The independent-user threshold. Learners deal with most situations while traveling, produce connected text on familiar topics, and explain their opinions, plans and experiences.
Printable one-to-one lesson plan
Future review: will / going to / present continuous
Choose future forms by presenting a response, intention, evidence-based forecast, arrangement, schedule, or future-clause boundary.
Use after the complete B1 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read immediate response, going-to intention, present-continuous arrangement, timetable, and future-clause boundary listening check · Next-day immediate response, prior intention, and arrangement-plus-schedule 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
Choose future forms by presenting a response, intention, evidence-based forecast, arrangement, schedule, or future-clause boundary.
What must become clear
Can-do: By the end, you can use will for immediate responses, offers, promises, willingness, and neutral predictions; use be going to for prior intentions and forecasts that foreground a present trajectory; use the Present Continuous for arrangements supported by practical details; recognize the Present Simple for official schedules; keep future time and condition clauses in the Present Simple; explain genuine areas of overlap; and make contractions and informal going to reductions recoverable in connected U.S. speech.
High-value friction points
- We’re going to rent a backup projector.Do not combine will with going to in one future verb phrase.
- I’ll call the vendor when I arrive.Will belongs in the main result clause; the when-clause uses Present Simple for future time.
- We are meeting the vendor at three tomorrow.Present Continuous uses be + verb-ing; future time and the accepted appointment establish the arrangement reading.
Protect these lesson moments
- Reactivate three future viewpoints
- Discovery check: recover the source of each future
- Form check: keep one complete system
- Will check: identify the conversational job
- Going-to check: recover the prior basis or current trajectory
Learner production
New problems: Respond to two setup problems with one immediate decision and one offer using will .
- Prior plan and evidence: Report one earlier intention and one present trajectory with be going to . State the supporting decision or evidence.
- Arrangements and schedules: Give two organized arrangements with practical details and two official schedule times.
- Dependencies: Use when, as soon as, until , or if to connect a later result to a future time or condition.
Carry this language into the next session
Retrieve Future review: will / going to / present continuous 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 “Reactivate three future viewpoints” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can use will for immediate responses, offers, promises, willingness, and neutral predictions; use be going to for prior intentions and forecasts that foreground a present trajectory; use the Present Continuous for arrangements supported by practical details; recognize the Present Simple for official schedules; keep future time and condition clauses in the Present Simple; explain genuine areas of overlap; and make contractions and informal going to reductions recoverable in connected U.S. speech.
- What needs to change in this repair, and why: We’re going to rent a backup projector.
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 Future review: will / going to / present continuous 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 Reactivate three future viewpoints and Discovery check: recover the source of each future 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 immediate response, going-to intention, present-continuous arrangement, timetable, and future-clause boundary listening check · Next-day immediate response, prior intention, and arrangement-plus-schedule retrieval, then repeat the communication task with a new situation or stricter success criteria.
60–70 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: Reactivate three future viewpoints · Discovery check: recover the source of each future · Form check: keep one complete system.
- 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 use will for immediate responses, offers, promises, willingness, and neutral predictions; use be going to for prior intentions and forecasts that foreground a present trajectory; use the Present Continuous for arrangements supported by practical details; recognize the Present Simple for official schedules; keep future time and condition clauses in the Present Simple; explain genuine areas of overlap; and make contractions and informal going to reductions recoverable in connected U.S. speech.
- 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: We’re going to rent a backup projector. Do not combine will with going to in one future verb phrase.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Reactivate three future viewpoints · Discovery check: recover the source of each future · Form check: keep one complete system · Will check: identify the conversational job. 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: New problems: Respond to two setup problems with one immediate decision and one offer using will .
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Future review: will / going to / present continuous 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 immediate response, going-to intention, present-continuous arrangement, timetable, and future-clause boundary listening check
- Clip 1
Read: The cable’s missing. I’ll GET one.
Supports: Why does the first line use I’ll ?
- Clip 2
Read: We decided yesterday. We’re gonna RENT a backup.
Supports: What remains recoverable in the second line?
- Clip 3
Read: We’re meeting the VENdor at THREE tomorrow.
Supports: What supports the future reading of the third Present Continuous?
- Clip 4
Read: The first TRAIN leaves at eight TEN.
Supports: Why does the fourth line use leaves ?
- Clip 5
Read: I’ll CALL you when I arRIVE.
Supports: How is the final sentence divided?
Delivery and evidence notes
- The newly missing cable triggers the immediate I’ll get response.
- We’re preserves be ; informal gonna is followed by base rent .
- The named vendor, specific time, and tomorrow establish the arrangement.
- Present Simple leaves presents the official railway timetable.
- The main clause uses I’ll call ; the future-time clause uses when I arrive .
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
B1 · Future review: will / going to / present continuous
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 use will for immediate responses, offers, promises, willingness, and neutral predictions; use be going to for prior intentions and forecasts that foreground a present trajectory; use the Present Continuous for arrangements supported by practical details; recognize the Present Simple for official schedules; keep future time and condition clauses in the Present Simple; explain genuine areas of overlap; and make contractions and informal going to reductions recoverable in connected U.S. speech.
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?
Choose future forms by presenting a response, intention, evidence-based forecast, arrangement, schedule, or future-clause boundary.
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.