Unit 4 – Future Tenses

CLICK ON THE FLIPPED FOR A FOLDER FULL OF RESOURCES

It’s our World

Didactic Objectives

  • Learn vocabulary related to the topic of emergency situations.
  • Read comprehensively and autonomously an article about how to behave in emergency situations.
  • Review Future Tenses: Going to, Will and Present Continuous for arrangements.
  • Understand key information in a radio programme about what it is like to live in a big city like London and environmental problems.
  • Talk about environmental problems to find a solution and give a press conference.
  • Write an informative essay alerting the community of a new illness.
  • Pronunciation / ə /
  • Strengthen strategies and tips for exam taking.
COMPETENCES

  • Linguistic communication – CLC
  • Mathematical competence and basic competences in science and technology – CMST
  • Digital competence – DC
  • Learning to learn – L2L
  • Social and civic competences – SCC
  • Sense of initiative and entrepreneurial spirit – SIE
  • Cultural Awareness and Expression – CAE

GENERAL OBJECTIVES

a. Exercise their democratic right and obligations as citizens, from a global outlook, and -inspired by the Spanish Constitution and by Human Rights- develop civic awareness which fosters co-responsibility in the building up of a fairer, more equal and sustainable society. SCC
b. Become more personally and socially mature in order to act with responsibility and autonomy and to develop their critical skills. Foresee and peacefully solve personal, family and social conflicts. L2L SIE
d. Strengthen reading, study and discipline habits as essential conditions to take effective advantage of the learning process, and as a means of personal development. SCC
e. Master Spanish, both orally and in writing and the co-official language of the Autonomous Region. CLC
f. Express themselves fluently and accurately in one or more foreign languages. CLC
g. Make and efficient and responsible use of the Information and Communication Technologies. DC
h. Learn about and critically value contemporary world situations, their historical background and the main factors in their development. Contribute towards the development and improvement of their social environment. SCC CAE
i. Access essential scientific and technological knowledge and master the basic skills pertaining to the chosen speciality. CMST L2L
j. Understand essential elements and procedures in scientific research and methods. Get to know and critically value the contribution of science and technology towards the changes in life conditions and become more aware and respectful of the environment. CMST SCC
k. Enhance the entrepreneurial spirit through creativity, flexibility, initiative, teamwork, self-confidence and critical sense. SIE
l. Develop artistic and literary sense and aesthetic criteria as sources of information and cultural wealth. CAE
ASSESSMENT PROCEDURES

  • Final Task or Project: Save your Community! – VIDEO. Rubric
  • Written assessments (at the end of the unit to check students’ mastery of structure and lexis) Writing an informative essay- Save your Community! – PAU criteria
  • Unit Test: Grammar and Vocabulary.
  • Long-term reading (graded readers) A classic author of the student’s choice from the Burlington Readers collection.
  • 1st Term Project: A brief History of British Literature. Rubric
  • Direct observation to assess individual use of the language.
  • Homework.
  • Flipped Classroom and WebBook.
  • Attitude observation: attendance, behaviour and daily work.
  • Autonomous learning and critical point of view.
  • Comments during lessons and written notes in the teacher’s folder.
  • Informal assessment on content and efforts made within the class with particular emphasis on understanding use of questions and answers on skills work.
  • Oral and written production to assess which objectives have been achieved and what must be reinforced both individually and as a group.

Session 1 – Vocabulary – Reading

THE ENVIRONMENT

TEDED LESSON ABOUT RENEWABLE ENERGIES

Session 2 – Grammar notes

Future tenses

I admit that talking about the future is one of the most confusing aspects of English. We don’t just think about when we’re going to do something, we also take into account how we consider it.

In Spanish there’s not much difference between lo haré mañana and lo voy a hacer mañana. In English, however, we receive unspoken information according to what people say. I’ll do it tomorrow, for example, tells us that the decision to do it has just been made. I’m going to do it tomorrow tells us that the decision was made earlier and that it is now an intention.

This may sound confusing, but in fact it’s very precise. Just a little difficult at first…

Will

Structure: will do something

Will is used to talk about a future fact:

He’ll be 24 tomorrow.
The Mayor will open the new musem next Tuesday.
The money will go into your account at the end of the month.

Will can be used to make a prediction:

I think it will be hot and sunny tomorrow.
If you take an aspirin, you‘ll soon feel better.
FC Barcelona will win the league this year.

Will is also used to express an intention or decision made at the moment of speaking. Immediately after this decision, going to is probably the most appropriate form to use:

It’s very hot in here. I’ll open the window.
I’ll have a cheeseburger and large fries.
Pub or cinema? No, I think I’ll stay in instead.

Going to

Structure: going to do something

Going to is used to talk about a future intention when a decision has already been made:

When I leave university, I’m going to be a doctor.
They’re going to meet us in the pub after the film.
When I leave school I’m going (to go) to university.

When we use ‘going to go‘, we often omit ‘to go‘ and just say ‘going‘.

Going to is also used to talk about future predictions when there is evidence that something is going to happen:

Look at those clouds. It’s going to rain.
I haven’t done any revision. I’m going to fail the exam.
He’s beaten all the other players. He’s going to score!

Present simple

The present sihttps://youtu.be/gX54nn65CeYmple is used to talk about future timetables, itineraries and so on.

My train leaves at 9 o’clock tomorrow night.
My birthday falls on a Friday this year.
The match starts at 3 o’clock.

Present continuous

Spanish people are not generally happy using this because it sounds strange to them. However, English people use it all the time to refer to the future.

It’s used to talk about future arrangements (a word which doesn’t have an exact translation in Spanish). An arrangement is similar to an intention, but involves more preparation or organisation. In other words you have to phone someone, or put it in your diary, or promise yourself something.

I’m having lunch with my parents tomorrow. (I rang them)

He’s leaving work at the end of the month. (He’s told his boss)

She’s meeting me in the pub later. (We spoke to each other at the end of class)

I’m seeing that film tomorrow afternoon. (I promised myself)

 

Descargar [1.32 MB]

Cargador Cargando...
Logotipo de EAD ¿Tarda demasiado?

Recargar Recargar el documento
| Abrir Abrir en una nueva pestaña

Descargar [98.49 KB]

 

Session 3 – Listening – Pronunciation /ə/ – Project 

/ə/

The Schwa, or “uh” sound /ʌ/
Tongue Twister:
Fuzzy Wuzzy was a bear,
Fuzzy Wuzzy had no hair,
Fuzzy Wuzzy wasn’t very fuzzy, was he?

click on the image to learn more about your

 

Session 4 – Revision

Click on the image to revise for the exam

Or do the activities on the burlington app

Remember to access interactive with your coupon number

Print Friendly, PDF & Email