T projects the tongue twisters and asks for volunteers to read them. Tongue twisters: Six silly sister selling shiny shoes. I saw Susie sitting in a shoe shine shop. Where she sits she shines, and where she shines she sits. How can a clam cram in a clean cream can. How many cookies could a good cook cook if a good cook could cook cookies? She sells seashells by the seashore. Sam shaved seven shy sheep. T draws a timeline and writes 2015 in the middle. For 2020, she writes these sentences: I am going to be in Japan in 2020 (because I want to see the Olympics). Next week, I’m going to fly to Ankara and T elicits “future plans” from students.

T draws a picture of a little girl and a picture of a woman and writes their ages. T tries to elicit the word "grow up". T draws another picture of someone working in their 40's, 50's but in 60's that person stops working. T tries to elicit the word "retire". T projects the photos of Rosie and Miss Bishop and asks sts to make guesses about their future plans. Then, T projects the 10 statements, asks sts to read them and write R if they think that future plan belongs to Rose and MB if they think it's Miss Bishop's future plan. T distributes the handout1 and gives a minute to sts to complete. Following this, T plays the recording (from the web) and asks sts to check their answers. T conducts feedback by projecting the answer key.

T then shows a PPT that models the TL and asks students to talk about Rosie & two plans that are the same for both of them. Rosie Rosie's going to be a ballet dancer.Rosie's going to open a school.Rosie isn't going to marry until she's thirty-five. The two plans that are the same : They're both going t o travel all over the world. They're both going to learn Russian

T explains that going to is used to express plans. You make the decision before the moment of speaking. It is not a definite arrangement (fixed time and place) T projects PPT3 and checks the meaning and form with the sts. CCQs Are we talking about the future? (Yes) Is this a plan? (Yes) Did I decide now or in the past? (In the past) Is it a definite arrangement? (No) In this form of the word going, does it have its usual meaning of walking , moving or tavelling? (No, it’s a grammatical word to talk about plan for the future) We use going to talk about plans for the future. We form the structure with: be + going to + the base form of the verb Drill the TL.

T projects the HO2 and explains that in part A sts will form the sentences individually. PW check and T asks sts to volunteer and write the answers on the board. In part B, sts will work with their partners and make questions about Rosie. Then, they will match them with an answer. T will play the listening track for feedback (from the web, 12.3) Then, sts practise the questions and answers with their partners.

T pairs sts so that they do not speak with the same person all the time during the lesson. T projects the PPT4 and shows the first example. Then, with their new partners, Sts will ask and answer the questions as shown in the model. Following this, T shows the second slide of the PPT4 and asks some pairs to tell the class some of the things they and his / her partner are or are not going to do.

If time, Students work on their own and think about the future plans of their family and friends. Put them into groups. They take turns telling their partners about the future plans of their family and friends.