Near Future Plans

Overview

Today’s lesson recycles holiday vocabulary from students’ preterite “mis vacaciones” learning, and teaches how to talk about plans for the coming summer using the near future tense in the first person (yo). It supports non-specialists by using clear models, sentence scaffolds, and mini whiteboard checks.

Learning intentions

• Students will use the near future structure voy a + infinitive to describe what they are going to do this summer.
• Students will reuse holiday opinions/actions vocabulary (from “mis vacaciones”) in new sentences.
• Students will write 3–5 correct sentences in Spanish about their summer plans using accuracy in grammar and spelling.
• Students will translate short planned sentences accurately into Spanish using a provided word bank.

Success criteria

• I can form yo voy a + infinitive (e.g. voy a visitar, voy a viajar).
• I can include a clear plan for where, who, how, and what I will do using recycled vocabulary.
• I can write sentences with correct word order and spelling (supported by a model and checklist).
• I can answer quick Spanish grammar questions correctly in mini whiteboard checks.

Curriculum links

• Grammar and vocabulary: identify and use tenses or other structures to convey appropriate time (present/future).
• Grammar and vocabulary: use and manipulate key grammatical structures accurately.
• Grammar and vocabulary: develop vocabulary to justify opinions and take part in discussion about wider issues (opinions about holidays).
• Accurate grammar, spelling and punctuation in written Spanish.

Lesson structure (75 minutes)

1. 0–5 min · Do Now (retrieval). Teacher puts slide/board question(s): students recall preterite holiday facts (where/with/how/what). Students write 1–2 short Spanish ideas (supported by word wall). Teacher collects 5 quick answers orally.

2. 5–15 min · I do (teach the near future). Teacher explicitly models the structure on the board: Yo voy a + infinitivo and contrasts with preterite (briefly: near future = going to do in future; preterite = already did). Students watch/read teacher examples and annotate the structure (underlining voy a and circling infinitives).

Model examples (project clearly for non-specialists):

• Este verano voy a visitar a mi familia.
• Voy a ir a la playa con mis amigos.
• Voy a viajar en coche / en tren.
• Voy a hacer excursiones y descansar.

3. 15–25 min · Check for understanding (MWB Quiz 1). Teacher runs a 5-question mini whiteboard quiz (single correct answer per question). Students respond simultaneously on mini whiteboards. Teacher uses quick cold-call feedback to correct misconceptions.

Example question types:

• Choose the correct structure: voy a / fue / iré (focus on voy a + infinitive).
• Select the correct infinitive after voy a (not a conjugated verb).
• Re-order a sentence from mixed word cards.
• Pick the best match for “this summer” meaning.
• Identify which sentence is near future vs preterite.

4. 25–40 min · We do (scaffolded practice). Teacher provides a worksheet with sentence frames and a word bank (recycled from “mis vacaciones”). Students complete sentences using substitution practice:

• Frame 1: Este verano voy a ________ (ir / visitar / hacer / descansar).
• Frame 2: Voy a ir a ________ con ________.
• Frame 3: Voy a viajar en ________.
• Frame 4: Voy a ________ porque me gusta(n) ________. (simple opinion link)

Teacher circulates, checks word order, and prompts accuracy: “After voy a, the verb should be an infinitive.” Students pair-check with a model answer sheet (teacher hands out after 5–6 minutes to avoid copying early).

5. 40–48 min · Check for understanding (MWB Quiz 2). Teacher repeats MWB in a slightly different format (6–7 quick items if time allows; otherwise 5). Students answer using mini whiteboards; teacher highlights common errors (missing infinitive, wrong verb form, wrong order).

6. 48–65 min · You do (Blue Zone writing). Teacher sets a clear time limit: 15–17 minutes. Students write a paragraph of 3–5 sentences about their summer plans using:

• Este verano
• at least one where
• at least one with/people
• at least one how (travel method)
• at least one activity

Support:

• A checklist at the top of the page: “Have I used voy a? Did I use infinitives? Did I include 3+ details?”
• Word bank of verbs/holiday actions (from module 1 “mis vacaciones”) and linking words (porque, y, con).

Stretch/quality expectation: add one reason/opinion using porque (e.g. porque es divertido / me gusta). Students who finish early attempt a “model upgrade”: improve one sentence for accuracy or add a fifth detail.

7. 65–75 min · Plenary (self-mark + exit ticket). Students self-mark using a teacher-provided answer key/model (green pen). Teacher then collects an exit ticket: 1 short sentence transformation (e.g. “I am going to go to…” → students must write the correct Spanish near future sentence). Teacher checks 6–8 quickly and records patterns for next lesson.

Resources

• Mini whiteboards and pens for all students
• Printed worksheet with sentence frames + word bank (label as “Spanish near future summer plans”)
• Printed model paragraph for self-marking (teacher provides late in the lesson)
• Checklist for writing accuracy (voy a + infinitive; sentence details)
• Visualiser/board display with clear structure examples
• Green pens for self-marking
• Teacher timer/slide showing time limits for each section

Assessment

• Formative MWB Quiz 1 and Quiz 2: accuracy with voy a + infinitive and word order
• Teacher circulation during scaffolded practice: identifies common errors (wrong verb form, missing voy a)
• Self-marking against a model for immediate feedback
• Exit ticket: single sentence to confirm mastery of the near future structure

Differentiation

• Support: sentence starters, word bank, and a model paragraph; sentence frames with blank spaces for students to fill
• Targeted help: teacher/staff prompts for students struggling with infinitives after voy a
• Challenge: require an additional detail and an opinion reason using porque; encourage varied verbs from the word bank
• EAL/SEN: allow use of translated word bank to start, then remove English cues gradually; provide a “must include” checklist with ticks rather than open writing only

Curriculum alignment note for the cover teacher

Use the structure rule consistently: voy a + infinitive. Keep instruction highly model-led (I do → We do → You do), and rely on the two MWB quizzes to correct errors quickly before independent writing.