T writes ITI and elicits that sts learn English here. Then he writes lesson's date and elicits it is the last day of the course. T gestures and says "after" and asks sts in pairs what they can do in the mornings when the course finishes. T gets WC FB.

T draws a person sitting at a desk and writing on paper. T asks Sts who this person is and elicits an ITI English student, just like them. T starts to draw spikes from person's notes, draws a bubble and writes "visit friends", draws anothor and writes "do sport". In a third one he writes "sleep" but crossed out. T elicits that the student is making plans for after the course. T elicits and drill sentences with positive and negative "be going to" for the speech bubbles drawn and then adds three others: "watch TV" (crossed out), "study English", and "use facebook" (crossed out). T elicits TL sentences. T does back backchain drilling, using the weak form of "going to" To introduce an example with "I", T says to sts "I - go to work" to elicit "I'm going to go to work!" T drills.

T chests HOs containing pictures showing people's plans and sentences in both negative and positive forms of "be going to" to match with. T demonstrates with an examples and asks sts to do the matching individually in 3 minutes. T asks sts to compare in pairs. T gets FB and checks answers, clarifying meaning and form and drilling pronunciation. T then chests the grammar rules table and asks sts, in pairs to complete the table. T gives answer key and asks students in 1 minutes to check their tables.

T chests HO and gives instructions. T gives HOs and sets 3 minutes for sts to do task individually. T forms new pairs and asks sts to compare their answers. T divides board in a way that each pair can have a space to write the answers to sentences that T decides, eg. WB should be in 4 quarters if there are 8 sts. T checks answers from WB, clarifying any unclear meaning or form.

T reminds sts of "Ahmet", the ITI student he drew on the WB, and elicit that he wanted to study English. T asks controlled questions about improving English, eliciting and clarifying (see WB plan 3) the words "improve", "subtitles" and "unclear"

T chests HO and tells sts they are going to read a text about learning English. T tells sts they have to choose the best title in 2 minutes. T gives HOs and sts do tasks. T checks answers and clarify the reason.

T chests activity and gives sts 3 minutes to find the answers. T asks sts to compare in groups and he gets FB and checks answers.

T tells sts they should plan how they are going to improve their English after the course and make a plan. T asks sts to individually write verbs (teacher domnstrates) for one thing they want to do (watch films) and one thing they don't want to (not use English subtitles). T tells sts they can use the reading text to help them with ideas and he gives them 1 minute. T asks sts to work with a partner to share their plans and make one plan together, explaining they should use "be (not) going to", and eliciting one example. (If time allows) T joins pairs to make groups. This time they will talk about their plans using the pronoun "we". T stops activity 3-5 minutes before lesson ends to get feedback and give error correction.