Ask Ss questions displayed on presentation (What are you doing after class today?/ What are you doing this weekend) Elicit answers from Ss Show pictures on subsequent slides and tell students I am GOING TO clean my house and MIGHT go to dinner with my friends.

Gist: Tell Ss they will be listening to a short audio clip Send Google form via chat Tell students they can follow along with the audio script on G Form Play audio and have students answer the two questions individually and submitting answers before discussing as a class (1. What are the Ss talking about? The exam they just took, Their plans for that night.) Intensive: Send presentation link via chat Tell Ss they will listen to the audio again and should answer the questions as they listen Have students answer individually then pair up Ss to check their peers answers OCFB

Meaning: Show Ss slide 10 Ask Ss CCQs to figure out the meaning of the expressions going to and might (Going to: is this plan definitely happening? Yes. Is this about the present or future? Future.) (Might: Is this person sure of their plan? No. Is either plan possible? Yes.) Reveal meaning Going to: We use 'going to' to say a future plan has been decided Might: We use might to say something in the future is possible but not decided Form/ Appropriacy: Display slide, and elicit answer from students on how to fill blanks in sentence Reveal form, then table and elicit answers to fill in Go on to next slide and display question form of going to chart Send link in chat to slides 12-16 Have students fill in the blanks on table, give 2 minutes to complete table as pairs in BORs Go over answers as a class Go to slide 17 Elicit answers on how to fill in sentence Guide students to form Review word stress and reveal answers (stress on context words) Elicit examples Pronunciation: Explain going takes a weak form in speech have students repeat gonna and drill chorally Tell students gonna is informal and usually only used in conversation Tell students we drop the 'to' from going to when we say gonna

Send students a link to the slides presentation and assign partners Have them work in pairs and explain they will fill in the gaps with the correct form of be going to or might and the verb in the bracket. Do first as a class and allow students 3- 4 min to finish in BORs Go over answers as a class. (1. 's going to have, 2.'s going to do, 3. might go, 4. 's not going to work or isn't, 5. are going to get, 6. might visit, 7. might work)

Present slide with the freer practice activity Ask Ss to talk to their assigned partner about three things they are GOING TO do this week and one thing they MIGHT DO Put students in pairs and BORs Give Ss 6 min to discuss and switch roles Monitor Ss for DEC Feedback: Content: Ask students what they discussed in BORs and if they are doing similar things as their partner this week DEC: Review language observed in BORs