How to Teach 'Talking about future plans/activities' in Form One

How to Teach 'Talking about future plans/activities' in Form One

Welcome to UNIT 18.2 

PREVIOUSLY: In Unit 18.2, we discussed about the various ways of teaching the sub topic “Expressing past events" in Form One.

IN THIS UNIT 18.2, we will cover the sub topic “Talking about future plans/activities” in Form One.

Sub Topic: Talking about future plans/activities
Periods per sub topic: 8
Class: Form One

We plan to do things every day. We plan to do things in the moment, but we also plans things to be done in the next time. Planning things ahead, needs the appropriate language. The students should be equipped with these skills of planning future plans and activities.

In this sub topic/lesson, the student should be able to express future plans.

This stage is about the preparation of the teacher before undertaking the lessons of the particular sub topic. These are all activities, procedures, materials, teaching aids, and games prepared by the teacher for teaching a sub topic:

  1. Putting heads together: Introducing the topic/lesson properly. Organising how students will be able to get to know what is the topic/lesson about. It is where teacher makes sure that students are going to be in his/her train. It includes brainstorming and familiarisation of the topic/lesson with the students.
This makes students stay together with the teacher. It is at this stage students can understand what is going to be discussed in the particular topic.
In this sub topic/lesson; teacher shows students how people plan things ahead. He/she also brainstorm with them on the importance of planning things ahead.
Brainstorming on how and why people plan things ahead. The teacher can ask students various oral questions such as:
  • What are you going to do tomorrow?
  • Who are you going to meet tomorrow?
  • What are you planning to do next week?
  • Do you have something to do tomorrow?
  • What is your next week's timetable?

All these questions need the students to respond, and after responses, they have initially learned how to plan things ahead.

Guide the students on why people plan things ahead. These are the advantages of planning things ahead. Some of the students' responses can be:
  • To avoid interruptions of the plans.
  • To avoid laziness in performing tasks.
  • To be compelled to finish what is planned.
  • To have ample times to fulfil other tasks
  • To implement the plans in systematic way.

  1. Preparation of English language Teaching and Learning Materials. A teacher has to decide on the teaching/learning materials he/she is going to use.
In this sub topic/lesson, a teacher will have to prepare various timetables, calendars, travelling schedules and a variety of texts on planning future plans and activities. The teacher should use available teaching resources to meet the requirements. For example, the simple class cleaning timetable can be applied. Who are going to mop the class tomorrow? Who will be on duty next Monday?
The teacher has a lot resources and options. He/she can also use timetable for class periods and by using it, students can discuss a lot of future plans and activities. The teacher should guide students from using simple timetable to the more complex ones like General School timetable, School calendars and even important National days.

  1. Target Practice. Show them/Guide them to the practice of the functions of the sub topic. A teacher has to show or guide students to the target practice of the grammatical functions of the sub topic.
In this sub topic/lesson, teacher will guide students to practice how to express future plans and activities and write future events by using appropriate future tense and the relevant forms:
  • I/we shall...
  • I will visit my uncle next week
  • We shall visit our friend tomorrow
  • You, he/she/it/they/ will...
  • He will come this week
  • You will call me later
  • What are you going to do tomorrow?
  • I am going to cut a tree.
  • What are you planning to do tomorrow?
  • I am going to sees doctor tomorrow.

  1. Context-Based Practice. A teacher leads students to the discussion on how the target grammatical functions practised earlier can be applied or integrated into the contexts and situations. The students are guided by the teacher to apply the learnt skills in relevant contexts and situations like school and library.
In this sub topic/lesson, the teacher will use situations and contexts like school, home, stadium, farms, market, town, shop, hospital, and street to help students learn more interactively in meaningful contexts and social settings when they express various future plans and activities.
For example, the teacher can guide students to think of the contexts like home or school and ask them to plan things or activities they could do if they were in those particular contexts.

  1. Vocabulary Building Practice. At this time, teacher discusses with the students on the vocabularies and phrases to apply in the already mentioned contexts and situations.
In this sub topic/lesson: The most commonly applied vocabularies are: write, read, wash, eat, play, explain, visit, travel, shop, walk, etc.
These vocabularies are applied when someone is planning a certain action.

Guide the students to the full sub topic/lesson procedures, activities and games for better understanding of the sub topic by following these activities:

ACTIVITY ONE: Brainstorming. Brainstorming the sub topic/lesson through oral questions with answers, pair works, and group discussions of all important concepts to get students on track.
In this activity, the teacher will brainstorm with the students on meaning of future plans and how various future plans and activities are expressed by using forms of future tense and other words. Apart from referring to the brainstorming materials prepared in Stage 1 of Teacher's Preparation Stage, the teacher will also guide his/her students to the definition of Future plan and other related matters.
By definition, Future plans are the activities planned to be done in other time ahead. Various future plans are expressed by using future tense and other related words. Some of these plans are expressed as follows:
  • What are you planning to do tomorrow?
  • What's the plan?
  • What's your plan?
  • What do you do during weekends?
  • What's your next week's timetable?

ACTIVITY TWO: Teacher's Demonstration. Teacher's application of his/models or examples so as to bring the topic/lesson and the students into the real or common sense of the topic/lesson.
In this activity, the teacher will demonstrate to students how to express future plans by using appropriate words and contexts.

Check for future patterns expressed in Target Practice above and the GRAMMAR PRACTICE covered below. The teacher should guide students to the interactive use of many patterns of expressing future plans and activities for students to have better understanding.
To highlight the aspect of expressing future plans, the teacher will use some of his model to drive students into the real practice of the matter.

Teacher's Model
I'm Teacher Michael. I teach English language for Karema Secondary School. As a teacher, I have various plans so as to perform my duties without difficulties. According to my next week's schedule, I will have to implement the following:
On Monday morning, I will teach Form One. The same day evening, I will have an evening lesson with Form Two Students. I don't have class periods on Tuesdays. But I will attend English subject club during evening. On Wednesday, I will have double periods for Form Two class and a single period for the Form Ones. On Thursday, I shall be teaching Form One students in the early morning. Of course, I'm going to be busy next week. I have a lot of class periods and other things to do from Monday to Friday. And that's my schedule for the week.

ACTIVITY THREE: Students' Demonstration. Showing students how models like that of a teacher can be applied by them. Here students need to be guided on how to use given expressions, structures, vocabulary, and phrases or similar ones.
In this activity, the teacher asks students some guiding questions on activities planned to take place on the following day. This is speaking practice. The students will be in pairs or each individual student will have to practice expressing future plans. This is Students' Oral Practice.
As students practice expressing future plans and activities individually or in pairs, the teacher should be closely giving them necessary assistances. He/she should make sure they use appropriate forms of future tense.

ACTIVITY FOUR: Students' Writing Activities. Taking/leading students to the real situations or contexts where they can apply what they have mastered. Here speaking, reading or writing activities are involved.
In this activity, in groups students to write about future plans using school calendar. As introduced in the preparation stage, the teacher has to guide students to write about planning future activities by using appropriate forms of future tense and simple timetables and calendars.

ACTIVITY FIVE: Winding up the topic/lesson. Here teachers summarise the topic/lesson by emphasizing the importance of the sub topic/lesson and suggesting other related aspects of the sub topic/lesson.

ADDITIONAL ACTIVITY: As a teacher, what other activity can be applied in this sub topic/lesson? You can always drop your alternative activity or activities to this article so as to improve teaching and learning of English Language (OLE).

For more on which Tenses are used to express ‘Future Plans and Activities’, click the following links:

Ask students to think about what they will do tomorrow. Allow them to think and discuss how they always plan ahead and how other people at their homes and other places plan for future things or activities.
Ask them what their parents plan for themselves and for their children. For example, a parent can plan to send a child to boarding school or plan to give the children the chance to visit their grandparents or uncle during the holiday. All these are the real plans people experience very often in life.

A teacher should design an evaluation for students by using appropriate assessment tools like oral questions or assignments so that to see if the student is able to express future plans.

Assessment #01: Group work.
Ask students to be in groups. Give them the task of writing their future plans/activities in a year. These should be the real plans they think they can implement. Encourage them to use appropriate forms of future tense.

Assessment #02: Pair works.
Ask students to be in pairs. Give them the task of writing their future plans/activities in a month. These should be the real plans they think they can implement. Encourage them to use appropriate forms of future tense.

Assessment #03: Individual work.
Individually ask students to write their future plans/activities in a week or month. These should be the real plans they think they can implement. Encourage them to use appropriate forms of future tense.

Note: You can give students more individual works, pair works, and group works to facilitate their interaction and understanding of the sub topic or lesson. As English language teacher you have to give students more works to do. Because language is meant to be largely spoken and written, the teacher should rely on written exercises and notes. Instead students have to learn English language by vigorously exercising individually, in pairs, and in groups.

At the end of this sub topic/lesson, students should be encouraged to understand the importance of planning for future. As a part of writing activity, encourage then to keep diaries because diaries are good for planning. Each year the student can write his/her future plans in the diary. He/she can also plans things or activities to be done by him every day, weekly, or monthly.
Planning fosters development. Without planning, life could be uncontrolled and unplanned as well. It's good to plan for the future in order to get better results.

NOTE: These stages explained above are not necessarily covered in a single lesson of single or double period. Remember that this is the guide for teaching the whole sub topic which has periods ranging from 6 to 20. So, the teacher's task is to divide these stages according to the total number of periods for a particular sub topic.


Title: “Form One English Language Notes with Grammar, Exercises and Key Answers”
Edition: 1st (2022)
Format: PDF
Size: 2.16 MB
Pages: 242
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Also check out how to study and teach:
For more on how to study & teach English Language topics, visit the following class links:

For 'O' Level's CSE Examination Sections, visit the following section links:

For more on Literature Topics, check out Literature in English Blog
For how to be professional keeper of your Diary in both Kiswahili and English, check out Shajara Yangu Blog

For Form IV NECTA Examination Sections, check out Elaborated CSEE NECTA Examination Sections

Emmanuel Kachele

Emmanuel Kachele is a founder and Blogger of KACHELE ONLINE Blog, an educational blog where 'O' Level English - 'OLE', 'A' Level English (ALE) and other related teaching and life skills are shared extensively. This is an online center for all Tanzanian Secondary School English Language students and teachers (Forms I-VI) and all interested English Language learners and teachers worldwide.

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