Teacher points to the picture of the woman in the Powerpoint and says, this is my friend Sally. What is she thinking about? Teacher tries to elicit New Year's resolutions. If students do not mention resolutions, Teacher tells class to think about New Year's from the last lesson. Teacher asks the class, what is she going to do? What is her New Year's resolution? (she's going to lose weight) Teacher tells class to talk in pairs and use the pictures. What else is she going to do? After two minutes, students share their ideas with the class.

Teacher tells the class that Sally wrote a list of her New Year's resolutions. Teacher passes out Handout, side 1 and tells students to read her resolutions. After one minute, teacher asks the class, what is she going to do? Sally's going to lose weight. Teacher tells class to work in pairs and write sentences for the other resolutions. Students share their answers with the class. If students did not make resolutions in the previous lesson, teacher tells class to take three minutes and write a few of their own resolutions and then share with the class.

Teacher asks the class, did Sally plan her resolutions? did she make a list? is this past, present, future? Using the timeline, teacher highlights that be going to comes before "now" to talk about future plans. Teacher highlights that "will" is used for future plans decided right now. Teacher tells the class to look at 2a) and underline the right word.Teacher says, the first one is finished. Teacher tells students to compare answers. Students share their answers with the class.

Teacher asks the class, did Sally plan her resolutions? did she make a list? is this past, present, future? Using the timeline, teacher highlights that be going to comes before "now" to talk about future plans. Teacher highlights that "will" is used for future plans decided right now. Teacher tells the class to look at 2c) and underline the right word.Teacher says, the first one is finished. Teacher tells students to compare answers. Students share their answers with the class. Teacher tells the class to turn the Handout to side 2 and ask a partner, what are you going to do after class? Teacher tells students to write their partners response on the line, for example, He's going to watch TV. After one minute, teacher goes over the pronunciation of 'gonna', Teacher drills the class with the questions and answers. Teacher asks, what is your partner going to do after class? Teacher writes responses on the board, asking where is the stress? Teacher uses example sentences to drill students.

Teacher tells students to write questions with you and be going to in 4a).Teacher tells students to compare with a partner and then has volunteers write the questions on the board. Teacher drills pronunciation as necessary.

Teacher tells students to write two questions of their own using be going to. Teacher counts students off and has them work with a partner who has the same number. Teacher tells students to ask their partner the questions and write the answers. Teacher models the activity by asking a student two questions and then writing it on the board.

Teacher tells the class that each student will stand up and present their interview. Teacher models the activity. For example, I talked to Hassan. After class he's going to take the metro home and he's going to read the newspaper. Teacher tries to record mistakes on a piece of paper. Students stand up and present. Time permitting, teacher writes some of the mistakes on the board and asks students to correct the mistakes and drills any additional pronunciation errors.