Introduction to Future Tense

Overview

Students are introduced to the Spanish future tense, focusing on regular conjugation patterns for -ar, -er, and -ir verbs. This is lesson 1 of 3 in the unit "Mastering Future Tense in Spanish."

Learning Intentions

• Students will understand how the future tense is formed in Spanish using regular verbs.
• Students will recognize the infinitive stem as the base for future tense conjugations.
• Students will produce original sentences describing their future plans using correct conjugations.
• Students will collaborate with peers to apply the future tense in a meaningful context.

Success Criteria

• I can identify the six future tense endings (-é, -ás, -á, -emos, -éis, -án) and attach them to an infinitive.
• I can conjugate regular -ar, -er, and -ir verbs in the future tense.
• I can write at least three sentences about my future plans using the future tense.
• I can explain my sentences to a partner using the correct verb forms.

Curriculum Links

• IB MYP Language Acquisition — understanding how language works through the key concept of communication and the related concept of structure.
• IB MYP Language Acquisition — using language in context to express personal meaning (Phase 3–4 proficiency expectations for 11th grade learners).
• IB Approaches to Learning — communication skills and thinking skills applied through collaborative group tasks.
• IB MYP Global Context — identities and relationships, explored through students discussing their personal futures and aspirations.

Lesson Structure (45 minutes)

0–5 min — Warm-Up: Future Predictions Display three simple sentences on the board in English describing a famous person's future plans and ask students what tense is being used and how they know. Briefly elicit what students already know about expressing the future in Spanish (e.g., "voy a…"), setting the stage for today's focus on the simple future tense.

5–15 min — Direct Instruction: Conjugation Patterns Using a projected conjugation chart, teach the future tense rule: keep the full infinitive and add the endings -é, -ás, -á, -emos, -éis, -án. Model three verbs — hablar, comer, vivir — writing each conjugation aloud and in color-coded columns on the board. Emphasize the accent marks and the fact that all three verb families share the same set of endings. Pause twice to check for understanding with quick thumbs-up/thumbs-down signals.

15–22 min — Guided Practice: Whole-Class Drill Lead a brief call-and-response drill using a list of ten infinitives displayed on the board (e.g., trabajar, beber, escribir). Call on individual students or pairs to provide a conjugated form for a given subject pronoun. Offer immediate, low-stakes corrective feedback. Students record answers in their notes to build a personal reference sheet they can use during the group activity.

22–35 min — Group Activity: Future Plans Sentences Divide the class into groups of three or four. Each group receives a prompt card listing five question starters (e.g., "¿Qué harás después de la escuela?") and a vocabulary support sheet. Groups collaborate to write at least six sentences describing their future plans, using a mix of subjects (yo, tú, nosotros). Each sentence must include a correctly conjugated future tense verb. Circulate, prompt with questions, and give targeted feedback.

35–42 min — Share Out and Peer Feedback Each group nominates one spokesperson to share two of their best sentences with the class. Listeners write one thing they notice the group did well and one question they have. Brief class discussion highlights patterns and common errors. Record two or three strong student examples on the board as models.

42–45 min — Exit Ticket and Wrap-Up Students individually write two sentences about what they will do this weekend using the future tense and hand them in as an exit ticket. Quickly recap the key rule (infinitive + ending) and preview lesson 2, which will address irregular stems.

Resources

• Projected conjugation chart (hablar, comer, vivir) in color-coded columns
• Whiteboard and markers for live modeling
• Prompt cards with conversation starters for group activity
• Vocabulary support sheets with high-frequency verbs and English glosses
• Sentence starters for scaffolded support (e.g., "El fin de semana yo ___aré…")
• Dyslexia-friendly handout: larger font (14pt+), increased line spacing, pastel background, sans-serif typeface
• Exit ticket slips (half-sheet paper, one per student)
• Timer displayed on board to keep transitions on pace
• Student notebooks or binders for personal reference sheets

Assessment

• Exit ticket sentences are reviewed after class to gauge individual mastery of the conjugation pattern and identify students needing reteaching in lesson 2.
• Observation during the group activity tracks participation, accuracy, and use of the target structure in context.
• Peer feedback during share-out develops self-monitoring skills and provides the teacher with insight into student understanding of correct verb forms.

Differentiation

• Support: Struggling learners receive sentence starters with the infinitive already written (e.g., "Este verano yo viajar___") so they focus on applying only the correct ending.
• Visual support: The color-coded conjugation chart remains visible throughout the lesson; a mini-version is printed on the vocabulary support sheet for easy reference.
• Dyslexia-friendly: All printed materials use a sans-serif font, increased spacing, and a light cream background to reduce visual stress; audio modeling of each conjugated form is provided during instruction.
• Extension: Advanced learners are challenged to write a short, six-line dialogue between two characters discussing their five-year plans, incorporating at least four different verbs and three different subject pronouns in the future tense.