LESSON PLAN

Name: Stanciu Irina-Oana

Date: March, 22nd
Class: 6th (2nd year of study)
Level: elementary
No of students: 14
School: Scoala Gimnaziala nr.1 Jorasti, Galati
Lesson: Tomorrow’s World – consolidation (will and be going to future)
Textbook: English G2000 -All
Time: 50 min

SPECIFIC COMPETENCES
1.1 - to select specific information from a short message
2.1 – to give short answers
3.2- to make short sentences

LESSON AIMS: by the end of the lesson, the students will be able to:
- use be going to and will correctly
- make the difference between will and be going to;
ASSUMPTIONS: I assume my students have already learnt the form and use of will and be
going to
ANTICIPATED PROBLEMS: Some students may need further help and extra indications
solving the task
MATERIALS: worksheets, flipchart, blackboard
METHODS: brainstorming,conversation, reading, grammar exercises, matching
INTERACTIONS: whole class, T-Ss, Ss-T, individual work

ORGANIZATIONAL MOMENT: the student on duty tells the absents; the T writes the absents
in the register, then the T checks the homework and the students correct the mistakes, if
necessary.
Timing: 5 minutes.

Activity 1:
Aims: -revise the structure of be going to.
Timing: 5 minutes.
Interactions: T-Ss, whole class
Procedures: The T announces the title of the lesson and writes it on the blackboard. The teacher
asks the students to remember how future with be going to is used for and how it’s formed and
asks students to give some examples. The students answer. The teacher helps if necessary.

Activity 2:
-to consolidate be going to(writing, reading, speaking)
Timing: 10 minutes.
Interaction: T-Ss, whole class, S-T
Procedures: The teacher asks the students to make sentences with be going to future using the
prompts from the flipchart.
“Jill is going to have a barbecue in her garden. Write sentences about what she is/isn’t going to
buy, as in the example: Jill isn’t going to buy any biscuits.” The students have to write sentences
on the blackboard and copy them on their notebooks. The teacher helps where necessary.

Activity 3:
Aims: - to consolidate be going to (writing, speaking)
Timing: 10 minutes.
Interaction: T-Ss, Ss-T.
Procedures: The teacher gives students a worksheet and ask them to use the words from the list to
complete the sentences. After that they have to read the sentences and the teacher asks them to
correct if necessary. (appendix1)

Activity 4:
Aims: -to consolidate will.
- to practice reading
Timing: 5 minutes.
Interaction: T-Ss, Ss-T.
Procedures: The teacher asks the students about will: the use and how it’s formed. The teacher
asks the students to read the sentences on the flipchart and say:
a) which are predictions
b) which are on-the-spot decisions
The students read the sentences and decide if they are predictions or on-the-spot-decisions.
The teacher helps when necessary.

Activity 5:
Aims: -to practice and consolidate will (writing, speaking, reading)

Timing: 10 minutes.
Interaction: T-Ss, Ss-T.
Procedures: The teacher gives to students a worksheet. They have to use the prompts in order to
make sentences using will, as in the example.

Activity 6:
Aims: to practice will and be going to
Timing: 9 minutes
Procedure: The teacher gives a paper with grammar practice. The students answer. The teacher
corrects them if necessary.
The T gives the Ss the homework. :.Students have to write five sentences with begoing to and
five with will.
Timing: 1 minutes.
Appendix 1.

1. Use words from the list to complete the sentences, as in the example.

miss the train, crash, make some tea, change it, shout at us, take some photos,
play in the snow, fall off, sell his house, make a cake

1. She can’t stop the car!

She is going to crash.
2. They are late.
They ………………………………………………………………………………………………..
3. The headmaster looks angry!
He …………………………………………………………………………………………………..
4. Jim has got his camera.
He ………………………………………………………………………………………………….
5. Mick’s putting up a “For Sale” sign.
He ………………………………………………………………………………………………….
6. The car has got a flat tyre.
He …………………………………………………………………………………………………..
7. Look, the ladder is broken.
Oh no, he ………………………………………………………………………………………….
8. Mum is looking at a recipe.
She …………………………………………………………………………………………………
9. They are putting their hats and gloves on.
……………………………………………………………………………………………………..
10. Kevin is putting the kettle on.
He ………………………………………………………………………………………………….
Appendix 2.

2. Read the prompts and match them to the correct on-the-spot decisions, then make
sentences, as in the example.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………
Appendix 3.

3. Fill in the gaps with will or the correct form of be going to.

1. A: I’m cold.
B: I ……………………………..put the heating on.
2. A: Why did Mum and Dad buy so much meat?
B: They ……………………………………. invite the Jacksons to dinner tomorrow.
3. A: The washing machine isn’t working!
B: I ………………………………….phone the repair man.
4. A: My jacket’s still at the dry cleaner’s.
B: I know. I ………………………..pick it up this afternoon.
5. A: I can’t do my homework!
B: Ask dad. I’m sure he …………………………. Help you.
6. A: I’ve got a headache.
B: I ……………………………bring you an aspirin.
7. A: Why is Karen wearing her trainers?
B: She ………………………………play tennis with Ray.
8. A: What’s on TV tonight?
B:I’m not sure. I ………………………….look in the Tv guide.
9. A: I need to go to the station.
B: Okay, I …………………………take your car.
10. A: Did you phone grandma?
B: Not yet, but I ……………………….phone her this evening.