Speaking:
Fortune Teller
Grouping:
Time:
Pairs → Small groups
15 minutes
Aim
Students will practice using will for predictions and going to for planned actions by acting as fortune tellers.
Materials
• A set of “fortune cards” with different situations (e.g., You will meet a new friend, You are going to move to a new house).
• A fortune teller’s hat (optional, for fun).
Preparation
• Write examples on the board:
• You will find a new job soon! (prediction)
• I am going to start a new hobby next week. (planned action)
Activity Breakdown
1. One student plays a fortune teller and picks a fortune card.
2. They read the card and make a prediction using will.
3. The other student asks a follow-up question (e.g., When will it happen?).
4. Students switch roles and repeat.
Instructions
1. Pick a fortune card.
2. Read it and say the prediction using will.
3. Your partner asks a question about it.
4. Answer using going to for plans.
5. Swap roles and repeat.
Concept Checking Questions
• “Do we use will for planned actions?” (No).
• “Is going to used for decisions made now?” (No).
Examples
• You will be rich one day!
• I am going to start a new job next month.
Extensions/Varations
• Harder: Students create their own fortunes.
• Easier: Provide sentence frames.
Error Correction
• Teacher corrects mistakes at the end of the activity.
Writing:
My Future Plans
Grouping:
Time:
Individuals → Pairs
20 minutes
Aim
Students will write a short paragraph about their future using will for predictions and going to for plans.
Materials
• A worksheet with sentence starters (e.g., In the future, I will… / Next summer, I am going to…).
• A model paragraph.
Preparation
• Provide a checklist for self-correction.
Activity Breakdown
1. Students complete the sentence starters.
2. They write a short paragraph about their future.
3. They swap papers with a partner for peer feedback.
Instructions
1. Complete the sentence starters.
2. Write five sentences about your future.
3. Check your sentences.
4. Exchange papers with a partner.
5. Give feedback.
Concept Checking Questions
• “Is will used for things we can control?” (No).
• “Is going to used for spontaneous decisions?” (No).
Examples
• I will probably travel a lot when I’m older.
• I am going to start learning Spanish next year.
Extensions/Varations
• Harder: Students write a diary entry with a mix of will and going to.
• Easier: Use a fill-in-the-blanks template.
Error Correction
• Teacher highlights common errors in a mini-lesson.
Listening:
What’s Going to Happen?
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will listen to short dialogues and identify whether the speaker is using will (prediction) or going to (plan).
Materials
• Audio clips of people discussing future events (e.g., I think it will rain tomorrow vs. We are going to visit Grandma this weekend).
• A worksheet with multiple-choice questions.
Preparation
• Write a comparison on the board:
• It will be sunny tomorrow. (prediction)
• I am going to buy a new phone. (plan)
Activity Breakdown
1. Students listen to the dialogue and decide if the sentence uses will or going to.
2. They complete the worksheet.
3. They compare answers with a partner.
Instructions
1. Listen to the audio.
2. Read the sentence in the worksheet.
3. Choose will or going to.
4. Compare answers with your partner.
5. Check with the class.
Concept Checking Questions
• “Which form is used for personal plans?” (Going to).
• “Which form is used for predictions?” (Will).
Examples
• She thinks it will snow next week.
• We are going to have a barbecue on Sunday.
Extensions/Varations
• Harder: Students explain why they chose each answer.
• Easier: Provide a word bank.
Error Correction
• Teacher reviews answers with the class.
Reading:
Weekend Plans vs. Predictions
Grouping:
Time:
Pairs
15 minutes
Aim
Students will read short texts and identify the use of will for predictions and going to for plans.
Materials
• A worksheet with two short texts:
• A weather forecast (It will rain tomorrow).
• A diary entry (I am going to visit my grandparents this weekend).
• A table where students categorize sentences as predictions (will) or plans (going to).
Preparation
• Underline will and going to in the texts.
Activity Breakdown
1. Students read both texts.
2. They underline will and going to.
3. They categorize the sentences in a table.
Instructions
1. Read the two texts.
2. Underline will and going to.
3. Write the sentences in the correct column.
4. Compare with your partner.
5. Check with the class.
Concept Checking Questions
• “Is going to used for weather predictions?” (No).
• “Is will used for planned actions?” (No).
Examples
• It will be very cold tonight.
• I am going to watch a movie tomorrow.
Extensions/Varations
• Harder: Students rewrite the texts in a different future tense.
• Easier: Use color-coded highlighting.
Error Correction
• Students peer-correct before teacher feedback.