Language Focus: Will / to be going to

Unit 8 Travel and tourism

Teacher name:

Asimzhan A.O.

Date:

Grade: 9

Number present:

absent:

Lesson title

Language Focus: Will / to be going to

Learning objectives

9.3.4.1 respond with flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics

9.4.7.1 recognize typical features at word, sentence and text level in a wide range of written genres, including some which focus on unfamiliar topics

9.5.3.1 write with grammatical accuracy on a range of familiar

Lesson objectives

Learners will be able to:

• Learn the difference between will and be going to.

• Practise using will and be going to to talk about predictions, plans and intentions.

Құндылықтар

Еңбекқорлық және кәсіби біліктілік.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• Refer students back to the holiday advice text on page 94. Ask: Why shouldn’t you play your mp3 player? Elicit the answer You’ll annoy travel companions. and write it on the board

• Write It’s raining. You’re going to get wet. on the board. Ask: Does this refer to the past, present or future? (the future) Does it describe a plan, or a prediction? (a prediction). Point out that this is another function of going to.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex: 1 P:95

• Students work in pairs to complete the example sentences and the rules.

• Check answers with the class. Elicit the examples students have found in the text.

LANGUAGE NOTE

Students often overuse will to talk about the future, and so may use it wrongly instead of going to to talk about plans or predictions based on things we can see now: I’ll meet my friends at eight o’clock. instead of I’m going to meet my friends at eight o’clock. Look at the clouds – it will rain. instead of Look at the clouds – it’s going to rain

Ex: 2 P:95

• Before starting the exercise, you might like to check students are familiar with the negative form won’t by looking back at examples of will they found in the text.

• Students work individually to complete the sentences, then they can check answers in pairs and decide which sentences are plans and which are predictions.

• If your students need extra practice, you may want to do the activities on page 63 of the Workbook in class. Exercise 3 could be done individually or in pairs. Exercise 4 could be done orally in class.

Ex: 3 P:95

• Focus on the example question and answer. Read the example with the class and elicit one or two more examples from the whole class. Check that students understand in my lifetime.

• In a weaker class, allow students time to prepare some notes and questions individually, then ask and answer their questions in pairs. In a stronger class, encourage students to ask and answer spontaneously.

• Ask some students to report back on similar and different predictions that they and their partner had.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Modo test.

Students complete the sentences. Then complete the rules with the correct form of will and be going to. Find more examples in the text

Answers:

1 will

2 won’t

3 are going t

4 are, going to

5 are going

Rules:

1 will 2 be going to 3 be going to

Students complete the sentences with affirmative and negative forms of will and be going to. Which sentences are plans and which are predictions?

Answers:

1 she won’t forget (prediction)

2 we aren’t going to have (plan)

3 Are you going to stay (plan)

4 You’re going to spill (prediction)

5 it will have (prediction)

6 we’re going to get (prediction)

7 they will build (prediction)

Students complete the questions with will or be going to. Then ask and answer with a partner.

Answers:

1 Will people have space holidays in my lifetime?

2 Is your family going to go camping in the holidays?

3 Is our class going to go on a day trip soon? 4 Are you going to visit the USA next year?

5 Are you going to travel around the world in a few years’ time?

6 Will you buy a private jet one day?

7 Will people travel to other planets soon?

Descriptor:

- work in pairs

- complete the rules with the correct form

Total: 1 point

Descriptor:

- work individually to complete the sentences

- complete the sentences with affirmative and negative forms of will and be going to

Total: 1 point

Descriptor:

- complete the questions with will or be going to.

Total: 1 point

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant!

Poster