Context which will show that 'going to' is used for future plans.

Okay, so I've attempted this twice! now my third time! my tutor made comments at the bottom! but I officially don’t know what else do for her comments? I thought I already covered it. Can someone please help me out here! Your help is GREATLY APPRECIATED!!

Answer:

•Warmer- I would have pictures of objects such as a beach ball, sunglasses, sunscreen, a sun visor. I would have each student come up to the board and pick an object out and say the object that they have. •Presentation- I would have my seating arranged in the horseshoe shaped. I would talk about the future of going to by writing on the board. Going on a tropical vacation. I would also write the question. What will I bring? I would have each student take a turn around and give an answer with the object they have. Student A. “I am going to need, sunscreen.” Student B. “I am going to play with a beach ball.” Student C. “I am going to need sun glasses.” •Concept questions- I would ask students questions. For example student A. has a beach ball. I would ask will you play with your beach ball? Student B. has sunglasses. I would ask do you like your sunglasses? •Drill- I would have the students repeat me, like the video. Where are we going? We are going on a tropical vacation. What will we need? We will need sunscreen. •Board- I would write the words of each object on the board. Beach ball, sunscreen, a hat, sunglasses. •I would have each student put the object that they have underneath the word on the board. •Another practice game I would have. Would be handing out a paper object to each student that says find someone who has. Sunglasses, a beach ball, a hat, sunscreen. Than have students find there partner and talk about where there going, what object they have.

Comment:

Well done, this is looking better. I'd like you to have another go:

Try to set a context which will show that 'going to' is used for future plans. Then elicit/give the structure and drill with examples. Then concept check (make sure they understand it's used for future plans) and write the full form on the board I/he/she etc. Only then will students be ready to practice. First do a controlled speaking practice (e.g. in pairs) and then do a freer practice where students will use the language in a freer, more natural conversation.