T will project a birthday party invitation including a date and time (an event in the future that has already been arranged). T will model language by saying “I’d love to attend, but I’m singing at the jazz club that night.” T will then elicit responses from Ss (Are you going?) in present progressive (I can’t: “I’m going to the…then, I’m meeting…that night).

T will transition the class to next activity: "Speaking of plans, James and Richard are going to a football match..." While chesting the HO, T will instruct Ss to "work individually and read the dialogue between James and Richard, as you read, circle the correct phrase to complete the sentence. You have 3 minutes." ICQ: Are you working with a partner? No. ICQ: Are you just reading the dialogue? No, circling the phrase. - While Ss are completing the task, T will monitor for errors in order to gauge what percentage of the class understands the material Once Ss are finished, T will instruct students: "to check your answers, work in pairs, one of you reading as James, and the other as Richard." - Peer teaching at this phase allows Ss to have exposure to the context and TL, and allows T to monitor for further errors to prepare for the clarification stage

T will clarify meaning and form by giving students a guided discovery activity. Instructions: "Let's see what you've learned, work in pairs to discuss and complete this HO. You do not have to answer question 3. You have 2 minutes." ICQ: Do you have a long time or a short time to finish this? Short. ICQ: So, should you work quickly or slowly? Quickly. T will monitor to see when 80% of Ss are finished and project the HO. FB: T will ask for 3 volunteers to write their answers on the WB and clarify (eliciting agreement/disagreement from class) according to mistakes (and errors gathered from earlier activities) 1. Correct answers b&d - b: "What are you doing next Sat. afternoon?" form [to be + ing] PRESENT CONTINUOUS - expresses definite arrangements (What day and time frame is being referred to?) -d: "What are you going to do next Saturday afternoon?" form [be + going to + base form of verb] DEFINITE ARRANGEMENTS/INTENTIONS IN FUTURE **express to Ss: we can use "going to" future form instead of present continuous, but the opposite is not true** ** stress a) definite arrangements: "I'm going to take," "are playing," "we're having" b) general intentions: "Are you going to take," "I'm going to drive" 2. New idea vs. old idea b- "I'll tell her it's something..." [new idea] - FUTURE SIMPLE: [will + base form] ** expresses an idea made at the time of the conversation a- "I'm going to take..." [old idea] - [be + going to + base form of verb] DEFINITE ARRANGEMENTS/INTENTIONS IN FUTURE 3. Omitted: Present simple/ perfect (d, f, m, o from dialogue) Why is it used: a) because it expresses a timetable action b) dates that are absolutely set 4. "I'm sure she'll understand" [Prediction] e: "Im sure Mum won't mind" n: "...likely to be pretty busy" ex. "The clouds are dark, it's going to rain."

T will test students again with a gap fill. Instructions: "Work ALONE and fill in the gaps using future forms." ICQ: Are you discussing the sentences with your partner? No. -T will monitor to see whether addition practice is needed (if most Ss get fewer than 65% correct, T will give present continuous practice) -FB: T will give Ss the answer key and have Ss check answers

Instructions: "Let's practice 'going to' and 'present continuous' and little more. Work in pairs, read the sentence and cross out the wrong tense." ICQ: Are you circling the right answers? No. ICQ: What are you crossing out? The wrong tense. FB: T will monitor for confusion (d, e, f, i-- where either tense could apply) and elicit responses from individual Ss.

Instructions: "Work in pairs, and choose 3 (2 if running out of time) of the topics list below. Prepare a short talk using the correct future form, and take turns talking." ICQ: How many topics are you talking about? 3 (reduce to 2 if running out of time) ICQ: Are you talking about what you're doing after class? No, about what's on the list. T will monitor for errors and write them on WB to discuss/ correct with Ss. (May not have time for FB on WB- orally correct Ss while monitoring)