En el futuroWALT: to talk about future plans & using the near future tense

WILF:

• Grade E - detailed description of future plans ,opinions and justifying them

• Grade D – Grade E + what you are going to do• Grade C – Grade D + what you did • Grade B – Grade C + complex sentences• Grade A – Grade B + talking about another person + negatives +

comparisons

Vocabulario

¿Qué vas a hacer? - What are you going to do?Voy a … - I am going to…Beber champán - drink champagneComer chicle - eat chewing gumDormir veinte horas - sleep for 20 hoursDucharme - have a showerLlamar a mi madre - call my mumEn el futuro voy a… - in the future, I am going to…Me gustaría… - I would like to…Quiero… - I want toBuscar un trabajo - look for a jobCasarme - get marriedComprar un coche nuevo - buy a new carEstudiar - studyViajar - travel

Listening practice

Speaking practice

Have a conversation with your partner; you each take it in turn to ask the question and then give an answer in 3 parts… (See example)

Reading practice

Writing practice

Write a paragraph about your future plans

Remember all criteria to achieve grade C and above!

Speaking Task 2 – Cross-Context 

Interview with a teenager

You are being interviewed by your teacher. You will answer questions about your life as a teenager and your teacher will play the role of the interviewer. Your teacher could ask you the following: Tell me about yourself – personal information, name, age... What is a typical day like for you? What do you enjoy doing and why? What do you not enjoy doing and why? * What do you do to help at home?* What are your ambitions for the future? ! ! Remember at this point you will have to respond to something you have not yet prepared. The dialogue will last between 4 and 6 minutes.

 

Targets:

Up to a C Grade: variety of GCSE vocabulary, opinions, justifications, at least 3 examples of different tenses to achieve up to Grade C.(Foundation paper)C / B Grade: (As above… and ) At least difference in tenses , longer paragraphs and more detail up to C/B grade.B / A* Grade:  (As above…and ) Other people’s opinions, comparatives, idioms, complex sentences and long paragraphs, 4-5 different tenses to achieve up to grade A* (Higher tier paper)

 

 

GCSE Speaking Marking Scheme:

How my work is marked: Marks

Communication 10

Range and Accuracy of Language 10

Pronunciation and Intonation 5

Interaction and Fluency 5

TOTAL 30

Communication9 –10

Information, ideas and points of view are presented and explained with confidence. Can narrate events when appropriate.

7– 8 A good amount of information and points of view are conveyed and regularly developed.

5 – 6

A reasonable amount of information and points of view are conveyed and sometimes developed.

3 – 4

Some simple information and opinions are conveyed. Few, if any, responses are developed.

1– 2 Little relevant information communicated. Very few appropriate responses are developed.

0 No relevant information conveyed.

Range and Accuracy of language9–10 A wide range of vocabulary, complex structures and a variety of verb

tenses. Errors usually appear in more complex structures.

7–8 A range of vocabulary; some complex structures and a variety of verb tenses attempted, though not always well formed. Some errors occur but the message is clear.

5–6 Limited vocabulary; sentences generally simple but occasionally more complex. Errors are quite frequent, but the language is more accurate than inaccurate.

3–4 Very limited vocabulary; short, simple sentences. Errors very frequent.

1–2 Isolated words of vocabulary. Occasional short phrases. Errors often impede communication.

0 No language produced is worthy of

Pronunciation and Intonation5 Consistently good accent and intonation.

4 Generally good.

3 Generally accurate but some inconsistency.

2 Understandable, but comprehension is sometimes delayed.

1 Barely understandable, making comprehension difficult.

0 No language produced is worthy of credit.

Interaction and Fluency5 Responds readily and shows initiative. Conversation

sustained at a reasonable speed, language expressed fluently.

4 Answers without hesitation and extends responses beyond the minimum with some flow of language.

3 Ready responses; some evidence of an ability to sustain a conversation; little if any initiative.

2 Some reaction. Sometimes hesitant, little natural flow of language.

1 Little reaction. Very hesitant and disjointed.

0 No language produced is worthy of credit.

Plenary

Write down in your book:

• What have you learnt today?

• 2 stars (things you have done well)

• And a wish (something you wish you could do better)