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En el futuro WALT: 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 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
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Vocabulario ¿Qué vas a hacer? - What are you going to do? Voy a …- I am going to… Beber champán- drink champagne Comer chicle- eat chewing gum Dormir veinte horas- sleep for 20 hours Ducharme - have a shower Llamar a mi madre - call my mum En el futuro voy a…- in the future, I am going to… Me gustaría…- I would like to… Quiero…- I want to Buscar un trabajo- look for a job Casarme- get married Comprar un coche nuevo- buy a new car Estudiar- study Viajar- travel ¿Qué vas a hacer? - What are you going to do? Voy a …- I am going to… Beber champán- drink champagne Comer chicle- eat chewing gum Dormir veinte horas- sleep for 20 hours Ducharme - have a shower Llamar a mi madre - call my mum En el futuro voy a…- in the future, I am going to… Me gustaría…- I would like to… Quiero…- I want to Buscar un trabajo- look for a job Casarme- get married Comprar un coche nuevo- buy a new car Estudiar- study Viajar- travel
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Listening practice
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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)
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Reading practice
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Writing practice Write a paragraph about your future plans Remember all criteria to achieve grade C and above! Write a paragraph about your future plans Remember all criteria to achieve grade C and above!
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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.
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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)
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GCSE Speaking Marking Scheme: How my work is marked:Marks Communication10 Range and Accuracy of Language 10 Pronunciation and Intonation 5 Interaction and Fluency 5 TOTAL30
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Communication 9 – 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. 0No relevant information conveyed.
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Range and Accuracy of language 9–10 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. 3–4Very limited vocabulary; short, simple sentences. Errors very frequent. 1–2 Isolated words of vocabulary. Occasional short phrases. Errors often impede communication. 0No language produced is worthy of
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Pronunciation and Intonation 5Consistently good accent and intonation. 4Generally good. 3Generally accurate but some inconsistency. 2 Understandable, but comprehension is sometimes delayed. 1 Barely understandable, making comprehension difficult. 0No language produced is worthy of credit.
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Interaction and Fluency 5 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. 1Little reaction. Very hesitant and disjointed. 0No language produced is worthy of credit.
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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)
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