Will and Going To Activities for Beginners

Everyone · Activities · Updated October 1, 2026 · LearnLife Editorial

What types of will and going to activities work best for beginners?

Beginners benefit from simple, clear activities focusing on future intentions (going to) versus spontaneous decisions or promises (will). Activities combining speaking, listening, and writing keep learners engaged and help anchor the grammar in everyday contexts. For example, prediction games using "will" and planning exercises using "going to" highlight their different uses. Activities that involve personal experiences or familiar topics tend to be more meaningful and memorable.

How can I design a prediction game using "will"?

Age/Grade: Elementary to adult Time: 15-20 minutes Materials: None or a list of prompts

Steps:

1. Prepare prompts about future events (e.g., "The weather tomorrow," "Who will win the game?")
2. Ask students to say what they think will happen using "will" (e.g., "It will rain tomorrow.")
3. Encourage peer correction and discussion.
4. Optionally, write predictions on the board and check their outcome later for fun.

Skill Built: Expressing future predictions and practicing spontaneous future tense.

Debrief: Discuss why “will” fits these situations and how it differs from plans.

Home vs Classroom Adaptation: At home, family members can participate, predicting family events or TV shows. In class, split students into pairs or small groups to increase interaction.

What is a simple "going to" planning activity for beginners?

Age/Grade: Middle school to adult Time: 20-30 minutes Materials: Paper and pen or whiteboard

Steps:

1. Ask learners about their weekend plans.
2. Each learner writes or shares at least three things they are going to do.
3. Practice forming sentences such as "I am going to visit my friend."
4. Pair learners to ask and answer questions about each other’s plans.

Skill Built: Using “going to” to express intention and planned future actions.

Debrief: Highlight how “going to” signals planned actions versus predictions.

Home vs Classroom Adaptation: At home, parents and children can share plans together, improving family communication. In classrooms, encourage learners to ask follow-up questions for deeper practice.

How do role-play activities reinforce will and going to use?

Age/Grade: High school and adults Time: 30-40 minutes Materials: Scenario cards or prompts

Steps:

1. Create scenario cards with situations requiring future tense use (e.g., making a promise, discussing plans).
2. Learners pick a card and act out the situation using “will” or “going to” appropriately.
3. Peers give feedback on correct usage.
4. Rotate roles to increase speaking time.

Skill Built: Real-life conversational use of future forms, improving fluency and context understanding.

Debrief: Reflect on when “will” or “going to” felt natural and why.

Home vs Classroom Adaptation: At home, family members can join role-plays to strengthen bonds. In classrooms, use small groups for more speaking opportunities.

What interactive writing exercises help distinguish "will" from "going to"?

Age/Grade: Middle school to adult Time: 25-30 minutes Materials: Worksheets or writing apps

Steps:

1. Provide sentences with blanks to fill with “will” or “going to.”
2. Include explanations for choices.
3. Ask learners to write short paragraphs about their future plans and predictions separately.
4. Review and correct together.

Skill Built: Grammar accuracy and understanding of future tense distinctions.

Debrief: Discuss common mistakes and clarify rules.

Home vs Classroom Adaptation: At home, parents can review worksheets with learners. In classrooms, pair learners for peer review.

How can prediction and planning sorting games boost comprehension?

Age/Grade: Elementary to high school Time: 20-30 minutes Materials: Cards with sentences or pictures depicting future events

Steps:

1. Prepare cards with sentences using “will” and “going to.”
2. Learners sort cards into two piles based on the correct future form.
3. Discuss why each sentence fits in its pile.
4. Create new sentences for incorrectly sorted cards.

Skill Built: Recognizing usage differences and reinforcing grammar rules.

Debrief: Emphasize contexts for each future form and encourage learners to listen for these in real life.

Home vs Classroom Adaptation: At home, use family event pictures or plans. In classrooms, turn it into a timed team competition.

What group storytelling activities use will and going to?

Age/Grade: Middle school and up Time: 30-40 minutes Materials: None or story prompt cards

Steps:

1. Start a story with a sentence using “going to” for planned events.
2. Each learner adds a sentence using “will” or “going to” to continue the story.
3. Encourage creativity and correct grammar.
4. Write the completed story for review.

Skill Built: Combining future forms in context and enhancing speaking creativity.

Debrief: Analyze the story’s use of future tense forms and discuss why each was chosen.

Home vs Classroom Adaptation: At home, siblings or parents can join storytelling. In classrooms, divide into groups for simultaneous stories.

How do promise-making activities engage learners with "will"?

Age/Grade: All ages Time: 15-20 minutes Materials: Promise cards or blank cards for writing promises

Steps:

1. Explain how “will” expresses promises.
2. Learners write or say promises they want to keep.
3. Share promises with the group or family.
4. Optionally, create a “promise wall” to display.

Skill Built: Using “will” in promises and commitments, building responsibility and speaking skills.

Debrief: Discuss the importance of promises and how language expresses commitment.

Home vs Classroom Adaptation: At home, use family commitments; in classrooms, focus on classroom rules or group agreements.

How to adapt these activities for various ages and settings?

Adjust language complexity and time based on age. Younger learners benefit from games and visuals; adults prefer role-plays and writing exercises. At home, involve family members for natural practice. In classrooms, use group work and peer feedback to maximize interaction. Materials can be simple paper or digital tools depending on availability.

Where can learners find more resources on will and going to?

For deeper understanding, learners can explore articles like Understanding Will and Going To Rules in English and Will Activities to Teach Legal Literacy. These offer grammar explanations and practical exercises useful for both beginners and advanced learners.

Frequently asked questions

What is the main difference between “will” and “going to”?

“Will” expresses spontaneous decisions, promises, or predictions, while “going to” refers to planned actions or intentions. For example, “I will help you” is a promise, and “I am going to visit” shows a plan.

Can these activities help adults learning English as a second language?

Yes, these activities focus on everyday communication and can be adapted for any age or proficiency level, making them ideal for adult ESL learners to practice future tense naturally.

How often should learners practice will and going to activities?

Regular practice, such as once or twice a week, helps reinforce the grammar. Short, frequent sessions are often more effective than long, infrequent ones.

Are there digital tools to support will and going to activities?

Many language learning apps include future tense exercises, but combining those with interactive speaking and writing activities described here offers better engagement and retention.

How can parents support children practicing these activities at home?

Parents can engage by participating in conversations about plans and promises, encouraging children to use “will” and “going to” in real-life contexts, and reviewing written exercises together.