This lesson plan aims to teach future tense using will and going to. The teacher will review food vocabulary and introduce pineapple and vegetarian. Students will complete dialogues using will for instant decisions and going to for plans. They will role play the dialogues. Students will then create short dialogues from situations using will. A game dividing the class into teams will review the language at the end of the lesson. The plan provides variety and opportunities for speaking practice while focusing on the target grammar points.

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: 4
Fecha: 19 de Septiembre
Hora: 10.30 a 11.10 hs.
Duración de la clase: 40 minutos
Teaching points: Future tense
Aims: During this lesson, learners will be able to:
 Review vocabulary of food.
 Make instant decisions.
 Develop their reading skills by reading dialogues
 Develop their speaking and listening skills by acting some dialogues out.
Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Meat,
vegetables,
fruit, chicken,
potatoes,
onion,
tomatoes,
carrots,
strawberries
Expressing
intentions.
Making
arrangements
I am going to
wear...
Julio and Carmen
are coming...
/ˈɡəʊ ɪŋ/
NEW Pineapple,
vegetarian
Making instant
decisions.
I will help you.
Teaching approach: The lesson is based on the communicative approach.

2. Pedagogical use of ICT in class: There is no use of ICT.
Materials: 25 photocopies of the activity of the dialogue, 25 photocopies worksheet 1, 13 sheets of
paper with different situations
Seating arrangement: During the first part, students will work individually. Then, they will be asked
to work in pairs.
Cooperative work: Students will work in pairs nearly the whole class. They will cooperate with
each other to complete the dialogues and then act them out.
Possible problems / difficulties and their possible solutions during the class: Students may
be reluctant to act the dialogues out. I will insist on the importance of using L2 and also having fun
while learning. In addition, I will name first those students who I know are not so shy, so that they
break the ice.
Potential problems students may have with the language: I do not think there might be
problems with language. Both structures were introduced previously, now they are shown a new
use of the structure “will”.
Assessment: what will be assessed and how: During the lesson, I will pay attention to students
‘participation and their performance in class. I will also pay attention to their pronunciation when
they read the dialogues, and I will focus on the correct use of the target structures.

3. Routine: (5min)
I will walk into the class and say: Hello. How are you today? After students greet me, I will ask if
they could finish their productions (writing) at home and if they have any doubts to revise before
handing the assignment in. If there are no doubts, I will collect all the worksheets and take them
home in order to correct them. On the contrary, if there are some students who need help, I will
provide it and if it is necessary, I will ask them to revise the production and hand it in next class.
Warm up: (5 min)
I will make three columns on the blackboard as it follows:
MEAT VEGETABLES FRUIT
Then, I will show them some cards with words and ask them if it is meat, fruit or vegetable. I will
say: Chicken (while showing the word) “is it meat, fruit or vegetable?” EA: I expect students to say
“meat”. So, I will say: Good. Chicken is a kind of meat. Come here, Emiliano. Stick the word under
the correct column. I will repeat the action with rest of the words. The words will be:
PORK- CHICKEN- BEEF- POTATOES- TOMATOES- CARROTS- ONIONS- STRAWBERRIES- PEARS-
PINEAPPLE
Then, I will ask: “Do vegetarian people eat meat?” EA: no. T: Of course not, they only eat
vegetables. Then, I will add: Do you know vegetarian people? At this stage I expect students to
share their ideas, whether they know someone and who that person is.
Presentation (9min)
In order to present the target structure and lexis, I will give them a photocopy of the following
dialogue and I will say: Mike and Lisa are going to invite some friends. Let´s see what happens.
To read the dialogue, I will invite a student to play the role of Mike and I will be Lisa.

4. Dialogue
M: I am going to invite Carmen and Julio to eat at home next Saturday.
L: The Argentineans? Great plan!
M: Yes! I am going to cook for you and for them.
L: Really? I can´t believe it! What are you going to cook?
M: We are going to start with salads.
L: Good. I´ll help you. I´ll make tomatoes salad and fruit salad for dessert.
M: Perfect! So, I´ll buy bananas and strawberries.
L: Delicious!!! But... wait! Aren´t Carmen and Julio vegetarians?
M: Oh no! You are right. I´ll make a vegetable soup instead!
Extracted and adapted from Language to go- Pre intermediate- Longman.
After we have finished reading, I will call students´ attention to the underlined phrases. I will write
them on the blackboard “I am going to invite Carmen and Julio next Saturday” and “Good. I´ll help
you”
After that, I will say: Can you see the difference between both sentences? I expect students to say
something related to the grammar of the sentence, so I will add: Good. Both of them have
different structures. I will follow: We use “will” for instant decisions and “going to” for intentions
and decisions made before the moment of speaking” T: Do you understand? EA: Yes. T: So, now,
let´s go to the dialogue again. You will have to underline in the dialogue all the examples of instant
decisions.
After some minutes, I will elicit their findings and I will write them down on the blackboard. As
they say them, I will use phrases such as: well done, good or perfect.
Then, I will challenge them to find sentences that express intentions or decisions made before the
moment of speaking. I expect students to say phrases such as: “we are going to start with salads”
or “what are you going to cook?” As students read their findings, I will write them on the
blackboard. In addition, after each sentence is read, I will comment something about it. For
example if students say: “we are going to start with salads”, I will say: “good. He has decided to
prepare salads before he says it.
After all the sentences have been said, I will make sure they can see the difference. I will repeat:
So, can you see the difference? We use “will” when we deicide at the moment of speaking”(by
pointing to the sentences with “will”). I expect students to say whether they understand or not.

5. Transition: Good work boys! Now you are going to work in pairs.
Practice: (11 min)
In order to practise the use of “will” for instant decisions and the use of “going to” for intentions, I
will give students the following worksheet. I will explain: Now, I am going to give you some
dialogues. You have to complete them using the correct form of the verb.
As they are working, I will go through the desks providing help if necessary. I will use a tick for
correct dialogues and I will use a cross when dialogues are wrong. I will encourage them to revise
their mistakes.
Instant or planned decision?
Complete the dialogues with the appropriate form of the verbs.
1- Mike: Lisa, What.................you................................................. (wear) for the dinner?
Lisa: I...................................... (wear) my white dress.
Mike: A dress? It is an informal dinner, Lisa!
Lisa: Ok Mike. I............................(wear) my new jeans instead.
2- Mike: Carmen and Julio............................... (come) for dinner next Saturday night
John: Really? I haven´t seen them for a long time. I......................................( go), too! I
......................(take ) ice cream for the dessert.
3- Lisa: .....................you............................(visit) Mary this evening?
Mike: Yes! I...................................................(visit) her around 6 o´clock.
Lisa: Great! So, if you go, I..................................., (go), too.
4- Lisa: What........................you.............................(buy) Carmen for her birthday?
Julio: As she loves flowers, I....................................(buy) some red roses.
Lisa: Good idea! So, I...............................(choose) a pretty vase for her.
4-

6. Answers:
1- Mike: Lisa, What are you going to wear (wear) for the dinner?
Lisa: I am going to wear (wear) my white dress.
Mike: A dress? It is an informal dinner, Lisa!
Lisa: Ok Mike. I´ll wear (wear) my new jeans instead.
2- Mike: Carmen and Julio are going to come (come) for dinner next Saturday night
John: Really? I haven´t seen them for a long time. I´ll go ( go), too! I ´ll take (take) ice
cream for the dessert.
3- Lisa: Are you going to visit (visit) Mary this evening?
Mike: Yes! I am going to visit (visit) her around 6 o´clock.
Lisa: Great! So, if you go, I´ll go (go), too.
4- Lisa: What are you going to buy (buy) Carmen for her birthday?
Julio: As she loves flowers, I am going to buy (buy) some red roses.
Lisa: Good idea! So, I´ll choose (choose) a pretty vase for her.

7. After students have finished and in order to check their productions in an engaging way, I will say:
Now, we are going to act! So, who is so brave to come here and act the first dialogue? I will insist
on the idea of coming to the front and acting the dialogues. However, if there is no one who
wants, I will ask students to say two numbers from 1 to 26 and I will look for those numbers in my
class list. The students who are named have to go to the front. If they are still reluctant, I will allow
them to read from where they are sitting.
At this stage, I will check the correct use of grammar and pronunciation. I will also encourage the
rest of the class to check their worksheets. I will repeat the same with the following dialogues.
Transition: Fantastic! You are as actors from Hollywood!
Activity 2: (5min)
In order to go on practising, I will give each pair of students a situation and they will have to think
on an instant decision using the target structure. I will explain: Now, I will give you a situation, and
you will have to create a short dialogue. For example, if I say: It is cold in this room. What will you
decide to do? I expect students to say: I will close the window or I will give you my jacket. T: Good.
Here you have the situations. I will give them a sheet of paper, with different situations. They will
only have a few minutes. As they are making dialogues, I will walk through the desks monitoring
their productions and providing my help if necessary.
Then, in order to check, I will call different groups to role play.
The situations will be:
 It is hot in this classroom.
 I have no money and I need to take some photocopies
 I am going to the cinema tonight.
 My bag is too heavy.
 I do not understand my math homework.
Closure (6 min)
In order to wrap up the lesson, I will invite students to play a game.
I will divide the class in two groups by tracing an imaginary line. One half of the class will be part of
the red group and the other half will be the blue group. I will explain: “Each group will have only
10 seconds to discover mistakes of the sentence I write. T: “ Group red starts. What is the mistake
in this sentence?”
I will write a wrong sentence on the blackboard and give each group just 10 seconds to discover
the mistake and provide the correct sentence. If they do it correctly, I will give them a point. Then,
it will be the turn of the other group.

8. The sentences will be:
That looks heavy. I help you
I´ll play at the music festival this weekend.
I meet Ann next Sunday.
I´ll start Piano lessons next Monday.
This t- shirt really suits me. I am going to take it.
Next year, I travel more than this year.
I won´t go to the concert. It is my mother´s birthday
You look really bad. Take this medicine. You feel better soon.
Expected answers:
That looks heavy. I´ll help you
I am going to play at the music festival this weekend
I am going to meet/ am meeting Ann next Sunday.
I am going to start Piano lessons next year.
This t- shirt really suits me. I ´ll take it.
Next year, I am going to travel more than this year.
I am not going to go to the concert. It is my mother´s birthday
You look really bad. Take this medicine. You´ll feel better soon.
Transition: And the winner is.... Good boys! See you next class!

9. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization x
Learning aims x
Variety of resources
– Learning styles
x
Stages and activities x
Teaching strategies x
Class. management
strategies
x
Language accuracy x
Observations Score: __20__ /35 = 6
Dear Gisela,
You have improved several aspects of the lesson plan. Including a game at the end of the lesson
is a nice idea. Well done! Pay attention to the expected answers – you want students to focus on
will and going to, right? If you want them to work with Present Continuous as well, you might
have to change the presentation stage. Be coherent and consistent.
Do encourage students to use L2. Get ready to explain the difference in use of both structures,
and try to provide as meaningful examples as possible.
Have a nice lesson!
Your tutors