This stage has already been covered in the listening part.

This stage has already been covered in the listening part.

Teacher reminds students that they`ve already listened to the two girls using these sentences in their conversation about their holiday plans. Then the teacher asks them to work individually to complete these sentences and explains to them that + means positive, - means negative and ? means question: +I `m................ find out more about it. -I`m not............. go to university. ?What`re you .................. to do? The teacher listens to their answers and shows them an answer slide to check.

Teacher asks students to look at the previous slide and use the timeline on the new slide to choose the correct words to complete the rule. The teacher uses CCQs to check their understanding and help them elicit the meaning. Look at the time line, is he travelling now? Is he travelling in the future? Then the teacher shows a slide with more sentences and asks them to focus on the form of 'be', using CCQS: T: Does it look the same in all sentences? S: No, T: is it different? S: Yes, The teacher elicits from students the different forms of 'be' with singular, plural and I. The teacher shows a new slide with the marker sentences to complete them with the correct form of going to and the verbs in brackets and explains what the (+, -, ?) refer to. They work together, then listen and check their answers. Students listen again to the marker sentences and say which is stressed going to or the main verb.

The teacher gives students time to work as a group to complete this conversation with going to and the verbs in brackets. The teacher listens to their answers and lets them listen to the conversation to check. A. I......................( spend ) six months travelling and working next year. B. Great, where are you.......................( go)? A. I ................( travel) South Africa. B. What jobs..................... ( do)? A. I ......................( not do) anything difficult. B. And what about after your trip. A. I .......................( look) for a job at home.

If there is enough time, the teacher will give students this activity to match the questions with the answers. 1. where are you going to stay? a. tomorrow, I promise. 2. are they going to visit us? b. no, he isn`t. 3. when`re you going to clean your room? c. some of their friends. 4. is he going to get a job? d. no, I`m not. 5. who are they going to meet? e. in a hotel f. no, they aren`t. If there`s no time the teacher will jump them to the speaking activity to practice using going to in a conversation about planning for holiday.

The teacher asks students to imagine they`re going on a work holiday and provides them with the plan. They`re not compelled to use the same information but they have to cover these points in their conversation: 'where, why, how long, possible jobs, before the trip and after the trip.' The teacher monitors the students to help them on the spot. Then the teacher exchange roles among them to make sure the three of them participated in the conversation and are able to produce language.