Teacher gives her own example of future plan for the weekend. She writes on the board: 'I am going to do some shopping" and asks students: "What are you going to do at the weekend?", "What's your plan for the weekend?" Ask students, also the task will be given as a handout. (Ask ICQ: Are you going to write or talk?) "Are you going to go to the cinema?" "Are you going to meet your friends?" or "Are you going to relax at home?" Talk about your plans with your partner. Then teacher asks few of the students: "What's your partner's weekend plan?" WCFB. Students are given pictures of people with the speech bubbles. In the bubbles they will find incomplete sentences and they are asked to complete them by making up different future plans for each person. Individual study is followed by peer-check. Students are asked to share their answers with the whole class.

Students listen to seven different people whose photographs with speech bubbles were shown, talking about their future plans. Students are asked to match the names of the people with their sentences. This time, missing parts of the sentences are given to the students in HO and they will find out who the speaker is according to the listening tapescript. Ask ICQs: "Are you going to write names or sentences?" (Names) They check in pairs. "Did you give the same answers?" If not, teacher plays the tapescript again. One student writes answers on the board. WCFB. Teacher: "Was your answer the same or different?"

Students will do a gap-fill exercise by listening the same tapescript(11.1), so they will have written the language structure on their own. (gap-fill handout) "I _____ going to relax", I'm __________ be a racing driver.", I'm going to _______ my girlfriend a ring.", " I_________________ to play golf." Each time they will write another element of the sentence, so the sentences won't be completed by rote. In pairs they exchange their papers and check. Teacher gives feedback. Question form is shown with an example from the text. E.g. "What's George going to do?" "He's going to learn to play golf." "What are you going to do?" "I'm going to do ...." Teacher shows subject differences, gets them ask and answer questions about the text in pairs. In the next step students will listen to another text (11.3) for negative statements of people.Learners will find out that what the people aren't going to do. Learners will have another gap fill exercise for this stage. They are given a new task and ICQ. They check in pairs and students write the answers on the board.

On the board teacher breaks down the grammatical structure. Subject + verb be + going to + infinitive together with the model sentences. E.g. "I'm going to lie on the beach". Teacher asks CCQs: Is she planning to lie on the beach? (Yes) Is she going especially to beach now?(No). Is she talking about the future or now? (Future). Time line is used to clarify the meaning. Teacher clarifies pronunciation with drill. She shows the difference between "I am" and "I'm" and with finger technique makes them drill "I'm" : /aɪm/ pronunciation. She marks the points that need attention with a different color.

Students are given controlled practice sheet to practice their knowledge. They are going to make one positive and one negative sentence with the given sentences.- ICQs.The first sentence is given with an answer as an example. teacher monitors. After finishing the task they will check answers in groups.

Students will form small groups in three. They will discuss what they are going to do after the lesson. They will have a list of topics they can talk about. They will ask and answer questions. Teacher monitors and takes notes to give feedback. WCFB.