Making Weekend Plans
Original English Drills activities. Listening uses a teacher-read script. Print the student lesson on two A4 landscape sides; choose short-edge duplex printing.
1. Warmer
Look at the illustration. What can you see? Where are the people?
Tell a partner two things you already know about this situation.
Goal: Going to / Invitations — use English in an everyday situation.
2. Vocabulary
Match the words to their meanings.
1. plan · 2. picnic · 3. invite · 4. agree · 5. backup plan
A. ask someone to join you
B. decide together
C. another idea if the first one cannot happen
D. something you intend to do
E. a meal eaten outdoors
1 ___ 2 ___ 3 ___ 4 ___ 5 ___
3. Reading
Emma and Josh are planning their weekend. On Saturday morning, Emma is going to study for an English test. Josh is going to help his brother in the garden. In the afternoon, they are going to meet at the park for a picnic. Emma is going to bring sandwiches, and Josh is going to bring fruit. They invite their friend Mei. Mei asks, “What time are you going to meet?” They agree on two o’clock. If the weather is bad, their backup plan is to meet at Josh’s house. On Sunday, Emma is going to rest at home.
4. Comprehension
Answer using the reading.
- What is Emma going to do on Saturday morning?
- What is Josh going to bring to the picnic?
- What time are they going to meet?
- Where will they meet if the weather is bad?
5. Grammar focus
Use am/is/are going to + base verb for plans: I am going to study. She is going to bring food. We are going to meet.
Question: What are you going to do?
Invitation: Would you like to come?
Accept: Yes, I’d love to. Decline politely: Sorry, I can’t.
6. Guided practice
Complete or choose the correct word.
- I ___ going to study.
- Emma ___ going to bring sandwiches.
- We ___ going to meet at two.
- Josh is going to ___ fruit. (bring / brings)
- What ___ you going to do?
- Would you ___ to come?
Making Weekend Plans — continued
7. Listening
Your teacher will read a short script twice. Complete the notes.
- Day: ___
- Place to visit: ___
- Meeting time: ___
- Item to bring: ___
- Transport home: ___
8. Speaking
Plan a weekend activity with a partner. Agree on what, where and when. Decide what each person is going to bring. Invite another pair and respond politely to their invitation.
9. Fun practice
Grammar detective: Correct one mistake in each sentence.
- She going to bring fruit.
- We is going to meet at two.
- Are you going to studies?
- Would you likes to come?
10. Writing and reflection
Write an invitation message of four to six sentences. Include your activity, place, day, time and what you are going to bring. End with an invitation question.
Exit check: We ___ going to meet. She is going to ___ (bring) fruit.
□ I can use today’s language. □ I can take part in this situation.
Making Weekend Plans — Teacher Answers
A2 · Going to / Invitations · 50–60 minutes
1. Warmer
Accept relevant descriptions. Elicit useful words before reading. The AI illustration is a discussion prompt; it need not show every detail in the text.
2. Vocabulary
1–D; 2–E; 3–A; 4–B; 5–C.
3–4. Reading and comprehension
Study for an English test; fruit; 2 pm; Josh’s house.
5–6. Grammar and practice
am; is; are; bring; are; like.
7. Teacher-read listening script
Read twice clearly, with a short pause between readings. Ask learners to compare answers before checking.
This Sunday, I am going to visit the museum with my friend Sam. We are going to meet at eleven outside the museum. I am going to bring my camera. After the visit, we are going to have lunch at a café. We are going to go home by bus.
Answers: Sunday; museum; 11 am; camera; bus.
8. Speaking
Answers vary. Model one exchange, then let pairs practise and swap roles. Monitor clarity and the target language.
9. Grammar detective
She is going to bring fruit. We are going to meet at two. Are you going to study? Would you like to come?
10. Writing and reflection
Check am/is/are going to, base verbs and enough details for a clear invitation. Exit check: are; bring.
Suggested timing and support
Warmer and vocabulary: 8 minutes; reading and comprehension: 10; grammar and practice: 12; listening: 7; speaking and game: 10; writing: 8. For support, give a sentence starter. For extension, add a follow-up question or extra detail.