After greeting the students and asking them about their day, the teacher will start the introduction by saying, "Imagine you've received an invitation to a party. Do you ever call other friends who are invited to get more details about the party? What questions do you ask?" then the teacher will write Ss' ideas on the board (e.g., What time are you going? Should we take anything? Are you taking a gift or anything? What are you wearing?) Then the teacher will ask them to think individually for 2 minutes to answer this question: "What do you do to get ready for a party? ICQs: 1) What are you going to do? [Think and answer the question] 2) How many minutes have you got? [2 min] 3) Are you going to work individually or in pairs? [Individually]

Language Analysis: Eliciting the rule: Teacher writes the answers of the question on the board to show the pattern of (be supposed to and was/were going to) rule. 1- I supposed to take a gift with me. 2- I supposed to drees well. 3- I was going to wear a suit. 4- I was going to bring food.

Teacher asks the students to listen to the audio recording then work in pairs for 3 minutes to answer this question: Brad and Gayle are having a party tonight, and their friends are getting ready. What do you find out about the party? ICQs: 1) What are you going to do? [Listen then answer the question] 2) How many minutes have you got? [3 min] 3) Are you going to work individually or in pairs? [in pairs] Play the recording again Ss listen again, and review their answers. Check answers with the class. -The party is at Brad and Gayle's house. - It's supposed to be a barbecue party. - It's supposed to end at 11:00. -Anna wasn't going to go, she is supposed to be studying for an exam. • The teacher repeats saying the sentences a few times. (Teacher drills the structure) • Then, the teacher asks the students to repeat the sentences after her. (Choral drilling) • Then, the teacher chooses a group of students to repeat the sentences together. • Finally, the students repeat the sentences to each other in pairs. • Then, the whole class repeats the sentences.

1) Meaning: The lesson teaches Ss how to talk about fulfilled and unfulfilled expectations and intentions using be supposed to and was / were going to. • Teacher clarifies the structure of (be supposed to and was/were going to) through reading the rule from the book p.35. (Affirmative, Negative and Interrogative cases) • Structure: subject+ be+ supposed to+ base form of verb subject+ was /were+ going to+ base form of verb • Use: Be supposed to + verb can be used to talk about what people expect to happen (or not happen). It's supposed to rain. (= They say it's going to rain. This is what we expect or believe.) • It can also be used to say what someone should or should not do. I'm supposed to work tomorrow. (= I have to work tomorrow.) He's not supposed to eat chocolate. (= He shouldn't eat it.) Note: The present of be supposed to can refer to the present or future. • Be supposed to can be used to contrast what should happen with what, in fact, does or will happen. I'm supposed to be studying now. (= I should be studying, but I'm not. I'm doing something else.) I'm not supposed to stay out late. (= I shouldn't or can't stay out late, but maybe I will.} • The past of be supposed to can mean either that what was expected to happen, did happen, or that it did not or will not happen. It can be used in statements about the past, present, or future. They were supposed to come at 7:00 and they did. They arrived on time. but they didn't. They were late. but they haven't arrived yet. They're still not here. but they won't. They'll be late as usual. • Was I were going to can also be used to talk about unfulfilled expectations - that what someone intended or expected to happen didn't or won't happen. I was going to go to the party. but I didn't. I wasn't going to go to the party. but I guess I will. • Affirmative: subject+ be+ supposed to+ base form of verb. (It’s supposed to rain later) subject+ was /were+ going to+ base form of verb. (He was going to give us directions.) • Negative: subject+ be+ (not)+ supposed to+ base form of verb. (He’s not supposed to eat chocolate.) subject+ was / were+ (not)+ going to+ base form of verb. (I wasn't going to go to the part) • Interrogative: Be+ subject+supposed to+base form of verb. ( Is he supposed to come today?) Be+subject+going to+base form of verb. (Was she going to make food?) CCQs: 1) Is be supposed to can be used to talk about what people expect to happen? [Yes] 2) How is be supposed to formed? [It is formed using verb “be” +supposed to+ base form of verb] 3) Is verb “Be” or verb “Do” included into its form? [verb “Be”] 4) How is was/were going to formed? [It is formed using was/were +going to+ base form of verb] 2) Pronunciation: • Teacher points back to the sentences to show the stress on using (supposed to and going to) • Teacher also stresses on the structure of the sentence. 3) Form: • be supposed to with simple verbs subject+ be+ (not)+ supposed to+ base form of verb It's supposed to rain later. He's not supposed to eat chocolate. with continuous verbs subject+ be+ (not)+ supposed to+ be + present participle I'm supposed to be studying. I'm not supposed to be talking on the phone. • was I were going to subject+ was I were+ (not)+ going to+ base form of verb He was going to give us directions. I wasn't going to go to the party.

In this exercise students should apply the grammar rules that they listened to then answer this question in page 34: How might Brad and Gayle's friends say the things below? Replace the underlined words with an expression each person has already used above. Students should work in pairs for 3 minutes. ICQs: 1) What are you going to do in the exercise? [Replace the underlined words with an expression each person has already used] 2) Are you going to work in pairs or individually? [In pairs] 3) How many minutes are you given? [3 minutes]

The students should Complete the conversations in page:35 with the correct form of be supposed to or was / were going to and the verb. Sometimes more than one answer is possible. They should practice in pairs for 5 minutes. ICQs: 1) What are you going to do? [Complete the conversation.] 2) Are you going to work in pairs or in groups? [In pairs] 3) How many minutes are you given? [5 minutes]

In this stage, Students are given a speaking task. The class are expected to produce sentences using the target language. Therefore, a handout of questions will be given to learners to discuss in groups for 5 minutes, and when they are finished, there will be open-class feedback and error correction. ICQs: 1) Is it a speaking or listening task? [ It’s speaking task] 2) Are you going to work in pairs or in groups? [In groups] 3) How many minutes do you have? [5 min]

Ask individual Ss the first three discussion questions, one at a time. Say, "Listen to the answer. If you disagree, raise your hand and tell the class what you've heard". Teacher corrects the students’ mistakes.