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Lesson Plan Format

NAME : BOYOUNG KANG
COURSE : GRAMMAR METHODOLOGIES A
INSTRUCTOR : JOHN MORAN
DATE : 03/18/2015

QUARTER : WINTER 2015

QUARTER (e.g. Spring 2007)

CONTEXT
Subject: Grammar
Student Level: Beginner
Teaching location (country, school): USA, UCR Extension
Class size & age range of students: 15 students Ages: 13-18

OBJECTIVES
1. Students will be able to produce affirmative and negative sentences using will and be going to
to make a prediction.
2. Students will be able to choose either will or be going to based on the context of sentences.
3. Students will be able to compose a short paragraph about their plans in the future using will
and be going to.

SOURCES
1. Grammar in Context 1. Elbaum, Sandra N. Heinle Cengage Learning, 2010. pp.190~193,
pp.198~199, pp.214~215, pp.221~222.
2. Focus on Grammar 2. Schoenberg, Irene. Pearson, 2012. pp.282,283.

MATERIALS
6 handouts (Pattern in context, formal explanation, mechanical exercise, functional
explication, meaningful exercise, and communicative practice)

TESOL Certificate Programs

Lesson Plan Format
1. Present the Pattern in Context (5 min)
T passes out the attached reading material "Karyn and Steve are engaged now and are planning
their wedding" to the class. T reads the dialog out loud to the class while Ss follow along on the
handout.
Since the student level is beginner, T needs to explain some vocabulary such as engage,
reception, limousine, and duplicate.
2. Comprehension Questions (2 min)
T asks the following questions to ensure Ss understood the article.

When will the wedding take place?

How many people are they going to invite?
Why do many young couples have debt?

3. Identification of the Pattern (5 min)

T asks the Ss to circle two verbs in the second sentence which are " 're going to graduate" and
"will take place."
T has Ss find similar patterns and gives 2 minutes.
T gets Ss to give the patterns that they found. Ss then say, " 'will need', 'is going to be', will need
to rent', are going to invite', 'will register', and etc."
4. Formal Explanation (5 min)
T distributes handouts, which show forms of Will/Be going to in affirmative and negative
sentences.
T puts example on board "Jack is going to eat chocolate."
T then asks Ss how to change it to negative and writes "Jack isn't going to eat chocolate."
This time, T puts example on the board using Will "Taylor will go to the party tomorrow."
T then asks Ss how to change it to negative and writes "Taylor won't go to the party tomorrow."
T uses common information from the students to make examples. T asks Ss what they will do
this time tomorrow. Then T writes on the board "We will take the class this time tomorrow", and
"We are going to take the class this time tomorrow." T asks Ss how to say if they are planning to
play hooky. T writes on the board "We won't take the class tomorrow", and "We aren't going to
take the class tomorrow."

TESOL Certificate Programs

Lesson Plan Format
Since there are two types of questions for each pattern (Yes/No question, Wh- question), I
decided not to cover interrogative sentences in this lesson. For the next session, I attached the
material about interrogative sentences.
5. Mechanical Drills (4 min)
T distributes the handout, which Ss should fill in the blanks. The sentences are adapted from
other grammar book. The number of sentences are sufficient and suitable to cover both will and
be going to including affirmative and negative forms. Also, since the subjects are various such as
I, she, and we, Ss can practice both singular and plural for be going to pattern.
6. Functional Explication (6 min)
Comparison between Will and Be going to
T elicits affirmative examples from Ss.
T asks "What'll the weather be like tomorrow?"
T writes on board 'It
tomorrow." T asks Ss for form.
(be + adj.)
This time, T asks "What's the weather going to be tomorrow?"
T writes on board "It
tomorrow." T asks Ss for form.
(be + adj.)
T explains the difference between usage of will and be going to.
- Both of them can be used for a prediction.
T asks "Do you have any plan this weekend?"
T picks a S and asks "What are you going to do this weekend?"
T writes on board "S1
this weekend." T asks Ss for form.
T picks another S and asks "What'll you do this time next year?"
T writes on board "S2
about it. Maybe I
." T asks Ss for form.
(think)
T explains the difference between usage of will and be going to.
- Be going to is used to talk about a decision or a plan made before the conversation. Meanwhile,
we use Will to tell the decision that was not considered before the conversation. The decision is
made at the time of the conversation.
T asks Ss "When do we use will?" and "When do we use be going to?"
T distributes a handout, which has well-organized chart of will and be going to usage.
7. Meaningful Drills (10 min)
T hands out the attached Will vs. Be Going To meaningful exercise. There are ten sentences,
which are five sentences for will and five for be going to including negative forms. T gives Ss

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Lesson Plan Format
some time to complete the exercise. T walks around the classroom and observes Ss. After
finishing, T and Ss match the answers together.
8. Communicative Practice (13 min)
Since I will not teach question forms, this exercise does not contain questions of will and be
going to. T distributes attached handout 'Write about It.' T asks Ss to write their future plans and
make a short composition. Thus, the paragraph should include at least seven sentences. The
important thing here is to choose will or be going to by considering their usage that they learned
in this lesson.

Planning for a Wedding

(Pattern in Context)
Karyn and Steve are engaged now and are planning their wedding.
They need a lot of time to plan. They're going to graduate from college next year, and
the wedding will take place a year and a half after they graduate from college. They will need
time to choose a photographer, invitations, a place for the reception, a wedding dress, flowers,
rings, a wedding cake, entertainment, and more. The wedding is going to be very expensive. In
addition to paying for the wedding and reception, they will need to rent a limousine and pay for a
rehearsal dinner and a honeymoon. They are going to invite about 250 people, including many
friends and relatives from out of town. They are going to pay for the hotel rooms for their
grandparents, aunts, and uncles. It is going to take a lot of time and energy to plan for the
wedding.
Before their wedding, they will register for gifts. They will go to stores and select the
gifts they want to receive. When guests go to the stores, they will choose a gift from this list.
This way, Karyn and Steve are going to receive exactly what they want. They won't receive
duplicate presents. About six or seven weeks before the wedding, they will send out their
invitations. After they return from their honeymoon in Hawaii, they are going to send thank-you
cards to all the guests.
Who's going to pay for all this? After they graduate, they will work and save money for
their dream wedding. But their parents are going to help too. Like many young couples, they will
have credit card debt for years after the wedding. This is in addition to college debt.
Source: Adapted from Grammar in Context 1. Elbaum, Sandra N. Heinle Cengage Learning,
2010. p.190

Will & Be going to

(Mechanical drills)
Directions: Fill in the blanks with the affirmative or the negative form of will.

1. He doesn't like hats. He

them.
(wear, not)

2. I'm busy tomorrow morning. I

at work until noon.

(be)

3. He's good at computers. He

your computer.
(fix)

4. The sale ends today, but another sale

next month.
(start)

5. I need more time. I

within a half an hour.

(finish, not)

Directions: Fill in the blanks with the affirmative or the negative form of be going to.

1. Everyone is happy. Taxes

. No one likes to pay taxes.

(increase)

2. It's raining hard. We

soccer in the park.

(play, not)

3. John is in the hospital. We

him. Do you want to come?

(visit)

4. It's Mary's last year. She

in December and move away.

(retire)

5. I'm tired and it's late. I

any more work.

(do, not)

Source: Adapted from Focus on Grammar 2. Schoenberg, Irene. Pearson, 2012. pp.282,283.

Will vs. Be going to

(Meaningful drills)
Directions: Fill in the blanks with be going to or will.

1. We

in a new restaurant tomorrow. Do you want to go with us?

(eat)

2. I promise I

my room tomorrow.
(clean)

3. You don't know anything about computers? Come to my house. I

you.
(teach)

4. She is going to invite all her relatives, but she

all her friends.

(invite, not)

5. I'll help the bride, but I

her today.
(help, not)

6. The teacher

a test next Friday.

(give)

7. Next week we

Lesson 8.
(begin)

8. Mother: Please call me when you arrive.

Daughter: Don't worry, Mom. I
(call)
9. He will wear a tuxedo, but he

you as soon as I arrive.

a suit.
(wear, not)

10. You are going to meet my parents, but you

my brothers.
(meet, not)

Source: Adapted from Grammar in Context 1. Elbaum, Sandra N. Heinle Cengage Learning,
2010. pp.214,215.

Write about It
(Communicative Practice)
Directions: What are your concerns and plans for the future? Write one or two sentences
(affirmative and negative with will and be going to) for the each categories in the box below.
Then Write a short composition about your plans or concerns for the future.
* Make sure the situations when will and be going to are used and choose them carefully
(Prediction, planned/unplanned, or things that were considered before or not).

Job/Career
Money
Learning English
Home
Family and children
Health
Fun and recreation
Other
Sample composition:
After I Graduate
I'm going to graduate next May. I'm worried about finding a job. I'm not sure I will find
a job in my profession and I will have to move to another city. I don't want to move. But if I don't
find a job here, I'll move to San Antonio because my brother lives there...

Source: Adapted from Grammar in Context 1. Elbaum, Sandra N. Heinle Cengage Learning,
2010. pp.221,222.