In the previous lesson, the Ss will have already been exposed to the structure of 'be going to'. Project timeline of his holiday plan. Show a suitcase and asks Ss the question, 'What am I going to to do? Introduce the context by showing a timeline of a decision he made to go on holiday. Give activity instructions. Ss have 2 minutes to complete the task. ICQ - 'What do the different colours mean?' How many of you will work together?' 'How many minutes do you have?' Give out envelopes with jumbled words. Place the Ss in pairs. Monitor the activity.

Project Exercise 3A from the Exercises H/O on the w/b. Show your suitcase again and explain that the Ss are going to hear some airport interviews. Explain that they must listen to the audio file and write the missing words. ICQ the instructions. When the audio is over, encourage PW to check answers. Elicit the answers.

Show PPT Slide 5 and task pairs to question whether both sentences may have a different meaning. Pairs discuss this for two minutes. FB from pairs.

Show suitcase to the class and elicit what I'm doing. Meaning Project PPT Slide 6. 1. Explain to students that Jody booked a holiday on October 1st but Azadeh didn't. Ask how you say this in the Simple Past (Recycling Simple Past grammar lesson). Show holiday plans question and answers. Ask Ss in pairs to discuss in pairs why Jody and Azadeh both used different forms. 1 minute. FB from pairs. Project first line (purple) and ask whether it reflects Jody's or Azadeh's situation. Ask Ss in pairs to dicuss the second line to be drawn and where it starts and finishes. Ask a CCQ about a decision you need to make because your glasses just broke. Do I say 'I am going to buy new glasses after class.' or 'I am going to buy new glasses after class'. 2. Project Slide 7. Explain there is another use for 'be going to'. Tell Ss you have to quit smoking. Show two questions. Ask Ss in pairs to discuss this for 1 minute. FB from pairs. Explain intentions. Mime drinking two bottles of water quickly and ask Ss to guess what might happen later using the correct form. 3. Project Slide 8. Show first sentence then ask if 'It will rain later' or do we say 'It's going to rain later?' Elicit how the timeline should be written. Form Project Slide 10 to class. Have new pairs decide the missing elements of the form. 1 minute Hand out the rules and form to the Ss.

Play tapescript 58. Divide Ss into two lines facing each. Model the dialogue from page 21 Pronunciation and Speaking 4. Do a dance activity to practice the rhythm.

Provide a context for the last speaking activity. Tell Ss they will each receive a piece of paper with questions. Instruct them to prepare their questions in their mind so the form is correct. Tell them they will have two minutes to prepare the questions. ICQ and demo. Hand out the questions. Instruct students to mingle.