Start with a warm greeting. Connect the lesson to the previous one. Ask students "Which person has an interesting plan? Why? What do you think?" Elicit some answers by nominating different students.

Tell students that they are going to listen the text one more time. Give the instruction "Listen to the audio one more time. We have 4 sentences from the audio. Complete the gaps." After they've finished, ask students to check their answers with their partners. Monitor them. Elicit the answers one by one by nominating different students. After each answer, show the sentences on the WB.

After getting the answers, show two of the sentences on the WB and ask CCQs to clarify the meaning. Concept Checking Questions 1. I’m going to teach English to young children. - Was the teaching in the past? (no) - Is the teaching in the future? (yes) - Did she decide to teach before or now? (before) - When did she decide to teach? (sometime in the past, before she came to the airport) 2. It’s winter in Australia now, so it’s going to be quite cold. - Is it cold now? (no) - Does Mathew think it will be cold in the future? (yes) - Does he know or see something about the weather? (yes) - What? (it’s winter in Australia now) - Will it definitely be cold? (no) - Is it possible that it will be cold? (yes) After finishing CCQs, tell students "Let's check your understanding. Match the same sentences with the meanings. You have 1 minute." Distribute the HO. Ask students to check their answers with the partners. Do plenary feedback and ask for justification. Then, tell students "Match the same sentences with the timelines in 1 minute." Ask students to check their answers with the partners. Do plenary feedback and ask for justification. After clarifying meaning, give the instruction to check the form "We have a table and there are some missing parts. Fill in that parts with the correct form of be going to. You have 2 minutes." Ask students swap their papers with their partners and tell students check the answers of their friends. Show the answer key on the board and if there is any problematic part, deal only with those parts by asking other students. Check the pronunciation, stress and intonation of the sentences on the board.      I’m going to teach English to young children. /aım//gəʊɪŋ tuː/    …..it’s going to be quite cold. /its/ /gəʊɪŋ tuː/     Is he going to meet you at the airport?

Show the activity on the board. Give the instruction. "Work alone. Complete the dialogue with the correct form of the verbs. Use be going to. You have 3 minutes." Ask ICQs: - Do you work individually or in pairs? - individually - How many minutes do you have? - What are you going to do? - Complete the dialogue - What are you going to use? - be going to Distribute the HO. Ask students to check their answers with their partners. Elicit the answers by nominating different students. Show the answers on the board.

Show students the pictures and give the instruction. "Work in pairs. Write a positive sentence, a negative sentence or a question for each picture. Use verbs in the box and be going to. There are extra verbs. You have 5 minutes." Ask ICQs to check their understanding of the instruction. - Do you work in pairs? - yes - Do you use the verbs for the pictures? - yes - Do you only match the verbs or write sentences? - write sentences - Do you use all the verbs? -no, there are extra verbs - How many minutes fo you have? - 4 Distribute the HO. Monitor them while they are doing the activity. Help them if necessary. Do plenary feedback and nominate some of the students. Ask other students to listen their friends and ask them if they agree or if they have different sentences. If you notice some problems, write them on the board and do error correction.

Show the activity to the students. Give the instruction. "Work in pairs. Talk about your plans for your next summer. Use the prompts below." Tell students that there is a checklist and tell them to use it to check what they are doing. Distribute the HO. Monitor them and help them if necessary. Detect some common language mistakes or the good points. Do plenary feedback. Make error correction on the board. Ask them what they've learnt today and what they like about today.