Objectives (5 - 7 minutes)

1. Understand the difference between 'going to' and 'will': The student should be able to understand the main differences between the two future tenses in English, 'going to' and 'will'. They should be familiar with the nuances of each one and when it is appropriate to use one over the other.

2. Correctly apply 'going to' and 'will' in sentences and conversations: Once students understand the difference between 'going to' and 'will', they should be able to apply them correctly in their own sentences and conversations. This includes the proper formation of sentences and the correct use of verb tenses.

3. Practice using 'going to' and 'will' in different contexts: Students should be able to use 'going to' and 'will' in a variety of contexts, not only in practical sentence examples, but also in real-world scenarios. They should be able to adapt and apply what they have learned in diverse situations.

Secondary Objectives

1. Improve fluency in the English language: Through the study of 'going to' and 'will', students will also be working on improving their overall fluency in English. This includes the ability to form sentences correctly and to express themselves clearly and effectively.

2. Increase confidence in speaking English: The ultimate goal of this lesson plan is to increase students' confidence in their English speaking abilities. By mastering the use of 'going to' and 'will', they will feel more confident in their abilities to communicate effectively in English.

Introduction (10 - 15 minutes)

1. Review of Concepts: Start the lesson by quickly reviewing the basic concepts of English verbs and the verb tenses that have already been covered. This may include a brief discussion about the present, past, and present continuous, to ensure that students have a solid foundation for the topic that will be addressed.

2. Problem Situations: Present two problem situations to the students, involving the use of the future. For example, a student planning their vacation and wanting to express their intentions for the future, or a meteorologist predicting the weather for the next week. Ask students to try to express these situations in English and note any difficulties they may have.

3. Contextualization of the Topic: Explain to students the importance of using the future correctly in English, whether in academic contexts, such as exams and tests, or in everyday life, when watching movies, reading books, or communicating with English speakers.

4. Introduction of Curiosities: Share some curiosities about the use of the future in English. For example, how the English language does not have a specific future tense, but uses various different constructions to express it. Another interesting curiosity is that, although 'will' and 'going to' can often be used interchangeably, there are specific situations where one is more appropriate than the other.

5. Introduction of the Topic: Finally, introduce the topic of the lesson - the difference between 'going to' and 'will' to express the future in English. Explain that, although both can be used to talk about the future, they are used in different contexts and have distinct nuances.

Development (20 - 25 minutes)

1. Role-Playing Activity (10 - 15 minutes): Divide students into groups of two or three and provide them with a fictional scenario. Each scenario should be designed to allow practice of using 'going to' and 'will' in a realistic context. For example, a scenario may involve planning a vacation trip, while another may involve discussing predictions for an upcoming sports event. For each scenario, students should write and practice a short dialogue using 'going to' and 'will' correctly. In doing so, they should consider the nuances of each expression and choose the most appropriate one for each situation.

   • Step 1: Divide students into groups and distribute the scenarios.
   • Step 2: Give students time to discuss in their groups and write their dialogues.
   • Step 3: Ask each group to present their dialogue to the class. During the presentations, other students should listen carefully and take notes on the use of 'going to' and 'will'.
   • Step 4: After each group presents, lead a class discussion on the use of 'going to' and 'will' in each dialogue. Ask students to share their observations and discuss any differences they may have noticed.

2. Future Prediction Activity (5 - 10 minutes): For this activity, students will work in pairs and each pair will receive a set of cards with various images representing different future situations (for example, a wedding, a holiday, a new job, etc.). The goal is for each pair of students to use 'going to' and 'will' to predict what will happen in each situation.

   • Step 1: Divide students into pairs and distribute the image cards.
   • Step 2: Each pair should look at the images and use 'going to' and 'will' to make predictions about each situation. They should write their predictions and the reasons for using 'going to' or 'will' in each case.
   • Step 3: After all pairs have finished, ask some pairs to share their predictions with the class. Discuss the choices of 'going to' and 'will' and clarify any confusion or misunderstanding.

These activities will not only help students practice using 'going to' and 'will', but also enhance their speaking, listening, and writing skills in English. By the end of this stage, students should have a clear and practical understanding of using 'going to' and 'will' to express the future.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): To consolidate the content learned, promote a group discussion among all students. This discussion should focus on the solutions or conclusions found by each group in the previous activities. The teacher should guide the conversation, highlighting important points and clarifying any doubts that may arise. This is an opportunity for students to clarify misunderstood concepts, improve their understanding, and feel more comfortable with the use of 'going to' and 'will'.

   • Step 1: Start the discussion by calling on a representative from each group to share their conclusions and experiences during the activity.
   • Step 2: Encourage other students to engage in the conversation, questioning, agreeing, or respectfully disagreeing with the conclusions presented.
   • Step 3: The teacher should intervene as needed to clarify doubts, correct errors, and reinforce key concepts.

2. Connection to Theory (3 - 4 minutes): After the group discussion, ask students to reflect on how the group activities connect with the theory presented at the beginning of the lesson. This reflection should help consolidate students' understanding of using 'going to' and 'will' and the importance of choosing the appropriate verb tense according to the context.

   • Step 1: Ask each student to make a connection between a specific situation from the group activity and the corresponding theoretical concept.
   • Step 2: Allow students to share their connections with the class. This not only reinforces the understanding of the concept but can also help other students understand the topic in new and different ways.

3. Final Reflection (2 - 3 minutes): End the lesson with a moment of reflection, providing students with the opportunity to internalize what they have learned. Ask them to silently reflect for a minute on the answers to the following questions:

   1. What was the most important concept you learned today?

   2. What questions have not been answered yet?

   • Step 1: Give students a minute to reflect silently on the questions.
   • Step 2: Then, invite some students to share their reflections with the class. Ensure that the environment is welcoming and non-threatening to encourage participation from everyone.

This feedback is essential for students to consolidate what they have learned during the lesson, connecting theory with practice and promoting a deeper understanding of using 'going to' and 'will' in the English language.

Conclusion (5 - 7 minutes)

1. Summary of Key Contents (1 - 2 minutes): The teacher should recap the main points that were covered during the lesson. This includes defining 'going to' and 'will', the differences between them, and concrete examples of when to use each one. The teacher can do this through a verbal summary, or using a slide presentation or whiteboard to visually illustrate key points.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher should highlight how the activities in the lesson helped connect theory to practice. This may involve specific references to role-playing activities or future predictions, and how these activities helped students better understand when to use 'going to' and 'will'. The teacher should emphasize the importance of learning through practice, and how this helps internalize and apply theoretical knowledge.

3. Additional Materials (1 - 2 minutes): The teacher should then suggest additional materials that students can use to deepen their understanding of using 'going to' and 'will'. This may include English grammar books, language learning websites, podcasts, or instructional videos. The teacher should provide enough information for students to access these resources on their own, and encourage them to use them to reinforce what was learned in the classroom.

4. Importance of the Topic in Everyday Life (1 - 2 minutes): Finally, the teacher should conclude the lesson by highlighting the importance of correctly using 'going to' and 'will' in everyday life. This may involve examples of everyday situations where the ability to express the future correctly in English would be useful - whether at school, work, or in social situations. This should help motivate students to continue learning and practicing, as they can clearly see the relevance of what they are learning to their own lives.

This conclusion process is essential to help students consolidate what they have learned, understand the relevance of the topic, and know where to look if they want to learn more. It also provides a clear closure to the lesson, helping students feel confident that they have understood the material and are ready to move on to the next topic.