give them an opportunity to work with different peers. She gives instruction of the exercise that she is going to hand out and does the first two as WC to get them to do it easily. Then she gets WC FB. As the last activity, she gets them to produce the target language structure by asking them to write a short dialogue like in the previous exercise in pairs. She explains that student As are the guest and student Bs are the manager. She tells the dialogue might be based on one of the problems talked in ex. 2 or they may find one different from them.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

She monitors sts and checks if they understand the difference between 'will' and 'going to' while they are writing their dialogues in pairs and helps when needed then gets some of them to demonstrate in front of WB and gives feedback if there is a need.

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