(be) going to + infinitive help

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  • cmguillaume73
    6 January, 2015 at 16:13
    • Total posts: 2

    Final attempt:

    can anyone tell me if this is any good? / likely to pass?



    How would you teach the form ‘(be) going to + infinitive’ used for future plans to a pre-intermediate class?

    Outline your lesson plan using the following headings as a guideline.

    Warmer / Lead in
    Presentation (in a suitable context) and drilling
    Controlled practice activity
    Production (a personalised communicative activity)

    Briefly say what you would do for each stage of the lesson (in bullet point). Each of the four stages above may contain more than one activity.

    Remember to include examples of the sentences you will present and your students will practise. The sentences should follow this pattern: Subject + ‘am/ is /are going to + verb’ and they should express future plans.

    Also include concept questions you would use to check understanding. (Min 200 words).

    I’ve already had 2 attempts – comments were as follows: –

    Feedback on attempt 1:

    This is a good attempt but you do not seem to have a clear idea of what each stage involves. A presentation should have a clear context. You need a clear situation to set the context e.g. a story, scenario. Getting students to say sentences with ‘will’ is not useful. The students will automatically think it means the same thing. It is also not the target language and so should not be included in your plan.

    What you need to do is write a step-by-step plan of lesson activities. The aim of your lesson is to teach the structure ‘going to + verb’ used for future plans. The structure is new to your students. You need to think of an interesting and relevant context to introduce the structure for the first time. Show how you will make the meaning of ‘going to + infinitive’ (i.e. that it is used for future plans) clear to the class and how you will check understanding. Then do some drilling. Then think of a controlled activity in which the students get a chance to form meaningful sentences using ‘going to + infinitive’. Finally think of a free practice (production) communicative activity in which they can use the structure in meaningful conversations with each other.

    Feedback on attempt 2:

    This is a good attempt but you have not read the instructions carefully enough. You are asked to focus on ‘going to’ for future plans and not for predictions.

    Please refer to the guidance I gave you in my previous feedback and try this task again.


    Introduction of structure “going to + verb” used for future plans

    Target language:
    I am going to + infinitive
    He / She / It is going to + infinitive
    We / You / They are going to + infinitive

    Have the class seated in a semi-circle.

    Warmer / Lead in:

    Hold up a diary.
    What’s this? (It’s a diary)
    What sort of things do we write in it? (We write down appointment & event details)

    Place an A3 version of a week’s schedule on the board for my family.
    These are my family’s diary entries for next week.

    Please note: this would be presented in a table (days across top, names down LHS), but can’t copy/paste table into here, so just shown as list below…..

    Monday 19:00 watch Debbie play netball
    Tuesday 12:00 go to dentist
    Thursday 19:30 go shopping
    Friday 18:00 go to the cinema

    Tuesday 16:30 take the children to the optician
    Thursday 19:30 watch John play football
    Friday 18:00 go to the cinema

    Monday 19:00 play in a netball match
    Tuesday 16:30 go to the optician
    Friday 18:00 go to the cinema

    Tuesday 16:30 go to the optician
    Thursday 19:30 play in a football match
    Friday 18:00 go to the cinema

    In pairs (set the pairs), for 5 minutes, discuss what entries you have in your diary for next week. Go round listening, but not correcting at this stage.
    After 5 minutes, go round the class, asking pupils for examples of their diary entries.

    Encourage pupils to start their sentences with, I am going …. to elicit the correct structure.

    Presentation and drilling:

    Referring to the A3 version of a week’s schedule on the board for my family, explain that when we talk about future plans, we use going to + infinitive.

    For example: What can we say about what I am going to be doing on Monday, starting with “You are going…”? Elicit, You are going to watch Debbie play netball. Write the sentence on the board. Write “you are” in one colour, “going to” in another and “watch” in another.

    Draw a timeline on the board, showing today and Monday through to Friday.
    Write under Monday – netball match

    Concept Check:
    Am I watching the netball match now? No
    Is Debbie playing in the netball match now? No
    Am I going to watch the netball match in the future? Yes
    Is Debbie going to play in the netball match in the future? Yes
    Have I planned to go watch Debbie play netball? Yes
    Has Debbie planned to play in netball match? Yes

    Taking a student at a time, elicit sentences using the new structure, whilst correcting (using the finger technique for target language gap-filling errors & wobbly hand ‘almost but not quite right’ gestures) drilling correct grammar and pronunciation.

    e.g. What am I going to do on Monday?
    Start with, “On Monday, you are” …. to elicit “going to + infinitive”
    Answer: On Monday you are going to watch Debbie play netball.

    Continue with other diary entries
    e.g. What is David going to do this week?
    Start with, “On Tuesday, he is”
    Answer: On Tuesday he is going to take the children to the optician.

    Go through other diary entries, repeating the correct sentences 3 times each time. Sentences will use: “you are going to”, “he/she is going to”, “they are going to”.

    As they create sentences, write the activities on the timeline, to reinforce the ‘future plan’.

    Once the presentation is completed, write on the board: –
    I am
    He / She / It is going to + verb
    We / You / They are

    Controlled practice activity:

    Activity 1

    Hand out worksheets and, working individually, give the pupils 5 minutes to complete the first 10 sentences.
    e.g. You are going to go out with friends this weekend.
    1. Carmel ________________ cook a roast chicken tonight.
    2. I _______________ wear my new coat to the cinema on Friday.
    3. Mike & Jasmin _______________________ give £ 500 to charity on Tuesday.
    4. We __________________ watch the football match on Thursday.
    5. My husband ___________________ finish cooking dinner in a minute.

    The remaining sentences to be completed for homework (to be reviewed together at the start of the next session).

    At the end of the 5 minutes, encourage pupils to offer their responses for each answer, correcting any errors as they present themselves and drilling the correct version.

    Activity 2

    Write on the board: “This Summer”

    Read out:
    “This summer, I am going to visit my sister in Germany. I am going to stay in a hotel and hire a car. We are going to go shopping in Berlin and then I am going to take my niece and nephew swimming. My sister is going to cook typical German food and we are going to drink lots of German wine. The next morning I am going to take a tablet for my headache.”

    Place a prepared A1 sheet (large enough to be seen by all pupils) with this text on the board. Select a pupil to come up and underline the first future plan. “I am going to visit”. Then get that student to choose someone else, until all future plans have been highlighted.

    Activity 3

    For 2 minutes, get the students to write down (individually) 5 things they plan to do this summer, e.g. I’m going to go on holiday. Prompt them using “what where when how who” and then write the key prompts on the board.

    Taking a student at a time, get students to dictate one of their plans, paying attention to the correct use of grammar & pronunciation (correcting using the finger technique & wobbly hand) and drilling correct grammar & pronunciation with each individual (whose turn it is), repeating the correction 3 times before moving on.

    Get another student to write the sentences on the board (once done, get that student to chose someone else to write out the next one / work out the next sentence). Have the students at the board underline the going to + verb form in each sentence

    Activity 4

    Elicit the question form (What are you going to do this summer?) by asking pupils, how would you ask each what your plans are?

    Explain that we’re going to play a game, Summer Holiday Bingo.

    Students are to move freely, asking other students what they “are going to be doing this summer”. As soon as they find someone with the same plans, they must shout “Bingo” and then write a sentence on the board correctly, describing their plans. If it is incorrectly written, the game continues. The first couple to write a sentence correctly wins.

    Remind them that they can use the prompts on the board, e.g. Where are you going to go? How are you going to get there?

    Once a correct sentence has been written, finish the game and then review any written incorrectly, eliciting the correction from the pupils.

    Production (a personalised communicative activity):

    Set pairs, A + B.

    Get the students (for 2 minutes) to talk about their plans for the coming weekend, using the form going to + verb, e.g. I’m going to go to the cinema with friends on Saturday, but on Sunday I’m going to stay at home with my family.

    Then go round the class, getting A to explain what B (using He/She is going to + verb) is going to be doing this weekend. Encourage class members to pier-correct.

    After the lesson:

    Review what learning took place, noting any additional learning or change to the lesson plan (with reasons) and analyse what could be changed in future to result in the desired learning.

    14 January, 2015 at 16:36
    • Total posts: 2

    Reply To: stuck on question 2 – advice needed please

    question edited before submitting and passed :-)

    22 April, 2016 at 11:31
    • Total posts: 8

    I always use the idea of something being written in a diary or a calendar as indicative of present continuous to talk about the future. If it’s in the calendar it’s an appointment. Holidays are a great framework.[i] I’m going on holiday tomorrow, I’m taking the children to Disneyworld, we’re staying with my cousin who lives in Florida[/i]

    I would then use going to + verb to describe my intentions for while I am there, things which are generally not noted in the calendar, e.g. [i]we’re going to have our photo taken with Mickey, I’m going to learn to surf, etc.[/i]

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