Teacher Development Programme

LESSON PLAN FORM

Name: Karina Pacheco
Time:
7: 35 A.M.

Institution: I.E.D. El Campito

City: Barranquilla

Length:50
mins

Grade:

Level: Beg/Elem/Pre-int

7th Grade

Beginner (A1)

Lesson Aims:

By the end of the lesson learners will be able to talk about future plans and intentions
using the structure be going to.

Standard:

Explico y justifico mis planes y acciones.

Explain and justify my plans and actions.

Competence:
Linguistic Competence.
Sociolinguistic Competence.

Topic: What the lesson is about (e.g.

Shopping)

Expressing the future with Be going to.

Materials: List any worksheets you use and

pages from other books (e.g. Hadfield, J.
1990. Elementary Communication
Games. Nelson. Page 24.). Include
copies with your plan

Flashcards.
Grammar. Taken from Jose Luis
Morales Maria Jose Sanchez, Jose
Manuel Bueso with Cathy Myers.
2009. Hey There! 1B. Pearson
Longman. Page 48.

Class profile (50 - 75 words) Describe your students (For how long have your students been
learning English? What are the things that interest them? etc.)

This class is a group of 28 students. They have studied at I.E.D. El Campito since
elementary level. Their ages are between 11 and 12 years old approximately. Some of
them are very good in class because they have been studying in English Institutes
and their learning is above the class level. However, most students are children like
English language very much and they have always shown motivation and enthusiasm
for learn new knowledge and participate in the activities developed in class especially
songs and interactive exercises. They work four skills: speaking, listening, reading
and writing at the same time because we follow a text whose contents bring this type
of communicative approach.

How this lesson will meet their needs? (50-75 words)

They need to learn how to express future with Be going to because it is part of the
learning goals of the programme of 7 th grade and the grammar contents of the 4 th term
in accordance with the curriculum of our Institution. The students also need figure out
the main grammar rules by themselves through clear and simple presentations of
form, meaning and use of the grammatical structures, thus they will be able to
practice and manipulate grammar exercises using the functions and language
previously learned in class in order to achieve accuracy and confidence

Personal aims: What aspects of your own teaching will you develop in this lesson?

1. Encourage students to participate in the activities.

2. Keep students involved in English class.
3. Give clear instructions and well explained.

Connection to other subjects in the school curriculum (e.g. Social studies)

Crosscurricular:
English for language.

Complete Sections A, B,C & D as appropriate, depending if you are focusing on

grammar, function, vocabulary and/or skills in your lesson
A. Skills lessons
Complete this section if your lesson is to develop reading, listening, speaking or writing
Skill to develop

Speaking
Writing

Type of text (e.g. dialogue in a shop)

Description
Organization of sentences.

B. Vocabulary: Complete notes below on you will focus on

Vocabulary item (note
spelling and pronunciation)

How will you clarify meaning?

watch

By using pictures (flashcards) to clarify unfamiliar vocabulary

swim

play

read

call

buy
go

/
/
/
/
/

C. Language analysis page: Complete this section if focusing on grammar or function.

Substitution table for the grammar/function; Write here at least examples of model
sentences in the form of a substitution table.

Subject

Be in the
present
(Affirmative)

Main
verb

Complement

am

going to

wash

the clothes

You

are

going to

clean

the house

He/ She/
It

is

going to

make

the bed

We /
They

are

going to

do

the dishes

Checking meaning: Write here concept questions or a timeline you will use to check
meaning.

When we can use Be going to?

To talk about past actions?
Can we use Be going to in order to talk about the things that we do in the
present?
What do we use be going to?

Highlighting pronunciation; What do you need to highlight? (Contractions, stress,

etc)

Full form

Contractions

I am
You are
He is
She is
It is
We are
They are

Im
Youre
Hes
Shes
Its
Were
Theyre

D. Anticipated problems. Complete this section for all lessons:

Anticipated problems
Meaning/Form/ Pronunciation/ Organisational

Planned solutions

Some students might have difficulties to Call students attention to the

understand the explanations about the new explanations and later ask concept
topic.
questions again to check if they
understood it.
Understanding of the terms by asking
Use pictures so that students learn
questions.
new vocabulary and explain meanings
in simple English.
Some students might have difficulties to Give
short
clear
instructions
follow the instructions.
demonstrating each step and ask
students to rephrase every instruction
given before the activity.

Stage
Time &
Interaction

Demonst
ration

Aim

Procedure
(Teacher and student activity)

To demonstrate Im going to point to a window in a classroom and Im

the activity about going to ask to my students what is that? Its a
the future with be window ,good and how is the window? It is close or

T- SS
5 min

going to.

To present and
Presentat give
choral
ion
practice of Im
T- SS going to.
10
min

Board
stage
T-SS
5 min

Activity
S-S
15
min

To give students
a written
structure.

Practice the
structure in
written and
speaking form.

To provide
feedback
Activity
S-S
15
min

open? Close, ok and then Im going to say Im going

to open the window Pause, and then open it.
Im going to repeat with door.
Im going to read a book.
Im going to show some flash cards with Write, water
the plants, do the dishes, listen to music ,ride a bike,
go camping, eat, sing, clean up, play soccer, watch
TV, play video games. and then Im going to elicit
student to repeat the pronunciation of each card.
Im going to ask to the students What are you going
to? Im going to write a letter then they repeat. So Im
going to show then the flash card and they say the
structure Im going to... and also Im ask to the
students when are you going to ...? This afternoon,
tomorrow, next week. Then we change the question
What is she/he is going to do? in order to students can
practice with she is going to...etc.

When Ill ask to the students about the activities that

they think that they are going to do Im going to write
on the board in order that the students identify the
written part.
When we can use Im going to?
To talk about past actions?
Can we use to talk about the things that we do in
the present?
What do we use be going to?
To express future plans
Students will work with the activities on the book page
48 since students are doing the exercise Im going to
monitor the activity. Here is important to say that in
this moment students will use the structure to practice
with the classmate. Then some students say aloud the
answers.
Im going to check students comprehension asking
them
What are we going to do?

Pair work the students will do the activity on page 98

Then they are going to chose a picture a mimic in front
their classmate, in this part some students work in
pairs and others work in group of three.

Practice the
structure in
written and
speaking form.
Feedbac
k
T-SS
5 min

The idea is that one student asks to the others What is

she / he going to do?
Or What are they going to do? And the classmate
answer according the pictures that are on the
workbook. They need to use their own names.

What were we talking today?

Be going to
What do we use going to?
To express future plans.

SELF EVALUATION FORM

(Please complete all parts of this form after teaching your lesson)
Were your lesson aims achieved?
What evidence can I show
to prove this

Were your personal aims achieved?

to prove this?

Which stages and activities went well?

Give evidence!

What evidence can I show

Why did they go well?

Which stages and activities did not go as well as they could have?
Why not?
Give evidence!

What areas in your teaching would you like to work on in future

lessons?

How can I learn about the areas which I want to improve?

GROUP FEEDBACK SUMMARY NOTES FORM

Name:
Date:

Institution:
Time:

Grade:

City:
No. of learners:

Teachers:

Make notes here on the main points discussed in group feedback. File these notes in your portfolio.