T shares screen with slide showing images of New Year's celebrations T asks: "What do you see in these pictures?" Ss respond (unmute or chat) T share slide with question: "Do you have plans for New Year's Eve this year?" T nominates 2-3 Ss to share (Ss unmute) T transitions: "Today we're going to read about three people's New Year's plans."

T gives instructions: - You have 2 mins. - Read the three texts. - Find out who is having the biggest party. ICQ: - Do you need to read every word? (No) T shares screen with text (from p.36) Ss read individually (2 min) T conducts OCFB (Ss unmute or answer in chat): "Who is having the biggest party?" (Nicola)

T shares screen (still visible) T gives instructions: - Look at the verbs in bold. - I want you to work together. - You have 2 mins. - Find the words that tell you WHEN these things are happening. ICQs: - Are you working individually or in pairs? (in pairs) - What are you looking for? (WHEN words / time words) T creates breakout rooms if more than 3 (pairs) - 2 min S-S work together T conducts OCFB: - What TIME words did you find? T annotates on screen as Ss name them: - "This New Year's Eve," "on New Year's Eve," "Then, at 12 o'clock" - So, are these happening now or in the future? (future) - Good, let's take a look

MEANING: T elicits marker sentence from text (still visible on screen): T asks: "Look at Nicola's plan. What does she say?” - Ss respond: "I'm having a party on New Year's Eve" T: "Exactly! Let’s look at this sentence" [Show slide] Timeline: PAST ---- NOW ---- FUTURE "I'm having a party on New Year's Eve." CCQs: T asks: - When is the party? (Future / New Year's Eve) T marks X in FUTURE section (labels: "party") T asks: - Is this planned or just an idea? - (Did she organize it? When?) (Before now / already) T annotates “planned” at NOW T confirms concept (annotates or adds to slide): This is called Present Continuous. We can use it for plans that are organized / coordinated (*organizado/coordinado*)" Let’s see how to build it. _________________________ FORM: T shows slide of example sentence: "I'm having a party on New Year's Eve." T elicits and [annotates] each part on slide/whiteboard: CCQs T: "Let's break this sentence down." - Who is doing the action? [subject] - What word comes after 'I'? [am] - What if the subject was “She”? [is] > nominate S to say new sentence - What if the subject was “We”? [are] > nominate S to say new sentence T: What comes next? [verb] - What ending does the verb have? [-ing] T: And when is this happening? Now? Past? - Ss: "on New Year's Eve” / future time" [future time] **Subject + [am/is/are] + [verb]-ing… + [future time]** T: How do we make this negative? What word do we need to add? (not) - Where does 'not' go? (after auxiliary) [not] > nominate S to say new sentence **Subject + [am/is/are] + not + [verb]-ing… + [future time]** T: How do we make a question? - What moves? (aux. to front) > nominate S to say new sentence. - T: Perfect! Now we know how to build it. **[am/is/are] + Subject + [verb]-ing… + [future time]** T: "Perfect! Now we know how to build it. Let's practice saying it naturally." _________________________ PRONUNCIATION **Show new slide: “**I'm **HAV**ing a **PAR**ty on **NEW** Year’s Eve" **Focus on stress:** T models sentence with natural stress (x2) T ask: - What kinds of words have stress? (important words) - T drills chorally - Ss unmute (2x) - T nominates individual Ss for drilling (2-3 students unmute) **Focus on connected speech and weak forms:** T says “Let’s practice connecting the words smoothly” T backchains (annotate linking on slide as you go): "...party_on New Year's Eve" > "having_a party_on New Year's Eve" > "I'm having_a party_on New Year's Eve" **Focus on contractions:** T asks: “Which one sounds more natural?” - models: /aɪm/ "I'm having" vs /aɪ æm/ "I am having” T annotate, elicit, and drill contractions - He is > “He’s having” / They are > "They're having" (air > they’re) - Choral drill (Ss unmute) - Individual drill (T nominates, Ss unmute)

T gives instructions: “Fill in the gaps. Use the form we just practised. Try to use contractions" T demonstrates #1 on whiteboard/slide: - "Are you meeting anyone this weekend? Yes, I'm meeting my friend on Sunday." - Work in pairs, you have 4 mins ICQs: - "Are you writing about now or the future?" (future) - "Are you working individually or in pairs?" (in pairs) Ss work in pairs (BOR if 4 or more) (4 min) Ss type answers directly into shared Google Slide T closes breakout rooms OCFB (2-3 min): T quickly scans the completed slide (10 sec) and notes correct answers vs. errors For correct dialogues: T acknowledges and nominates 2 Ss to read it aloud For dialogues with errors: T: "Let's look at dialogue 3. I see a small mistake. Can anyone spot it?" - Ss identify the error - T elicits correction and edits slide T nominates 2 Ss to read one dialogue before moving on to free practice

T shares screen with slide showing: "What are you doing this weekend?" T nominates student "[Name], can you ask me this question?" S "What are you doing this weekend?" T models longer answer: "I'm visiting my friend on Sunday. We're having lunch at her house. On Saturday I'm not doing anything, I’m just staying home." T "Great question!" T gives instructions: "Now you're going to practice.” T shares support slide with verbs and time markers - Ask your partner about their plans. - Use the form we just practised. - You can use these verbs and time markers **or** you can use any others. - Try to find out 3 things about your partner's plans. You have 6 mins. **ICQs:** - Can you use other verbs, or only these ones? (any verbs / other verbs too) - How many things should you find out? (3) - How long do you have? (6 mins) T creates breakout rooms (If more than 4) S-S talk about their future plans T monitors silently and takes notes for DEC **OCFB (2-3 min):** T nominates 2-3 Ss: "Tell us one thing your partner has planned." T acknowledges and affirms Ss practice DEC T "Great! Let's go over some sentences" T writes errors on whiteboard, - 2 good examples, 2-3 errors for fixing T asks: "Can you help me fix these sentences?" T elicits corrections (Ss unmute) T annotates/confirms correct versions on whiteboard WRAP UP T acknowledges good work and encourages Ss to keep using this to talk about future plans