Name: Nadezhda Deniakina 17/08/2018 Future plans

Main Aims

● Introducing “to be going to” question forms and practicing grammar skills in the context of future plans and arrangements

Subsidiary Aims

● practicing speaking skills, talking about the future plans.

Background

Class Profile

The class consists of 16 learners, mostly women. It’s a monolingual class with students from Turkey. The level of this group is beginner.
Students possess vast knowledge and experience, most of them studied English before and have bits of knowledge. They are interested in a
range of topics and prefer pair and group work. They have different levels of motivation and the majority of them are visual and kinesthetic
learners. There are two main problems in this group:
-students are constantly late. It ruins the concentration of other students and a teacher should include latecomers to the process in the
middle of the task;
-a mixed level of the group. Some students have never studied English before and struggle to understand the tasks, some possess vast
passive vocabulary and can speak, but have no grammar knowledge.

Assumptions I assume that by the end of the lesson Ss will be able to form a question with to be going to. Moreover, they will revise the vocabulary from
the previous lessons. I believe the lesson will be interesting because it involves Ss personal experience (their plans for holidays)
Personal Aims

During the lesson I will try:

-to provide a clear explanation of the question forms.
-to monitor and help weak Ss;
-to grade my language and provide clear instructions;
-to give Ss more time for each task;
-not to rush the Ss.

Timetable Fit

The lesson is scheduled on Friday 17/08/2018 from 11.30 to 12.15. This is the second lesson in the session. During the first lesson the students learned
about “to be going to” in the context of future plans. In this lesson I will teach the question forms with the construction “to be going to” and revise the
vocabulary from the previous lessons.

Anticipated Problems & Solutions

● Problem #1: During the vocabulary revision stage, some Ss may still struggle with the meaning of the phrases.
o Solution: Elicit the meaning from Ss. Clarify the meaning, giving the examples connected with the context future plans and
arrangements.
● Problem #2: The listening can be difficult due to the pace and accent.
o Solution: Listen to the audio 2 times. Ask Ss to check the answers with their partner.
● Problem #3: Ss can be confused with the WO in the questions.
o Solution: Clarify the WO by breaking up the form. Elicit from Ss the word order. Monitor and correct mistakes during the lesson.

Materials

● slide show
 ● recording 14.4
● HO with ex. 1-2 p106, ex 1 p.107

Please see the following page for the lesson procedure

Interaction
Stage Procedure Materials Time Comments
Pattern
Stage 1 -to set up a context present a picture of Eddie -picture of T-WC 7
-to set up the -elicit his name and what is he doing Eddie PW
context, -show the word plans on the board
-to involve Ss into -elicit his possible plans
-slide 1
the conversation -ask Ss to discuss with their partner -recording 14.4
-listening for gist -write them on the board
FB listen to the recording 14.4 to learn about his plans
Stage 2 -mention to the Ss that Eddie has lots of plans -HO adapted GW 7
-vocabulary -present the vocabulary matching activity on the wall from ex. 1 p
revision -ask Ss to stand up and match the verbs with the phrases
-FB groups change the places and check the answers
107 New
- give the correct answers to Ss Headway
-divide the class into teachers and Ss Beginner
-S1 says “travel” S2 says “travel by train”
-monitor the class and do delayed correction if necessary

Stage 3 -T presents a sentence “I ___ going__travel___ train” -slide 2 PW 10

-to practice the -T elicits the words in the gaps -papers individual
grammar -ask Ss “What are you going to do during your holidays?”
construction “to be -PW Ss tell to each other
work
going to” which - T asks each Ss to write their plains on the piece of paper T-WC
they learned during -publish them
the previous -T-WC discussion
session
Stage 4 -how about Eddie? do you remember his plans? -audio 14.4 -individual 5
-listening for - T-WC discussion about his plans -slide 3 work
specific -listen again and fill in the gaps with the question words
information -check with your partner
-HO with the -PW
-give the answer key text p.106 ex 1
Stage 5 -Find the question in the text. -WB T-WC 8
-to present and -project the questions on the board -HO with ex. 2 PW
practice the -Break up the form of the question
grammar pattern Is he going to travel?
p. 106
“WH-? + to be
going to” auxiliary verb+subject+going to+bare infinitive

Where is he going?

question word+auxiliary verb+subject+ going to+ bare infinitive

-ask Ss to make questions ex. 2 p. 106

-demonstrate the activity
-ask Ss to check the answers with their partners

Stage 6 -divide the class into 2 groups -WB GW 8

-semi-controlled -Ho with the PW
practice -one person from the group will write on the WB
text p 106 ex1
-T-WC discuss the questions, correct mistakes

-Ask Ss to speak about Eddie’s plans using the text and the questions

Extra task ask your partner about his or her plans using these
questions.