This document contains a lesson plan for a 4th year English class focusing on making future plans and predictions. The lesson plan includes aims, language focus, teaching approach, materials, seating arrangement, cooperative work elements, possible problems and solutions, language challenges students may face, and assessment. A variety of activities are outlined, including a warm-up on future intentions, presentation of target grammar, reading and comprehension exercises, a listening activity, pair work to ask and answer questions using the future tense, and a writing assignment where students draft an email about future travel plans.

1. Alumno Residente: Restivo Gisela
Período de Práctica: Nivel Secundario.
Institución: Colegio Salesiano Deán Funes
Dirección: Don Bosco 350- Comodoro Rivadavia
Sala / Grado / Año - sección: 4to año
Cantidad de alumnos: 25
Nivel lingüístico del curso: Pre Intermediate
Tipo de Planificación: clase
Unidad Temática: Haciendo planes y predicciones!
Clase Nº: 3
Fecha: 15 de Septiembre
Hora: 9.00 a 10.20 hs.
Duración de la clase: 80 minutos
Teaching points: Future tense
Aims: During this lesson, learners will be able to:
 Develop their speaking skills by talking about future plans and intentions, asking
questions to a classmate and answering questions.
 Develop their listening skills by listening to an audio.
 Develop their writing skills by writing an e-mail.
Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Mountain,
beach, swim,
run, climb,
sunbathe
NEW Expressing
future plans and
intentions.
I am going to…
Alice is going
to…
/ˈɡəʊ ɪŋ/
Teaching approach: The lesson is based on the communicative approach.
Pedagogical use of ICT in class: There is no use of ICT.
Materials: Students ‘books: Sign up to Grammar 3A- Richmond, photos for the warm up stage and
activity 4, cards with phrases for the warm up stage, 25 photocopies of activity 3, 25 photocopies of
the e- mail in activity 4, computer, book´s audio and loudspeakers.

2. Seating arrangement: Students will work individually, except in activity 3, in which they will be
asked to work in pairs.
Cooperative work: During activity 3, students will work in pairs and they will have to ask and
answer questions. Students will cooperate with each other, since the information they collect will be
used to report to the rest of the class.
Possible problems / difficulties and their possible solutions during the class: There are times
when the CD player is not available in the school´s library; therefore, I will take my own computer
and loudspeakers.
Potential problems students may have with the language: Students may use L1 in activity 3.
So, I will walk near them, monitoring the appropriate use of the language.
Assessment: what will be assessed and how: During the lesson, I will pay attention to students ‘
participation and I will also register the marks they get in the writing section. In order to assess
students ‘ productions, I will use the following scale: Excellent, Very good, Good and Below
Standard.

3. Routine: (7min)
I will walk into the classroom and say: Hello. How are you today? After students greet me, I will ask
them to hand in the homework of the previous class. I will collect all the worksheets and take
them home in order to correct them.
Warm up (5 min)
I will say: I have got lots of plans and intentions for next year! For example, in 2017 I am going to
do more exercise because I am going to have more free time. What is more, I am going to travel
more than this year! As I speak, I will show them the following photos to help students
‘comprehension.
Presentation (5 min)
Then, I will write the question: what are your plans and intentions for next year? And I will display
on the blackboard some cards with the following phrases:
 Buy a new bike
 Go on a diet.
 Take up a new hobby
 Go on holidays
 Travel more
 Go on a diet
 Spend less time chatting on line
 Take a new course
 Study harder.
I will write my intentions on the blackboard (I am going to travel more) and ask students, to
express their intentions. I will say: Matias, what are your intentions for next year? You can choose
from the cards on the blackboard or say any other plans you have. I will repeat this action with 5
students. I expect students to follow the model on the blackboard. However, if students are not
able to say the sentence correctly, I will repeat his intention and ask him to repeat the sentence

4. correctly. After students have finished, I will explain: Can you see? We use “going to” (while
pointing to the blackboard) to talk about our future plans and intentions.
Development (60 min)
Activity 1 (15 min)
In order to practice the structure, I will ask students to open their books on page 34 and I will
invite them to read about some people´s intentions for next year.
Activity taken and adapted from Sign Up to English 3A- Richmond
In order to read all the texts, I will name 4 different students. After all texts have been read and in
order to check comprehension of the texts, I will give them some minutes to decide if the
following sentences are true or false.
I will explain: Now, look at the following sentences. Are they true or false? Read the texts again if
necessary!
a- Britney is going to change some time-consuming habits of hers.
b- John is going to make lots of changes
c- Dave is going to travel around the world
d- Daisy is going to take a trip
e- Britney is not going to date someone new.
Activity taken and adapted from Sign Up to English 3A- Richmond
During the activity, I will check comprehension and provide help as I walk through the desks. Then,
after all students have finished, I will name a student to read a sentence and say if it is true or
false. I will say: Ramiro, could you read the first sentence, please? Tell us if it is true or false. When
the students finish, I will ask the class if they agree. I will repeat this action with all the sentences.

5. Answers: a T, b F, c F, d T, e F
Transition: Good work! Now´s let´s move on to the following activity.
Activity 2 (10 min)
Activity taken and adapted from Sign Up to English 3A- Richmond
To go on practicing the target structure, students will listen to an audio. I will explain: Now, let´s
do exercise 9. Look at the photo. What do you think Alicia´s plans are? I expect students to say:

6. “She is going to travel”, as there is a beach in the photo. T: well, let´s listen to the voice email and
see if you are right.
Before the audio, I will encourage students to be silent so that everybody is able to listen. After,
the audio finishes, I will say: SO? What are Alicia´s plans? I expect students to say: Alicia is going to
go camping. T: Good!
Then, I will say: Now, let´s listen to the audio again and decide if the sentences are true or false.
Before playing the audio I will read the four sentences, one by one.
When the audio finishes, I will ask: Do you need to listen to the audio again? If all of them have
finished, I will not play the audio again. On the contrary, if there are some students who need to
listen to the audio again, I will play it once more.
Next, I will follow by saying: Who can read the first sentence and say if it is true or false? At this
stage, I expect students to raise their hands and participate. However, if nobody wants, I will name
students. I will repeat the same action with all the sentences. At this stage, I will encourage
students to correct their sentences.
Activity 3 – Part 1 (10 min)
In order to practice the structure and also to develop students´ speaking skills, they will solve the
following activity. I will ask them to work in pairs and I will give them the following activity.
I will explain: “Now, you are going to work in pairs. Please, join to your closest classmate. You will
have to write correct questions.
I will give them a photocopy in which they will have to unscramble questions. I will model the first
one on the blackboard so that they notice how to do it. As students are working, I will walk
through the desks checking their questions. As I always do, I will use ticks and crosses to mark
them if sentences are correct or not. In addition, I will monitor if they are using L2.
Activity: Unscramble the following questions. Then ask to your classmate. Take notes about
what he says.
a- going to/ you/ do/are/ what/ next weekend?
……………………………………………………………………………………………………………….
b- on holiday/ you/ are/ go/ going to/ soon?
……………………………………………………………………………………………………………….
c- tomorrow/ watch/going to/ you/ are/ a film?

7. ……………………………………………………………………………………………………………….
d- are/ play/ football/ going to/ next/ you/ Sunday?
……………………………………………………………………………………………………………….
e- going to/ you/ do/are/ what/ next year?
……………………………………………………………………………………………………………….
When all the groups have finished, I will invite different students to copy the questions on the
blackboard. I will encourage students to check if their questions are correct
Then, in order to develop students ‘speaking skills, I will explain: Now, one of you is going to ask
and the other is going to answer. Take notes about your partner ´s answers because then you will
report your classmate´s answers! Finally, you change roles. Is it clear? EA: yes
As students are working orally, I will walk near them, assessing their work. I will listen to them, to
check if they are using L2 and also if they are taking notes of their classmates’ answers.
Transition: Well done! Now, I want to know about your plans and intentions
Part 2: (5 min)
In order to perform this activity, I will choose a student and ask the first question: What is your
partner going to do next weekend? I expect the students to say: He is going to… T: Good! I will
repeat each question to two different students, so that ten students are able to answer.
Activity 4: (19 min)
In order to prepare students for the writing section, I will display the following photos on the
blackboard and I will ask: What activities can you do on the beach? And what activities can you do
in the mountain? EA: I expect students to name activities they already know, such as: surfing,
swimming, sunbathing, climbing, running, etc. As they brainstorm ideas, I will write them down
near the photos.
Then, I will say: I love going to the mountain! What about you? What do you prefer? the beach or
the mountain? I expect students to express their preferences

8. After ideas have been brainstormed, I will give them a short e- mail, and I will ask them to read it.
Then I will explain: So let´s imagine we are going to have an exam and you are not going to be
present. Answer my e- mail, telling me that you are going to be absent because you are going to go
on a trip. Mention the place where you are going to travel, when and who you are going to travel
with and the activities you are going to do.
As students are working, I will provide help with vocabulary and the target structure if necessary.
As students finish, I will assess their work by paying special attention to the target structure. I will
help them to discover the mistakes I find and I will encourage them to revise their writing many
times.
From: giselarestivo@hotmail.com
To: all students of 4th B
Dear students,
Remember that next Monday you are sitting for the exam! Please, do
not to be absent!
Miss. Gisela Restivo
From:
To: giselarestivo@hotmail.com
Dear teacher,
I am so sorry, but next week I am going
to..................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
...............................................................................................................................

9. Transition: Good Job!
Homework (3 min):
As homework, I will ask students to rewrite their productions, and hand them in next class. I will
explain: Ok, so you will re write your e mail in pen and hand it in next class. Take into account my
comments and corrections!
Closure (1 min):
I´ll say: Good work! See you next class!
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization x
Coherence and
sequencing
x
Variety of resources
– Learning styles
x
Stages and activities x
Teaching strategies x
Class. management
strategies
x
Language accuracy x
Observations Minimum score: 21 / 35
Score: _26___ /35 = 7.5
Dear Gisela,
This is a cohesive lesson. Good job! You worked hard to help students develop skills in
meaningful ways and used different resources.
As we commented in your previous lesson plan, we would like you to think of teaching strategies
to go through homework and classwork correction, so as to make the lesson livelier during these
important moments.

10. Be careful with timing. Take our suggestions/comments into account for further lesson plans.
Enjoy the lesson!
Your tutors