54820097-detailed-lesson-plan-in-english-level-intermediate (1).docx

Detailed Lesson Plan in English Level Intermediate I. Aims At the end of the lesson, 75% of all students are expected to: -Ask and answer questions using the future tense - Understanding of the use of the future with 'will' and 'going to' II. Subject matter A. Topic B. Material

: Will and be going to : Grammar Book: Oxford Practice Grammar page 62-63

III. Teaching stratergies Teacher’s activities A. Pre-activities

Students’ activities Students answer questions

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Start the lesson off by asking some questions with 'will' and 'going to': -What will happen to the world in 2012? -What are you going to do after school today? -What will you do if you don't have money? - Where are you going to visit on your next vacation?... Motivation - Ask students Why and when do we use future with “will”? How about future with “be going to”?

Students discuss and answer the questions - We use future with “will” to talk about prediction, or immediate decision. - We use future with “be going to” to talk about future plan, and intention to do sth.

B. Lesson proper 

Lesson presentation:

Explain: the uses of “will” and “be going to” - Listening - We use “will” to talk about 1. Fact in the future. Example: I will be 40 next month. My father’s flight will arrive tomorrow morning. 2. Promise: The teacher asks one student not to answer the phone in the class again, and he says “I will not answer to the phone in the class again.” He said “I will marry you”. 3. Instant decision or agreement to do something. The door bell rings. You hear it and say “I will open it.” 4. Prediction about the future ( without evidence) It will rain tomorrow. I think It will be doomsday in 2020.

- We use “be going to” when: 1.Something we have decided to do sth ( an intension) I think the cat is stuck on the roof. I’m going to climb up and have a look. Emma is going to do an experiment this afternoon. 2. Future plan. We are going to visit Siem Reap on King’s birthday. I am going to study Business Management after I finish high school. 3. Prediction based on the present situation or evidence. - Students are asked to write on the The clouds are so dark. It’s going to rain soon. board. This bag’s handle isn’t strong, It’s going to break. - Students do exercises and answer:  Practice: ask students to write sentences 3 with “will”, 3 with “be going to” Students answer: - We use “will” in the future to talk about  Exercises Students are told to do exercises on page 63 fact in the future, promise, instant decision, and prediction without parts 1 and 2. evidence. 1.1 is going to read - We use future with “be going to” to talk 1.2 will have about intention to do something, future 1.3 will video plan, and decision with evidence. 1.4 are you going to buy 2.1 It is going to attack us/me. 2.2 aliens will land on the earth in the next ten year 2.3 she is going to get married. 2.4 I will invite her for a meal. IV. Evaluation Ask the students to review the use of “will” and “be going to” again.

V. Homework/ -Ask students to do exercises on page 63-part 3 - Optional homework - Ask students to prepare a short paragraph on their future plans for study, hobbies, marriage, etc. (Use of 'going to'), or a few predictions about the future of their lives, the country, the current political party, etc. (future with 'will')

Activity: Dialog reading, follow-up questions Outline: 

Start the lesson off by asking some questions with 'will' and 'going to'. Be sure to mix the questions up. For example: What do you think will happen at school tomorrow?, What are you going to do after school today?, What will you do if you don't understand this lesson?, Where are you going to travel on your next vacation?

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Ask students to reflect on the questions you asked. Which forms did you use? Can they explain why? Pass out the dialog and ask the students to read through and answer the questions. As a group, correct the questions and ask students to explain why certain questions used 'will' and others 'going to'. A further possibility is to ask students to highlight the sections of the dialog that used 'will' and those that used 'going to'. Ask them to explain why. Have students write out answers to the question sheet. Go around the room to help individual students and check that students are answering using the correct form. As a class, elicit answers from various students. When appropriate, ask students to elaborate on their answers in order to give them a further chance to use these forms. Ask students to use the small talk questions with each other in pairs or in small groups. Optional homework - Ask students to prepare a short paragraph on their future plans for study, hobbies, marriage, etc. (Use of 'going to'). Ask them to write out a few predictions about the future of their lives, the country, the current political party, etc. (future with 'will')

Exercise 1: Dialog - The Party Martha: What horrible weather today. I'd love to go out, but I think it will just continue raining. Jane: Oh, I don't know. Perhaps the sun will come out later this afternoon. Martha: I hope you're right. Listen, I'm going to have a party this Saturday. Would you like to come? Jane: Oh, I'd love to come. Thank you for inviting me. Who's going to come to the party? Martha: Well, a number of people haven't told me yet. But, Peter and Mark are going to help out with the cooking! Jane: Hey, I'll help, too! Martha: Would you? That would be great! Jane: I'll make lasagna! Martha: That sounds delicious! I know my Italian cousins are going to be there. I'm sure they'll love it. Jane: Italians? Maybe I'll bake a cake... Martha: No, no. They're not like that. They'll love it. Jane: Well, if you say so... Is there going be a theme for the party? Martha: No, I don't think so. Just a chance to get together and have fun. Jane: I'm sure it'll be lots of fun.

Martha: But I'm going to hire a clown! Jane: A clown! You're kidding me. Martha: No, no. As I child, I always wanted a clown. Now, I'm going to have a clown at my own party. Jane: I'm sure everyone will have a good laugh. Martha: That's the plan! Follow-up Questions          

What do they think about the weather? What does Martha have to share? What are Peter and Mark going to do? What does Jane offer to do? How does Jane react to the news about the Italian cousins? What special plan is there? Why does Martha want a clown? Does Martha know exactly how many people are going to come? If yes, how many. If not, why not? How does Jane think people will react to the clown? Is there a theme for the party?

Exercise 2: Questions      

Tell me about your future plans for work or study. What important event do you think will happen soon? Your friend needs some help with some homework. What do you say? Tell me about your plans for this coming summer. Complete these sentence: If I don't understand this exercise ... What do you think future English lessons will be about?