I'll show my students some pictures (ex 2 page 53 and some extra) and have them guess what a couch potato and a live wire are.

I'll use a padlet with an image representing a "Live wire" person and another image representing a "Couch potato" person. These images will be covered at the beginning. I'll have the sentences from the page 52 of the SB with check boxes right next to them. I'll ask the SS to read the sentences individually and then tick the sentences that are true to them. Then based on their answers I'll reveal the pictures revealing as well if they are a couch potato or a live wire kind of person.

Meaning: I'm going to display sentences from SB p. 52 ("I’m going to buy a computer," "I’m planning to visit my friend," "I’d like to buy a new one," "I’d rather stay home") on the padlet. I'll ask the following CCQs: Be going to ("I’m going to buy a computer"): "Have you already decided to do this?" (This checks the intention or planned action aspect.) Planning to ("I’m planning to visit my friend"): "Are you organizing this now or in the future?" (This confirms the ongoing intention or preparation.) Would like to ("I’d like to buy a new one"): "Is this something you want but might not do?" (This highlights the wish or desire without certainty.) Would rather ("I’d rather stay home"): "Do you prefer this over another choice? Yes/No?" (This emphasizes the preference over an alternative.). Then I'll ask Ss to match each sentence to its purpose (future plan, intention, wish, preference). Form: I'll present a text to the SS where the TL is highlighted. Then, I'll ask students to write the highlighted sentences color-coding them (e.g. "Write the verbs in blue, nouns in red, Verb to be in green, etc.") and then I'll elicit structures by asking "What follows 'I' in 'I’m going to buy'?", "What shows preference in 'I’d rather stay'?". Pronunciation: I'll play the T6.1 audio from SB p. 52 and ask students to listen to it, noting stress or intonation differences by typing in capital letter where the stress is. (e.g., "I’m GOING to" vs. "I’d LIKE to" vs. "I’d RATHER stay"). Then we'll practice linking the words using the same audio as model (One example per structure) and drilling.

I'll provide SS "Seen and heard" text with blanks where the target language should go. Students select the correct option from a box shown in the activity on the padlet. Then we'll review answers as a class by checking the results and confirming with the group (e.g., "Is 'I would' correct here? Why?").

In breakout rooms, students work in pairs to plan a weekend activity using all four target language structures. I'll explain the task and model an example (e.g., "I’m going to cook dinner. I’m planning to invite my sister. I’d like to try a new recipe. I’d rather eat outside."). I'll assign roles (Planner A and Planner B). Each pair decides on a weekend plan (e.g., a trip, movie night) and must include: One sentence with "be going to" ("We’re going to watch a movie"). One with "planning to" ("I’m planning to bring snacks"). One with "would like to" ("I’d like to invite friends"). One with "would rather" ("I’d rather stay late").