CELTA | 2018
Lesson Plan
Teacher Date TP #
xxxxxxxxx 26.07.18 2
Level Length Student #
Intermediate
45 minutes 11
Main Aims
By the end of the lesson, students will be introduced to the meaning, form and pronunciation of future
forms( be going to; will, Present Continuous)
Subsidiary Aims
To enable students to ask and answer questions using future forms ( be going to; will, Present
Continuous)
.
Background
Class Profile | What do you know about the students?
There are 11 students in this class. All of the students love speaking activities. Some of them don’t like doing grammar or writing
tasks. Hediyye has become a bit more active and interested in speaking English. Ali has become more active and eager. But he is
still speaking in a low voice. Ezgi was trying hard last time. The good thing is that they all understand instructions in English
and respond to them correctly. Ulki joined a day later. Yesterday was listening very carefully. She seems to be responsible
towards learning English.
Assumptions | What can you assume about the class? Why will your lesson work?
I think all the learners in this class will love this lesson. Because they will be happy to use future tense to
speak about their future plans, future arrangements correctly in everyday life.
Personal Aims | Take these from the action points from your previous feedback.
To finish the lesson on time.
To be careful with TTT.
To slow down when giving instructions.
To write concise instructions and ICQs in the plan.
Timetable Fit | What lessons have come before and what are coming after? Why your lesson now?
Students have already practiced new family vocabulary and discussed a typical family of the future. So
the family context is familiar to learners. It will help them to understand the listening track and meaning
of future tenses.
Anticipated Problem | What could go wrong? Think of Solution | How will you solve it?
topics, materials, activities, equipment.
This lesson introduces three different future forms 1. Provide situational examples and
( be going to; will, Present Continuous) might emphasize:
confuse the students. “be going to” is only for things we
have already decided to do;
predictions
Present Continuous for future
arrangements.
“will, won’t” for instant decisions
Tutor: _________________ Date: _________________
CELTA | 2018
Lesson Plan
Background
at the moment of speaking, offers,
promises, predictions.
Tutor: _________________ Date: _________________
CELTA | 2018
Lesson Plan
Materials | What materials do you plan to use? Remember to source all H/Os.
New English File Intermediate Student’s book. Clive Oxenden,
Christina Lathan-Koenig Unit 1C SB pp 13, 131; TB p 175
Photos taken from [Link]
HO 1. Unit 1C NEF Intermediate Student’s book
HO 2 Unit 1C NEF Intermediate Student’s book
HO 3 Unit 1C NEF Intermediate Student’s book
HO 4 Unit 1C NEF Intermediate Student’s book
Listening track 1.9 Unit 1C NEF Intermediate Student’s book
HO 5 Cut ups
Whiteboard Plan | How are you planning to use the whiteboard?
Future Meaning Form Pronunciation
be going to already decided; Be go+ing [bi gəʊɪŋ tə ]
prediction to+verb
Present Future Be + verb+ing [his], [ʃiz]
Continuous arrangements
will/won’t decisions at the Will/won’t+verb I/you/he’ll
moment of won’t [wount]
speaking
Designed by Narmina Aliyeva
Tutor: _________________ Date: _________________
CELTA | 2018
Lesson Plan
Whiteboard Plan | How are you planning to use the whiteboard?
[Link]
Tutor: _________________ Date: _________________
CELTA | 2018
Lesson Plan
Whiteboard Plan | How are you planning to use the whiteboard?
[Link]
Tutor: _________________ Date: _________________
CELTA | 2018
Lesson Plan
Stage Name Stage Aim Procedure Materials Interaction Time Tutor
The name of the Why are you doing What will the teacher do? Describe in sufficient detail What are you Pattern Mins per Comments
stage. this stage? that another teacher could teach this lesson. planning to use? S-S, T-Ss etc. stage.
Raising interest Family pictures on the slide. T elicits:
Lead in towards the Who do you know in this photo?
topic What relationship do I have with the Slides 1,2 WC 4
people in the photo?
Gist listening T says:
Listen to three conversations.
LISTENING Put the lines in the correct order.
T says: Check with your partner.
FB
Listening track
1.9
S,S,S
. HO 1 5
S-S
Listening for T says: HO 2 S,S,S 5
details Listen again. Listen again and match two sentences S-S
with each dialogue. Write 1,2,3 in the box.
(Allow 1 min. for Ss reading)
T says: Check with your partner.
FB
Tutor: _________________ Date: _________________
CELTA | 2018
Lesson Plan
Stage Name Stage Aim Procedure Materials Interaction Time Tutor
The name of the Why are you doing What will the teacher do? Describe in sufficient detail What are you Pattern Mins per Comments
stage. this stage? that another teacher could teach this lesson. planning to use? S-S, T-Ss etc. stage.
GRAMMAR Understanding Work with your partner. Match sentences (1-6)
meaning: Future with the definitions (a-f). S-S
HO 3
forms to talk about T says: Check with other pairs. SS-SS 4
the plans FB
Understanding T says: Find Future with will, be going to,
form: will, be Present Continuous.
going to, Present T says: Check with your partner
Continuous FB
S,S,S
HO 4 4
S-S
To practice T says: Circle the correct form.
HO 5
grammar Tick(v) the sentences if both are possible. S,S,S
Unit 1C ex .a, b 6
Check with your partner S-S
Page 131
FB
To practice T says: Listen and repeat after me. T-Ss
Cut ups 6
pronunciation T-S
Speaking To enable T says: You are going to work in groups. Group TB 1C GW 10
students to ask 1,2,3 Communicative
and answer In turns pick up a card. Ask a question to 1 future
questions using student. questions page
Tutor: _________________ Date: _________________
CELTA | 2018
Lesson Plan
Stage Name Stage Aim Procedure Materials Interaction Time Tutor
The name of the Why are you doing What will the teacher do? Describe in sufficient detail What are you Pattern Mins per Comments
stage. this stage? that another teacher could teach this lesson. planning to use? S-S, T-Ss etc. stage.
future forms ( be Ask other students: “What about you?”
going to; will, T shows an example: What are you going to
Present do after classes today?
Continuous) S2: I’m going……
. T: What about you? 175
S3: I’m going……
T: What about you?
S4 : I’m going…..
Reflection Feedback to
round off the
1
lesson
Tutor: _________________ Date: _________________
