What changed since Lesson 1
In Lesson 1 you talked about next month and used one future form. Say, in one sentence, what you would do differently today.
One question before the assessment.
1. The A2 can-do for this unit is: talk about future plans and intentions, describe upcoming travel, and make and respond to invitations. Which part are you least sure of?
Read your own draft as a reader
Take your Lesson 7 draft. Mark every future verb C (continuous), G (going to) or W (will).
Then check each one against the question from Lesson 6: decided just now? Arranged with somebody? Or only intended?
Then look at your reader's question. That is the fact the final version has to include.
Six sentences from typical drafts. Match each to the reason for its form.
The proofreading pass
Four checks, in this order
| Check | Look for | Fix |
|---|---|---|
| 1 · Modal form | Every will | Nothing between it and the verb |
| 2 · Arranged | Every going to | If it has a time and another person, use the continuous |
| 3 · All three present | The C / G / W marks | A missing letter means a missing move |
| 4 · Word count | The number at the bottom | 140–160, or cut |
Check 3 is the one people skip. An email with no will in it has no offer; an email with no continuous has nothing arranged; an email with no going to has no intention and no prediction. Each missing letter is a missing move from the Lesson 7 shape.
Six sentences from real A2 drafts. One error each, all from the four checks. Rewrite each in full.
1. I will to book the guesthouse tomorrow.
2. I am going to meet my sister at four, it is arranged.
3. Next Friday I go to Porto.
4. Look at the forecast — it will rain.
5. The bus will leave at 6.40, it says so online.
6. She will going to call you tonight.
The two pieces
Task card · Assessment · Portfolio
A recorded planning role-play, then the final 150-word email.
Both go in your portfolio. The role-play is assessed live and is unprepared; the email is the Lesson 7 rubric.
- Part 1 (8 min, recorded). You and your teacher plan a trip. They will disagree with at least two of your suggestions and will not simply give in. Reach a real decision and divide the jobs.
- Part 2 (12 min). Write the final email, answering the question your reader asked in Lesson 7.
- Then (2 min). Run the four proofreading checks. Count your words and write the number at the bottom.
Answer after the role-play, before you write.
1. Did you reach a real decision?
2. When they disagreed, what did you do?
Against the can-do statements
A2 can-do — CEFR 2020 Companion Volume, adapted
| I can… | Not yet | With effort | Comfortably |
|---|---|---|---|
| talk about arrangements using the present continuous | □ | □ | □ |
| talk about intentions using going to | □ | □ | □ |
| make an offer or a live decision with will | □ | □ | □ |
| suggest a plan, and agree to one | □ | □ | □ |
| decline politely — softener, reason, alternative | □ | □ | □ |
| write a 150-word email somebody could say yes to | □ | □ | □ |
Mark yourself, then compare with your teacher. The rows where you disagree are the interesting ones.
1. Choosing between the three forms under pressure —
2. Declining politely —
3. The most useful thing in this unit was —
Into the portfolio. Two files: the role-play recording and the final 150-word email, with the word count at the bottom. Label them Unit 7 and date them.
Term 2 ends after Unit 8 with a six-minute interview covering personal, professional and plan-talk. This is the plan-talk half of it.
Into Unit 8
Eight lessons, four rules. Match each to the lesson that taught it.
Unit 8 — Stories I Love. The past continuous arrives, and with it the ability to say what was happening when something else interrupted. Plus the -ed and -ing adjective pair — bored and boring — which is one of the most persistent Brazilian errors in English.
Before Lesson 1 of Unit 8: think of one film you genuinely love and could talk about for three minutes. Do not rehearse it. Just choose.