To practice and contrast structures used to talk about intentions and wishes.
To provide accuracy speaking practice in a conversation in the context of wishes and intentions
To provide gist reading practice using a text about lifestyle in the context of wishes and intentions
Procedure (33-43 minutes)
T will welcome Ss to the session, this is the first class of 3. T will ask present Ss about their plans for the weekend while the rest of the Ss connect. T will write the plans on the Jamboard screen as Ss mention them, especially those where Ss might have used the TL.
T will introduce the next stage by sharing Jamboard slide 2. T will ask students which person is a couch potato, and which is a live wire. When Ss come up with the definitions, T will share a new link in the chat with the first Google Form. "Read the sentences in the Google Form, and select your answer: Is the speaker a couch potato, or a live wire?" T will demonstrate activity while screen sharing and ask for help of a S for the first answer. "Work individually, you have 2 minutes." After time's up, T will ask Ss to discuss their answers in pairs. "Discuss your answers with your partner in the breakout rooms. You have 2 minutes." T will create and monitor BOR. When time is up, T will bring Ss back to the main session and go over the answers quickly (ask for the answer to nominated students, classify the sentences and avoid going into reasoning)
T will highlight 4 sentences from the previous exercise to clarify with MFP: I’m going to walk for more than half an hour today. I’m planning to buy a more comfortable sofa when I have enough money. I’d like to spend my next holiday lying on a beach doing nothing. I’d rather play a sport than watch it. For Form and Meaning, T will share new link with Ss and share new instructions. "In pairs, answer the questions in the Google Form." T will demonstrate how to answer while screen-sharing, with the help of a S. "You have 3 minutes, work with your partner." T will create BOR and monitor Ss as they answer the handout in pairs. T will bring Ss back to the main session and go over answers in jamboard. For meaning, T will show slide 4 and ask Ss to share their answer and uncover the general meaning of each sentence. For form, T will show slide 5 and ask Ss to share their answers while creating a visual aid of the sentences' structures. For pronunciation, T will share slie 6 and go over the stress, intonation and cases of linkage, intrussion and weakened sounds.
T will share new link with Ss. "Create sentences using this new language in the Google Form." T will screen-share the form and ask help from a S to create the first question. "You will be working alone for 3 minutes." After time's up, T will bring Ss back to the main session and allow for a peer-check stage. "Compare your sentences with your partners, discuss for 2 minutes." T will create BOR and monitor, looking for weak points to go over during OFB. During OFB, T will go over the questions quickly and correct any major mistakes.
T will show students Jamboard slide 8 and introduce new stage: "Use the questions in the board to talk with your partner about your plans for the future." T will demonstrate and model language with a strong S or fellow teacher. "Talk with your partner for 3 minutes." T will create BOR and monitor, paying attention to examples of correct and incorrect language use to bring up during DEC. T will bring Ss back to the main session when time's up and go over mistakes, asking Ss to correct the sentences.