LESSON FLOW TOPIC: Countries and continents (the future with going to)

TARGET STRUCTURE: S + going to + verb (base form)

1. Greetings and Introduction

2. Warm-up:
 T will ask Ss how many continents are there and have a quick class quiz.
Questions:
1. Which is the biggest continent?
2. Which is the smallest?
3. Which has most people?
4. Where do the people live longest?

3. Pre-task:
• T will show photos of a country’s famous landmark or tourist destination and Ss will guess which
country that landmark/destination can be found.

4. Task: Planning a holiday!

a. Discussion:
 Ss will plan a holiday to three countries. Individually, Ss will look on an article and answer the
following question(s):
1. Which three countries/continents do you most want to visit? Why?

b. Planning:
 Ss will be group in two pairs and Ss will share their answers to their partners. Ss will then vote
to decide where and when their group is going to go. Ss will discuss what they are going to do
when they get there.

c. Reporting:
 Ss will share in front of the class their decision on where and when to go and what to do in their
holiday vacation. T will give a planner (see worksheet #1) to the Ss to write what they have
planned.

5. Post Task
 Ss will read the article given by the teacher during the planning stage and will complete a table
(see worksheet #2)

6. Language focus
a. Analysis
 T provides sentences on the board and elicit some from the students.
 T discusses the grammar structure and uses highlighting the positive, negative and question
forms on the board.

b. Practice:
 Ss will match a clause from A to B to complete sentences.

7. Wrap Up:
a. Pic and tell
 T will show a picture and Ss will complete sentences to say what people are going to do.
Teacher: George Pastor Class: Elementary (1:4) Lesson #: 3 No. students: 4 Date: 09/28/2019 Time: 45 mins.
Class profile: Group class with 13-16 years old high school students from Lesson Type:
Capitol Site in Pre- Intermediate Level. Can speak and understand English,
Task-Based Lesson for High school in Pre- Intermediate Level
Can write simple and complex sentences. Has limited vocabulary, strong
regional accent and weak grammar structure.
Lesson Objective(s):

By the end of the lesson, the students will be able to talk about their dream jobs, used expressions “like + ing”
and “would like + to infinitive”; Read texts with the target language; Create their written version of sentences
about their preferred jobs and apply the target language in their written work.

Target Structure/language: Materials:

Like + -ing form
(?) Do you like working with people. (Yes,
I do. / No, I don’t)
(+) I like learning new skills.
- Whiteboard
- Board marker
Would like to + infinitive - PowerPoint slide
- Flashcards
(?) Would you like to work from home?
(Yes, I would. / (No, I wouldn’t)
- Worksheets
- Audio/speaker (for Listening)
(+) I’d like to be a chef.

(-) I don’t like working outside. (-) I wouldn’t like to be a farmer.

TIMING LESSON STAGE AIM(S) TEACHER DOES… STUDENTS DO… ANTICIPATED PROBLEM
STAGE
Greetings and Teacher Introduces Introduce name and class rules and Introduce names in class Problem: Students does not
2 mins Introduction Name and Class expectations feel comfortable with teacher
Rules S: My name is …… and unresponsive
T: Hello Student. I’m Teacher Listen to teacher and
George. I’m glad to meet you. follow classroom rules Solution: Be engaging and
animated in class.
Class rules:
 Listen to teacher.
 Keep quiet
 Sit Properly
 Let’s have fun learning English!
An activity to Ask the Ss to look and read the -Students look at a adverts on the Problem: Picture quality
motivate the adverts and match them with a job. board. and instruction is
students and Elicit Ss what job they would like to -Then, read the adverts. unclear.
introduce the do and a job they would not like to -State their preferred jobs and
do. why?
lesson topic Solution: Demonstrate how
-at least 3-4 Ss will; be called
that the task will be done and
Warm Up randomly.
encourages what is expected of the
8 mins Activity
critical students. Make sure printed
thinking as adverts to be displayed are
**S: I like working…
well as **T: Among the jobs on the board, clear and the details in the
**S: I would like to work…
preparing what job would you like to do and prints are good quality.
them for the what job you wouldn’t like to do and
task. why?
For the Ss to think Task: What’s your dream job? -Ss will be put in groups of 2 Problems: Ss might not get
about their dream Ask Ss to individually write down -Ss should think of three jobs the idea of the task. They
jobs and make three jobs they would like to do they like to do and not like to do. ended up making wrong
questions about and three jobs would not like to questions.
jobs. do. Tell them not to show it to **I like working/doing…
their partners, and keep it for **I would like to work/do… Solution: Explain the
later. objective of the task.
Task Activity
-Ss will exchange conversation Provide an example
15 mins b. Planning: Get talking!
with their partners and ask questions and encourage
For the Ss to questions they prepared. Ss to ask teacher if they still
•Ss prepare questions about jobs.
prepare an oral Then interview their partner by get confused in the task. To
report of their asking all the questions they **would you like to work in a check understanding, do
task. prepared. (take turns) bank? ICQ.
 - Ss should try to
•Ask them to consider the guess their
answers to the questions and partners dream job
think of three jobs their partner by asking them as
would like and three jobs they
many questions as
would not like.
possible.
For the Ss to Problems: Ss feel shy
present their c. Reporting sharing some information.
- Ss will share
outputs and
• Get them to see if they guess information about
guess their Solution: Persuade Ss.
correctly by checking and their interview in
partners dream
comparing their lists with the list class.
job. their partner wrote earlier.
 Language Focus To raise a. Analysis
15 mins awareness about  T provides sentences with
the target language. some of the errors made by
the students.
**Would you like to work in a
farm?
**Do you like working in a
restaurant?
 T discusses the grammar
structure and uses.
b. Practice (Listening/Writing
task)
To give Ss some
restricted listening,  Check that’s Ss understand
writing and reading career officer-someone who
practice in the gives people advice about
target language. what the best job would be for
them.
 T plays the audio and explain
the situation in the text.
**There are a lot of mistakes in
the worksheet. Underline and
correct all the mistakes.
 Practice reading the
conversation.
-Ss will read some of the
questions they made.
-listen and learn to teacher as
he discussed when to use “like +
ing and would like to +
infinitives”
-listen to the T discussion and
instruction.
-listen to the audio and
underline and correct the
mistake in the worksheet.
-Ss practice the conversation
together with their partners.
Problem: Focused only on
the form but not the
meaning and usage of
grammar introduced.
Solution: Give examples,
define usage. Support with
multiples examples as
much as possible.
Problem: Audio use has
poor quality. Don’t know
what to write. Instructions
not clear.
Solution: Check speaker
and test it properly. Can
read aloud if there is no
other option. Encourage
Ss to ask questions. Do
ICQ.
5 mins Wrap Up Activity Review what a. Make your own adverts -Ss will get a template and Problems: Ss don’t use
students learned listen to the instruction. the language focus.
today and • get the class to look again at -Ss write advertising questions
encourage critical the adverts in the warm up stage. or statements of their dream Solution: Remind Ss about
thinking. Ask them to write their own job. when to use and functions of
adverts for a job they would like the language focus.
to do.

Help them as much as possible.