Greet students and tell them that they will practice some grammar in this lesson, specifically the use of "going to" and "might". Screen share Lead-in slide with the image of 3 university students having a conversation: "These are Mary, Eric and Jenny. They just finished university (graduated), what do you think they are talking about?" (Their plans after university) - prompt them to observe the images in the speech bubbles. "What do you think they are going to do?" (Going on a trip, look for a job, take a course, teach English) Have Ss answer these questions together in OC.

Tell Ss they are about to read the conversation between the friends in the picture and will complete their first task. Screen share G-forms on the Gist reading task and go over the 5 True/ False questions. Tell them they have 4 mins to read the text individually and submit their answers. Share G-Form via chat and check answers in OC when they are done. ICQs: How much time do you have to answer? (4 mins) Should you submit your answer right away? (Yes) Answers: 1. True / 2. False / 3. False / 4. True / 5. False CCQ's: What part of the text tells you that this is "true or "false" Elicit individual students for each answer. Can you give me an example from the text? Last (tricky) question: 5. Why is it false? Have Eric's parents already decided to help him or they have not decided yet to help him? (They have already decided / Proof from text: "My parents are going to help me")

Meaning For this task Ss will work together in pairs to collaboratively discover the meaning and partly the form of "be going to" and "might". Screen share the G-slide and tell students they have to complete the empty spaces with the correct words in pairs. Tell them they may have to use a word more than once. Assign pairs and share G-form on chat, tell them they have 3 minutes to work on the answers together. (Send them to BORs if there are more than 3 students). ICQs: Are you going to work alone or in pairs? (in pairs) How much time do you have? (3 mins) Can you use the words more than once to complete the task? (yes) Answers: We use __might__ to say something in the future is possible, but not decided. We use __going to______ to say a future plan is decided. ___be gonna______ can be used as the informal form of __be going to_______ We don’t use “to” + infinitive after ___might__ Go through the answers together in OC focusing on the ones they got wrong. Elicit students that got the answers right to explain how they got to that conclusion. Form Show G-slide to practice the structure of the grammar points. FCQs When are these actions happening? (In the future - show timeline) What is a synonym of "might"? (Can - possibility) What is the structure of "I am going to do a business course"? (Subj. + be going to + verb base + complement) If I change the subject does the verb "be" change? (Yes) Can you give me another example? How do we ask a question with this form? (Are you going to do a business course?) What is the structure? (Be + subj. + going to + verb base + complement) Another example? How do we answer? (Yes, I am / No, I’m not (going to do a course)) - Contractions are common. What is the form of "We might work for a company"? (Subj. + might + verb base + complement) If I change the subject does might change? (no, stays the same) Can you give me the same sentence with "she"? (She might work for a company) Now, is it common to ask questions with might? (It is grammatically correct but not common - you can ask "do you think she might work for a company?" or ask with "going to") Structure of answer? (Yes + subject + might. / No + subj. + be not) Pronunciation Show activity on padlet and tell students they are about to listen to me say 4 sentences. They have to listen, recognize and mark the words with stress by dragging a bubble or circle above the words in this interactive activity. Give an example of how to do so, by completing the first sentence together. Tell them that the "bubbles" present per sentence give them a hint of how many words should be stressed in each sentence. Assign a slide per Ss. Say the sentences twice and check answers together. Encourage them to draw from their previous knowledge on which words usually have strong forms and which are weak. Answers: We might work in a company They're going to help me Are you going to Spain? No, I'm gonna stay home Elicit Ss about why they chose those particular words to stress. FCQs: Which words are usually stressed in a sentence? (nouns, main verbs, adjectives, adverbs, etc.) Drill individually and chorally each sentence with attention to contractions and "gonna".

For the controlled practice students fill in the gaps to complete the sentences using words provided. Show G-slide of task and assign a slide per Ss. Tell them they have about 3 minutes to complete sections a) and b). Then they will have 2 mins to compare their answers with each other in OC. Encourage them to use their newly acquired knowledge on the grammar. ICQs: How much time do you have now? (2 mins) Are you completing tasks a) and b)? (yes) Are you doing it individually first? (yes) Answers: a) ✔) Eric _is going to have_ a holiday. (have) (✔) Jenny _is not (isn’t) going to do_ a Spanish course. (not do) (✔🗙) Mary _might go_ camping. (go) (✔) Jenny and Sam are going to get_ married. (get) (✔🗙) Eric might work in a restaurant. (work) b) A: _Are__ you going to look for a job? B: Yes, I _am___ / No, I __am___ not. A: _Is he going to sell his car? B: Yes, he _is_ / No, he __is not (isn’t)___. A: _Are___ his parents going to help him? B: Yes, they ___are__. / No, they are not (aren’t).

Show G-slide on speaking exercise. Tell Ss they will now have time to have a conversation with a partner about their own plans for next month. Go through the slide instructions together. They will have 1 minute to write some ideas on slide or on their notebooks and then 5 minutes to talk with their partners by asking each other questions. Give demo by asking a student to ask you questions and then asking them questions. Assign each student a slide. After 1 minute send them to BORs if there are more than 3 students. ICQs: How much time do you have to speak with your peer? (5 minutes) Is 1 person always asking the questions or do you switch? (switch) Back in OC ask students to present their findings.

Delayed Error Correction (DEC). Listen to the conversations Ss created and make notes of any errors. Show them slide with sentences: Is the sentence correct or incorrect? Provide corrections in OC.