LESSON PLAN

NAME : Gökay KARTAV

STUDENTS’ AGE : 17 – 11th Class
PROFICIENCY LEVEL : between A2-B1 levels
CLASS SIZE : 25
TOPIC : Future Jobs / will and be going to

ASSUMED KNOWLEDGE
Students are able to;
 realize using of past tense and simple present tense
 have familiarity with will and be going to patterns
 realize the vocabulary about some jobs
 have familiarity with different job names
 answer questions related to the texts they read.

TIME ALLOTED
 Total class time (40 minutes)
 Introduction (3-5 minutes)
 Warm-up Activity (5-10 minutes)
 Main Activity (10-15 minutes)
 Follow-up Activity (5-10 minutes)

The students will be able to:

 notice the difference between using will and going to
Objectives  write sentences about will and going to
 realize the meanings of words related to future jobs theme such as
software engineer, orthodontist, biotechnologist, app developer,
biotechnologist, entrepreneur, etc.
 talk about their future plans and predictions by using will and be going
to.
 make some statements about jobs
 match related words with their meanings

Activities
Activity Activity Description
 The teacher enters the classroom and asks the children how they
feel today and make a quick conversation with the students.
Introduction
 The teacher asks the students if they heard any interesting news
(3-5 minutes) on the weekend.
 Next, the teacher asks to students what job they want to deal
with in the future.
  In the warm-up activity, the teacher asks students if they know
any future jobs. The teacher takes the answers and realizes how
they are familiar with future jobs.
 The teacher shows a video about top 10 possible future jobs on
YouTube.
 The teacher asks if any of presented jobs is of interest. What
Warm-Up
they think about the jobs presented? Are they feasible, futuristic
(10-15 minutes) or completely imaginary?
(Appendice-1)
Activity Purpose:
Here, the teacher preferred to show a video to draw attention of the
students, to inform them about future jobs and have them discuss
whether they are realistic or imaginary. Besides, the teacher aim to
have the students think about what new potential future jobs can be.
Thanks to this video, students improve their listening skills as well.

 The teacher explains the difference between “will” and “going

to”.
 The teacher requests students to open Kahoot application,
provides the pin for access, and explains how students will use
it.
 After finishing Kahoot activity, the teacher discusses the results
with students.
 Then the teacher requests students to open Quizlet application
for the future jobs activity.
 The teacher explains what type of question will be. The students
will be requested to match the answers with the information
provided in the video regarding potential future jobs.
Main Activity  After finishing Quizlet activity, the teacher discusses the results
(15-20 minutes) with students.
(Appendice-2)
(Appendice-3) Activity Purpose:
The first aim is to check whether the students know where they will use
“will” and “going to”. The teacher chose Kahoot application to test the
knowledge of the students as well as turn the activity in fun. If the
teacher notice that students mix usage of will and going to, then he/she
go over again the topic by giving more examples.

The second aim is to check whether students have understood the video
and its content. The goal is to teach new vocabulary related to future
jobs. The teacher preferred Quizlet as this application provides more
question type option. After the test, the teacher goes over the words
which need to be repeated.

Follow-up Activity
 The teacher asks students to login “socrative” via their
 computer or mobile phones as student profile.
 The students are requested to use “KARTAV” as room name
and enter their personal name in the field. No password is
required for student’s login.
 The students are requested to perform the quiz “ELE302
(Activity 4)”.
 After receiving their answers, the teacher goes to the homework
part.

(5-10 minutes) P.S.: The quiz and the answers can be seen at
(Appendice-4) https://b.socrative.com/teacher/#edit-quiz/47766351

Activity purpose:
What is expected in this activity is that the students resume what they
learned about future jobs and how to use “will and going to” in
different statements. The quiz will allow the teacher to evaluate how
much the subject is learned. The teacher chose “Socrative” for follow-
up activity because it is an online test application that can be applied
simultaneously inside or outside the classroom. When the test is over,
teacher can get reports instantly on the basis of class, student or
classroom.

 After the activities and the students' questions (if any) are
finished: "Until next week, I want you to write an essay about a
job that you’d like to do in the future. It can be even a realistic
or imaginary job. Please use “will and going to” pattern in your
Assessment essay. Make attention to use punctuation correctly and write full
sentences. The essay should include introduction, body and
(Homework)
conclusion parts. Do not forget to upload your homework to the
(Appendice-4) teacher’s blog.

Homework Purpose:
Such homework is given in order to address students to the new jobs
rather than classic ones. Another purpose is to use “will and going to”
pattern correctly in a writing. This will also help the students improve
their writing skills at home.

 Some technical problems may happen during the lessons.

- The teacher can bring a portable speaker and connection
Anticipated
cable in case they do not work.
Problems and - The teacher can connect directly to the internet service
Solutions provider via his/her mobile in case wi-fi does not work
efficiently.
- If the video mentioned in the warm-up section do not works,
the teacher can turn her computer towards the classroom
and show the video to the students.

 YouTube Video (https://www.youtube.com/watch?

 Materials/teaching v=jP8XC6hmZX4)
aids needed  Projector / Computer / Speaker / Smart Board
 Blackboard pens
 Kahoot of the main activity
 Quizlet of the main activity

References  YouTube Video (Activity 1)

https://www.youtube.com/watch?v=jP8XC6hmZX4

 Kahoot link to go (Activity 2)

 https://create.kahoot.it/share/ele302-activitiy-2/906f812b-
e572-44a5-ad91-19bd8825cb44 (for the teacher)
 https://kahoot.com/ then click “play” (fort he students)

 Quizlet link to go (Acticity 3)

 https://quizlet.com/509430218/test

 Socrative link to go (Acticity 4)

 https://b.socrative.com/teacher/#edit-quiz/47766351

APPENDICES:

Appendice-1

YouTube Video (Activity 1)

https://www.youtube.com/watch?v=jP8XC6hmZX4
Appendice 2:

Kahoot link to go (Activity 2)

https://create.kahoot.it/share/ele302-activitiy-2/906f812b-e572-44a5-ad91-19bd8825cb44

Appendice 3 :

Quizlet link to go (Activity 3)

https://quizlet.com/509430218/test
Appendice 4:

Socrative link to go (Acticity 4)

https://b.socrative.com/teacher/#edit-quiz/47766351