1. Share slide with students 2. Please read this statement and answer the question in pairs. You will have one minute. 3. Share link in chat box 4. After one minute, bring back and ask students to share answers. (2 min.)

1. Share next slide: Think about this question while you are listening to the following audio clip. Are these people talking about things done in the past, present, or future? 2. Share screen and play audio clip 3.2 from student book. 3. Discuss in groups your answer for one minute. Place students in BOR. 4. In class: what does everyone think? Are they talking about past, present, or future? (future)

1. Share screen with google form. For this task you will listen again to the audio clip. Fill in the blanks with the correct future form of the verbs you hear. You will need to choose either will ror going to, and then the correct form of the verb in parentheses. We will do the first one together. 2. Read question one, elicit answers from students. (#1 'll be) 3. Share link in chat. 4. Please work by yourselves while the clip plays, then you will go into breakout rooms for 2 min. ICQ: are you writing future or present verbs? (future) 5. Share screen and play audio clip. 6. After 2 min, place students in BOR. 7. After 2 min, elicit answers from students in class and fill in correct answers on form. Answers: 1. 'll be - 2. are going to be - 3. 'm certainly going to work - 4. will be - 5. will (do)

Meaning: 1. Share screen of slide with 4 key sentences. Move sentences under correct explanations as they decide correct categories. a. Teacher read the explanations. b. CCQ: does sentence one use will or going? (will) are we sure this is going to happen? (no) then which category? (prediction) c. CCQ: does sentence two use will or going? (going) does it talk about planned future event or prediction based on evidence? (planned event) d. CCQ: sentence three will or going? (going) planned event or prediction based on evidence? (evidence) e. CCQ: sentence four will or going? (will) how can you tell? (contraction) does the contraction indicate that it is more formal or informal? (informal) Form: Share slide of form chart 1. Do we have future tense in English? (no, just future forms. There are more than these two.) 2. Let's look at "will" first. What type of word is will? (modal auxiliary verb) 3. In sentence 1, what is the bare infinitive? (be) Fill in chart 4. In sentence 2, what is the infinitive? (to work) what is the subject? (I) What type of word is going? (present continuous verb) 5. In sentence 3, what is the infinitive? (to be) 6. In sentence 4, where is the will? (contraction) Does the contraction make it more formal or informal? (informal) 7. what do you notice about the going to forms--what type of verb comes before going? (to be verb) Pronunciation: (next slide) 1. T ask students to listen to sentence 1. Where is the stress? (-al-, high, ol-) Ss repeat. 2. Listen to sentence 2. Where is the stress? (cer-, -ign) What do you notice about "in-design"? (linked) Ss repeat 3. Listen. Where is the stress in the sentence? (young, much, -fi-) What do you notice about "generations-are"? (linked) Ss repeat. 4. Listen. Where is the stress? (I'll, you) Listen to "think-I'll." What do you hear? Ss repeat.

1. Let's practice to make sure we understand these future forms. Share screen with controlled practice form. Demo the first question. Link in chatbox. 2. You will have 1 minute to finish this on your own. Then I will move you to breakout rooms for 2 minutes to compare answers. Feel free to refer back to our original chart if you need help. 3. ICQ: are you writing whole sentences or just the verb forms? (verb forms) 3. Put Ss in BOR after 1 minute. 4. In class discuss answers. Nominate students. Answers: 1. 'll - 2. 'll - 3.are going to - 4. is going to - 5.'ll

1. Share screen of next google slide with three conversation questions. For example, some one could ask me what are my plans for next weekend. I'm going to listen to my daughter in a choir concert.... 2. You will have 5 minutes to discuss with each other about future events. 3. Place Ss in BOR. Monitor for correct/incorrect grammar. 4. In class, share conversations for 3 minutes. 5. Let's take a look at some of the language heard during this session. New slide with options --which ones are correct and fix the incorrect ones. Elicit answers from Ss.