TESOL Lesson Plan

NAME: YUETING ZHANG

COURSE: ENGLISH GRAMMAR STRUCTURES AND METHODS
INSTRUCTOR: JOHN MORAN
DATE: 11/06/2016

QUARTER: SEPTEMBER 2016

CONTEXT
Subject: Grammar
Student Level: Beginning Level
Teaching location (country, school): USA, UCR extension
Class size & age range of students: 15 students

Ages: 18-25

OBJECTIVES

Students will be able to produce affirmative and negative sentences using be

going to VS will.

Students will be able to choose between be going to and will or either of them
based on the context.

Practice will continue until almost all students can complete the tasks with at least
80% accuracy.

SOURCES
1. Interactions 1 Grammar.Kirn&Jack.2002. p. 78,79
2. Focus on Grammar 3. Fuchs&Bonner&Westheimer.2012. p.87
3. Understanding and Using English Grammar. Azar. 2002. P52-54
MATERIALS

4 handouts (Pattern in context, mechanical activity, meaningful activity, and

communicative activity)

1. Present the Pattern in Context (4 mins.)

T passes out the attached article Another Day in Rushville to the class. T is reading out
loud to the class while Ss follow along on the handout.
2. Comprehension Check (2 mins.)
T asks the following questions to ensure Ss understand the article.

Why is Ms. Drill in a hurry?

Who is nervous? Why?

What is the paperboy going to do?

What time does Ms. Tardy start work? Will she get there on time?

Why are the students taking an earlier bus than usual?

3. Identify the Pattern (5 mins.)

T shows the context on the computer and asks students to highlight verbs in the first sentence
together.
T then instructs Ss to find other similar patterns and give them 2 minutes.
T calls on Ss to say each sentence one by one and highlight them.
4. Formal Explanation (6 mins.)
T puts example on board It is

(be) a busy day. T then asks students how to

change it to negative and writes It is not going to be a busy day.

T puts example on board The owner of that car will be surprised when he returns. T then asks
students how to change it to negative and writes The owner of that car will not be surprised
when he returns.
T explains the difference between be going to and will.
5. Mechanical Exercise (3 mins.)
T gives students handout 1 attached to ask students do it quickly and then check answers one by
one.
6. Functional Explanation (5 mins.)
T asks students Did you go to Japan last year? Are you going to Japan next year?
T writes the two sentences on the board asks students to change them into negative.
I went to Japan last year.
I am going to Japan next year.
Then T picks students to ask them What did you last year? What are you going to do next
year?
T explains the difference between be going to and will.
be going to: some planning has gone into an intention
Will: spontaneous, unplanned intention, offers, promises, requests
In some cases, both may be correct.
OTB:
Prediction
Will

Be going to

plan

Quick decision

7. Meaningful Exercise (10 mins.)

T review the difference between be going to and will. T gives handout 2 to students to ask
them work in pairs. T ask each group to say their answer and explain the reasons.
8. Communicative Exercise (13 mins.)
T hands out attached activity Making Plans. T goes through examples with Ss. T then puts Ss
in pairs and ask them to complete the exercise.

Another Day in Rushville

Its the start of a new day in Rushville. And just like any other day in Rushville, its going to be
busy. Its only 9:00 and already theres a lot of activity in the town square. Do you see the
woman whos about to cross the street? Thats Ms. Drill, the dentist. Shes in a hurry because her
office opens in 15 minutes. See the man whos going to make a phone call? Hes Ms. Drills
patient. Hes nervous because hes going to get a few teeth pulled. Hes probably going to call
Ms. Drills office to cancel the appointment at the last minute.
Look! Theres Officer Nabbed. Uh-oh, it looks like hes going to write a ticket. The
owner of that car will be surprised when he returns.

See the boy on the bicycle whos going to throw the paper? Hes the towns newspaper
delivery boy. Hell probably break at least one window today. He usually does. If his aim doesnt
improve, hes going to lose his job. The woman whos going to get on the bus is Mrs. Tardy, the
paper boys mother. She starts work at 9:00, so shes going to be late for work, as usual. She will
have to explain to her boss why shes late again.
See the students behind her? They usually take a later bus but theyre going to take an
exam at 9:30 and dont want to be late for class.

Source: Interactions 1 Grammar.Kirn&Jack.2002. p. 78,79

Handout 1

Directions:
A: Fill in the blanks with be going to.
1. The sky looks grey. It

(rain).

2. The policeman

(give) you a ticket if you park there.

3. Tomoko

(not, arrive) on time for the movie.

4. The caf

(not, be) crowded this early.

B: Fill in the blanks with will.

1. He
2. I

(buy) a computer this semester.

(come) to the park with you.

3. She

(not, shop) in that store anymore.

4. You

(not, marry) Bob, the fireman.

Source: Interactions 1 Grammar.Kirn&Jack.2002. p. 82,83

Handout 2

Direction: Use be going to or will to complete the blanks. In some cases, both answers may
be correct.

1. Sue (graduate)

in June.

After that, she (begin)

work at an electronics firm.

2. Fred (be)

at the meeting tomorrow.

I think Jane (come)

too.

3. A: Do you want to go shopping with me? I (go)

to the

shopping mall downtown.

B: Sure. What time do you want to leave?
4. A: Do you have plans for dinner?
B: Yes. I (meet)

a co-worker for dinner at Alices Restaurant.

Want to join us?

5. A: I (sell)

my bicycle. I have to.

B: What? Why? You need your bicycle to get to work.

A: I know. But I need money right now to pay for my babys doctor and medicine. I can
walk to work.
6. A: Uh, oh! Ive spilled coffee on my shirt!
B: Just a minute. I (get)

a damp cloth for you.

7. A: This letter is in French, and I dont speak French. Can you help me?
B: Sure. I (translate)

it for you.

8. A: How do you spell accustomed?

B: Im not sure. I (look)

it up for you.

A: Thanks.
B: Here it it. It has two cs but only one m.

Source: Understanding and Using English Grammar. Azar. 2002. P52-54

Handout 3: Making Plans

A: Complete your weekend schedule. If you have no plans, write free.
Saturday

Sunday

12:00 P.M.
1:00 P.M.
2:00 P.M.
3:00 P.M.
4:00 P.M.
5:00 P.M.
6:00 P.M.
7:00 P.M.
8:00 P.M.
9:00 P.M.

B: Now work with a partner. Ask questions to decide on a time when you are both free to
do something together.
Example: A: What are you going to do on Saturday afternoon? Do you want to go to the
movies?
B: I am going to the library. How about Saturday night?
Sure, Ill go. Ill meet you at 8:00.

Source: Focus on Grammar 3. Fuchs&Bonner&Westheimer.2012. p.87