To provide clarification of present continuous vs. going to in the context of weekend plans
To provide accuracy speaking practice in a talk about the future using the present continuous and going to in the context of weekend plans
Procedure (40-55 minutes)
Students talk about what they're going to do this weekend. I put the question "What are you going to do this weekend?" into the chat and on the Google Slide. Depending on the number of students, I will put them into BORs and talk about their weekend plans. I monitor and after two minutes, return to the main zoom and OCFB. I will write down the answers on the Zoom whiteboard.
I will use the dialog box from page 38 (exercise 4). On a google slide, I will put the dialog with gaps on the screen for one minute. On a second slide, elicit what time period the dialog is talking about? On a Google Form, students will choose between present continuous and going to in the google form in 4 minutes and then discuss their answers in pairs in BORs. I monitor. After we will discuss the right answers as a class. I will put the answers for two questions (one present continuous and one going to) in a slide and draw attention to the differences, like a definite time reference with the present continuous.
I will break down two sentences to show the difference between present continuous and going to. /I'm meeting with my sister at one o'clock/ and /In the future I'm going to change a few things./ I will break down each sentence into its grammatical points: subj + to be + going to + verb in form 1 or subj + to be + verb + ing. MFP for each form, including negative and question forms.
We will use page 141, #3 to test how students understood. Students fill in their answers on the Google Forms. They go into BORs and discuss their answers. I monitor. Return to main class and OCFB.
On Google Slide, I put up a question "What do you think Nathan is going to do this weekend?" In their pairs, they have to come up with four things I am planning on doing, and what time (definite/indefinite). Students work in BORs, and I monitor. We then return to the main group and OCFB. I jot down examples to check during DEC.