Learners cope with routine tasks and exchanges. They can talk about the past and the future, compare things, and describe their background and immediate environment in short connected sentences.
Printable one-to-one lesson plan
be going to for plans
Use be going to for prior intentions and evidence-based predictions, and separate it from arrangements and decisions made now.
Use after the complete A2 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read intention, arrangement, now-decision, evidence, negative, and movement listening check · Five-minute next-day prior-intention and present-evidence retrieval
Derived from this lesson’s source
Lesson-specific teaching brief
This is not a second lesson registry. The plan reads the same native content that produces the learner page.
What the learner should do
Use be going to for prior intentions and evidence-based predictions, and separate it from arrangements and decisions made now.
What must become clear
Can-do: By the end, you can report a prior intention, predict a result from present evidence, form statements and questions, and explain why a nearby future form fits a different context.
High-value friction points
- They are going to invite twelve neighbors.Going to is followed by the base verb, so inviting must become invite.
- Is Lee going to check the tools?Is already carries agreement and builds the question, so does would mix two question systems.
- I’m going to the center after lunch.Going expresses movement here and is followed by the place phrase to the center. There is no following base verb for gonna.
Protect these lesson moments
- Three checks from earlier lessons
- Discovery check: connect form and meaning
- Drill 1: complete the workshop plan
- Drill 2: choose the future viewpoint
- Tutor-read listening check
Learner production
Establish the prior decisions: Choose a fictional event and say when the organizers decided. Report three intentions with going to , including one negative.
- Add one arrangement: Put one appointment on a fictional calendar with a concrete time or place. Present it with the present continuous and explain the difference in viewpoint.
- Respond to new evidence: Describe one safe, fictional situation visible now and make a going to prediction. Then create one unexpected event and make a decision with will .
- Final production: give a 45–60 second planning update. Include three prior intentions, one negative, one going-to question, one fixed arrangement, one evidence-based prediction, and one decision made now. End by asking the listener which future choice had a prior basis.
Carry this language into the next session
Retrieve be going to for plans in one true sentence at the next lesson.
Use while teaching
Operational teaching notes
Choose a route before class, but change it when the learner’s production gives you better evidence.
Ask before explaining
- Which examples in “Three checks from earlier lessons” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can report a prior intention, predict a result from present evidence, form statements and questions, and explain why a nearby future form fits a different context.
- What needs to change in this repair, and why: They are going to invite twelve neighbors.
Correct for the stage
- Controlled work: correct immediately, then require the complete repaired sentence.
- Fluency building: note repeated errors and reformulate after the learner finishes the thought.
- Communication: interrupt only when meaning breaks down or the target decision is the lesson’s main evidence.
Retrieve, do not reteach
Retrieve be going to for plans in one true sentence at the next lesson.
Short, core, or extended
Choose the route
All three routes end in learner production. More time means more contrast and transfer, not a longer explanation.
Short route
Retrieve for 3 minutes. Notice and discover for 8. Use the two most diagnostic tasks from Three checks from earlier lessons and Discovery check: connect form and meaning for 12. Protect 9 minutes for Learner production, then reflect for 3.
Core route
Follow the six-stage sequence below. Reduce repeated controlled items when accuracy is already stable, but keep the nearest useful contrast and final production.
Stretch route
Add Tutor-read intention, arrangement, now-decision, evidence, negative, and movement listening check · Five-minute next-day prior-intention and present-evidence retrieval, then repeat the communication task with a new situation or stricter success criteria.
50–60 minutes core working plan
Session sequence
Protect the final communication and reflection time. If the learner needs more support, reduce the number of controlled items instead of removing production.
- 5 min
Retrieve
Activate what the learner already controls and check any prerequisite language.
Teacher move: Open with the first practice route: Three checks from earlier lessons · Discovery check: connect form and meaning · Drill 1: complete the workshop plan.
- 6–8 min
Notice
Let the learner observe meaning and form in a small sample before naming the rule.
Teacher move: Keep the noticing conversation anchored to this decision: Can-do: By the end, you can report a prior intention, predict a result from present evidence, form statements and questions, and explain why a nearby future form fits a different context.
- 8–10 min
Discover
Connect form, meaning, use, word order, and the nearest useful contrast.
Teacher move: Test the learner’s explanation against this repair: They are going to invite twelve neighbors. Going to is followed by the base verb, so inviting must become invite.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Three checks from earlier lessons · Discovery check: connect form and meaning · Drill 1: complete the workshop plan · Drill 2: choose the future viewpoint. Reduce repetitions if needed, but keep the final production time.
- 12–15 min
Communicate
Use the target language for a real adult purpose the learner cannot complete by copying.
Teacher move: Learner production: Establish the prior decisions: Choose a fictional event and say when the organizers decided. Report three intentions with going to , including one negative.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve be going to for plans in one true sentence at the next lesson.
Tutor-only source
Listening scripts
Read these lines from the tutor plan while the learner lesson remains on screen. Each clip names the learner item it supports.
Tutor-read intention, arrangement, now-decision, evidence, negative, and movement listening check
- Clip 1
Read: We agreed yesterday. We’re going to invite twelve neighbors.
Supports: What is the basis for Clip 1?
- Clip 2
Read: The calendar is confirmed. The technician is coming at nine.
Supports: What does Clip 2 present?
- Clip 3
Read: The phone is ringing. I’ll answer it.
Supports: What happens in Clip 3?
- Clip 4
Read: Look at that leaning box. It’s going to fall.
Supports: Which evidence supports Clip 4?
- Clip 5
Read: They aren’t going to charge a fee.
Supports: What does Clip 5 mean?
- Clip 6
Read: We’re going to the center after lunch.
Supports: What does going express in Clip 6?
Keep only useful evidence
After-lesson notes
These notes are for deliberate tutor records or printing. Nothing is stored in the learner’s browser.
The learner can now…
Write one observable use of the target language.
Still needs support with…
Record one repeated error, contrast, or point of hesitation.
Next retrieval prompt
Write one short prompt the learner will answer at the next session.
Anonymous live-lesson evidence
Learner pilot worksheet
A2 · be going to for plans
Pilot 1 of 30 recorded · 3 remaining
Date
Approximate starting level
Core lesson time
Starting evidence
What did the learner already control? What was the first misconception, hesitation, or contrast that mattered?
Did the principle become clear?
Can-do: By the end, you can report a prior intention, predict a result from present evidence, form statements and questions, and explain why a nearby future form fits a different context.
Did the first hint help?
Record the first item that caused difficulty and whether the contextual hint led to self-correction before the full repair appeared.
Could the learner do the outcome?
Use be going to for prior intentions and evidence-based predictions, and separate it from arrangements and decisions made now.
Listen for: The learner uses the target language independently for a real purpose.
What remained available?
If possible, check before rereading in the next session. Record what returned independently and what still required a cue.
Keep, revise, or investigate?
Note any explanation the tutor still had to supply, the smallest useful revision, and whether another pilot should test the same issue.