New lesson plan: Future: be going to, future time expressions, sentence stress

Masoud Malakooti

Future: be going to, future time expressions, sentence stress - A1 level

Future: be going to, future time expressions, sentence stress
A1 level

Description

In this lesson, students are exposed to a context about future plan (be going to). They read and listen to a text about Dan Grec's trip. Then, I highlight the structure. Furthermore, I clarify the structure and the students have some practices. In addition, they learn some future time expressions during working on practices.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification of Future: be going to in the context of trip of a life time

Subsidiary Aims

To provide clarification of future time expressions in the context of future plan

Procedure (33-45 minutes)

Lead-in (1-3 minutes) • To set lesson context and engage students.

After greeting, (books closed) I will write some sentences on the board: 1- Do you like to drive a car? 2- Did you make a long trip by car? 3- Where did you go? Then, I myself answer the questions and then I want them to talk about their own experiences and answer the questions.

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

(books open) I read the title of the new unit and elicit the meaning of ''lifetime''. I'd clarify the meaning, if they had any problem. Then, I want them to pay attention to the instruction and I read it loud for them and ask these questions: 1- Who is Dan Grec? 2- Where is he from? 3- What is the blog about? After that, I will read the vocabulary box and elicit camp (if they had problem, I would clarify it by giving an example). Then, I want them to read the text and fill the blanks with the vocabulary and I want them to check the answers with their partners. Moreover, I will play the audio file for them to check the answers.

Highlighting (3-5 minutes) • To draw students' attention to the target language.

I ask a question from part (b). I want them to read the text again and pay attention to the highlighted sentences. Additionally, I ask them: Are the highlighted words about present or future? (books closed) I draw a timeline and draw pictures of a person that wants to buy a new car. I explain that in the past he decided to buy a new car, and I draw line to connect the past to the future and say in the future he has a new car. So, he says ''I'm going to buy a new car''. CCQs: 1- Does this sentence (I'm going to buy a new car) talks about future? 2- Is this a plan?

Clarification. (10-12 minutes) • To clarify the meaning and form of the target language.

I write ''be going to'' on the board and want them to read sentence number 2. Then, I elicit the structure that it has ''S+to be verb+going to+v''. I ask: our verb is base form here? (yes). I want them to read sentence number 6. Then, I elicit the negative structure ''S+to be verb+not+going to+v''. I want them to read sentence number 8. Then, I elicit the question form ''wh+to be verb+S+going to+v'' In addition, I want them to go to page 114 listen and repeat the sentences. I will explain the to be verb changes based on the subject.

Controled practice (5-7 minutes) • To concept check and prepare students for more meaningful.

I will explain the practice (a) instruction and want them to do it individually then check the answers with the partner. In the end, we check the answers together. During answering them I will focus on ''future time expressions''.

Semi-controlled practice (6-8 minutes) • To concept check further and prepare students for free practice.

I will explain the instruction of practice (b). I will read the vocabulary box and they arew supposed to do it like previous activity. During answering them I will focus on ''future time expressions''.