TP 4 LP- Jessalyn May
To provide clarification of 'going to', 'might', and 'will' in the context of talking about future plans.
To provide practice with speaking and fluency by using 'going to', 'might', and 'will' in the context of talking about future plans.
Procedure (39-47 minutes)
T will share screen with PowerPoint presentation slide that asks the question, "What are you going to do this weekend?" T will instruct that Ss have 1 minute to discuss this in breakout rooms. T will nominate a student to ask that questions and T will demo what is expected of the students. T will ask ICQs (instruction clarifying questions). “Are you discussing what plan to do this weekend or what you usually do on weekends?” (what you plan to do this weekend) “How much time do you have?” (one minute) T will send Ss into breakout rooms of 2-3 Ss to discuss, meanwhile T will observe each breakout room to monitor. T will bring Ss back to the main group. T will call on 2 students by name to ask them what they shared or what a partner shared in their breakout room.
T will explain that Ss will read a short text, a dialog. They have one minute to read for a general understanding of what happens. Ss will talk in groups for 1 minute about what they think the answer is to the question, "How would you summarize the conversation?" T share screen to show text and question. T will ask ICQs “Are you reading slowly for details or quickly for the general idea?" (general idea) "How long do you have to read the dialog?” (1 minute) T will send google forms link. T will give them one minute to read. T will send Ss to breakout rooms of 2-3 for 1 minute. T will monitor. T will ask 1 student to share their answer and see if the class agrees.
T will instruct Ss to review the text again, but to look for examples of words that refer to making future plans. Ss will do this in groups for 2 minutes. They should highlight each phrase. Their breakout room number will corelate with the slide they are working on. T will share screen and show them the google slide with text conversation. T will demo one answer and highlight the phrase "going to". T will ask ICQs - Will you do this alone or in groups? (in groups) - Will you look for words that talk about future plans or past plans? (future plans) T will send link in chatbox. T will send Ss to breakout room for 2 minutes. T will monitor groups. T will bring students pack to main group for OCFB. T will nominate students to share words that they highlighted and T will show their answers on the shared screen.
Meaning: T will share screen with powerpoint presentation showing a meaning matching activity. Ss will do this in breakout rooms for 2 minutes. Students must match picture and words to the "future planning phrase/word". T will do the first one as a demo. T will ask ICQs- What number slide will you work on? (the number of the breakout room you are in). How much time do you have? (2 minutes) T will send link to chatbox. T will monitor for 2 minutes as Ss work in breakout rooms. T will bring Ss back for OCFB. I will nominate 2 students to share their answers for each word. T will encourage analysis by asking students the difference between sentences that are exactly the same, except for 'going to', 'will', or 'might'. Form: T will share screen to show an activity where students will identify subject, verb, and predicate of sentences so they can see 'going to', 'will', or 'might' in context. T will have students work in groups for 2 minutes to complete this. T will demonstrate first sentence. T will ask ICQs- are you focusing on sentence structure or meaning? (sentence structure). How much time do you have? (2 minutes) T will send link in chatbox. T will send Ss to breakout rooms and monitor for 2 minutes. T will bring students back and nominate 2 nominate students to give the answers for each of the 2 sentences. Pronunciation T will share screen with 3 sentences from the text. T will model words and sentences. T will nominate students to identify different sounds like linking, weak forms, intrusive sounds, intonation, and phrasal stress. T will annotate feedback from the students. T will initiate choral drilling for different sounds.
T will share screen to show controlled practice. Ss will be instructed to work on this in groups for 4 minutes. Students will fill in the blank with what seems most appropriate, either 'going to', 'will', or 'might'. T will demo the first sentence. T will ask ICQs. "are you working together or independently?" (together). How much time do you have? (4 minutes) T will send link in chatbox. T will send Ss to breakout room and monitor for 4 minutes. T will bring students back for OCFB. T will nominate Ss to share answers for difficult sentences
T will instruct Ss to take 5 minutes to talk in groups we learned to talk about future plans using the words discussed today. Share screen and show Ss questions they can ask each other to help create conversation. T will demo by answering a question with "Soon, I am going to read called the Girl with 7 names. I am reading it so it can help prepared me for a trip, because I might go to South Korea in October." T will ask ICQs- What tense will you use when talking? (future). “How long do you have to talk?” (5 minutes). T will send link to Ss so they can see the questions. T will send Ss to breakout rooms and will monitor throughout. T will observe to see if there are errors in application of collocations and use these as DEC examples.
Feedback: T will bring Ss back to the main group for OCFB. T will nominate 2 students to share. T will write student answers on the PowerPoint presentation to complete the prompts for interactive feedback. Correct as needed. DEC: T will type onto PowerPoint sentences stated by Ss while they were discussing answers to the post task. T will ask Ss if the statements are correct or incorrect. If incorrect, T will ask a S to identify the error and offer a correction. T will ask the remaining Ss if they agree. This process will be repeated for each sentence.