SCHOOL: YEAR:assets.pearsonschool.com/asset_mgr/current/201224/Mira_Yea… · Web view1–3 Understand listening texts in which people introduce themselves, say which city they

SCHOOL: YEAR:

MIRA CD SoW

SCHOOL: YEAR:

DATE: CLASS:

MIRA 1 Módulo 1 ¡Vamos!

Unidad 1 ¡Hola! (pp. 6–7)

Framework objectives

Launch: 7W1 Everyday words; 7S8 Punctuation; 7C5 Social conventions

Reinforce: 7L5 Spontaneous talk

Lesson starters

Starter 1: Introducing the first words of Spanish – greetings and introductions (class work, group work)

Starter 2: Consolidating basic Spanish phrases; thinking about how sentences fit together

Plenary

Introducing the technique of reviewing material at key points

Revising language introduced so far

Learning targets

Introducing yourself

Getting used to Spanish pronunciation

Grammar

Questions words: ¿Cómo? ¿Dónde?

Getting used to idea of verb endings (llamo/llamas

vivo/vives)

Skills

(Programmes of study)

NC levels 1–2

PoS

1a sounds and writing

1b apply grammar apply grammar

2a listen for gist and detail

2b pronunciation and intonation

2c ask and answer questions

2d initiate/develop conversations

3a memorise words and phrases

3b interpret meaning

5a communicate in pairs, etc.

5b respond to classroom events

5c express feelings and opinions

5h use language for real purposes

Contexts

Personal and social life: self, family and personal relationships

Learning outcomes …

Listening and responding

AT1/

1–3

Understand listening texts in which people introduce themselves, say which city they live in and say how they feel

Understand song about greetings

Speaking

AT2/2–3

Practise pronunciation of h, ll, v

Ask and answer questions saying who they are and where they live

Reading and responding

Writing

AT4/3

Write short dialogue saying who they are and where they live (using dialogues made up orally)

Copy out phrases

Key language

¿Cómo te llamas?

Me llamo...

¿Dónde vives?

Vivo en …

¡Hola!

Buenos días/ Buenas tardes/ Buenas noches

¿Qué tal ?

Bien/ Regular/ Fatal/ Fenomenal

¿Cómo estás?

¿Y tú?

¡Adiós!

¡Hasta luego!

High-frequency words

tú

en

y

bien

regular

¿cómo?

¿dónde?

¿qué?

ICT opportunities

Differentiation

Reinforcement: Workbook A, p. 2

Pupil’s Book, Te toca a ti, p. 114, exs 1 and 4

Extension: Workbook B, p. 2

Numeracy

Literacy

Punctuation

Verb forms

Citizenship

Resources

CD 1 tracks 2-6; Workbooks A and B, p. 2

Homework

Notes

Further information on verb endings of –ar verbs in Pupil’s Book, Gramática 4.2 (a), p. 129

SCHOOL: YEAR:

DATE: CLASS:


Unidad 2 ¿Cuántos años tienes? (pp. 8–9)


Launch: 7W5 Verbs present (tener); 7W6 Letters and sound; 7L1 Sound patterns

Lesson starters

Starter 1: Revising asking how someone is and responding (class work)

Starter 2: Recapping numbers 0–15 (Electronic package option: Starter X)

Plenary

Developing vocabulary learning strategies

Learning targets

Counting up to 15

Using the verb tener to give your age

Grammar

tener (first/second person)

Questions words: ¿Cuánto?

Skills


NC levels 1–2

PoS


1b apply grammar







Contexts

Everyday activities: the language of the classroom




AT1/1–3

Understand vocabulary for the numbers 0–15

Understand listening text in which people talk about how old they are

Speaking

AT2/1–3

Practise pronunciation of c, ñ

Play bingo in groups

Ask and answer questions saying who they are and how old they are


AT3/3

Understand short written texts giving person details (name, where the person lives, age)

Writing

AT4/1, 3

Write numbers

Write a short text giving their details (name, where they live, age)

Key language

cero

uno

dos

tres

cuatro

cinco

seis

siete

ocho

nueve

diez

once

doce

trece

catorce

quince

¿Cuántos años tienes?

Tengo … años.


tú

y

en

¿cuántos?

¿qué?

¿cómo?

¿dónde?

tener (tengo, tienes)

ICT opportunities

Differentiation



Numeracy

Simple mental arithmetic

Literacy

Citizenship

Resources

CD 1 tracks 7- 11; Workbooks A and B, p. 3

Homework

Notes

SCHOOL: YEAR:

DATE: CLASS:


Unidad 3 ¡Feliz cumpleaños! (pp. 10–11)


Launch: 7S9 Using simple sentences; 7C4 Stories and songs

Reinforce: 7S8 Punctuation

Lesson starters

Starter 1: Recapping the numbers 0–15 (class work)

Starter 2: Reviewing dates (Electronic package option: Starter X)

Plenary

Introducing the Mini-test feature

Developing techniques to identify and tackle areas of weakness

Learning targets

Counting up to 31

Saying when your birthday is

Grammar

Skills


NC levels 1–4

PoS


1b apply grammar






3c knowledge of language



5e use a range of resources


5i work in variety of contexts

Contexts





AT1/1, 3–4

Understand vocabulary for the months of the year and the numbers 16–31

Understand Happy birthday song

Understand listening text in which people give their age and details of their birthday

Speaking

AT2/2–3

Practise pronunciation of j and z

Conduct survey about birthdays

Sing along with song


Writing

AT4/2

Write out dates

Key language

Months

enero

febrero

marzo

abril

mayo

junio

julio

agosto

septiembre

octubre

noviembre

diciembre

Numbers 16–31

dieciséis

diecisiete

dieciocho

diecinueve

veinte

veintiuno

veintidós

veintitrés

veinticuatro

veinticinco

veintiséis

veintisiete

veintiocho

veintinueve

treinta

treinta y uno

Numbers for dates

el uno de …

el dos de …

¿Cuál es la fecha de hoy?

¿Cuándo es tu cumpleaños?

Mi cumpleaños es …

¡Feliz cumpleaños!

Letters of the alphabet


el

de

¿cuándo?

y

mi

tu

ser (es)

ICT opportunities

Producing survey chart

Differentiation


Pupil’s Book, Te toca a ti, p. 114, ex. 2



Numeracy

Counting

Literacy

The use of capital letters

Citizenship

Resources


Homework

Notes

Assessment for learning

Pupil’s Book, Mini-test, p. 11

SCHOOL: YEAR:

DATE: CLASS:


Unidad 4 En mi mochila (pp. 12–13)


Launch: 7W4 Gender and plural; 7S5 Basic negatives

Reinforce: 7L4 Classroom talk

Lesson starters

Starter 1: Developing strategies for working out new language (pair work, class discussion)

Starter 2: Reinforcing the concept of gender and reviewing un/una; recapping on school items vocabulary (pair work)

Plenary

Recapping on vocabulary in the unit (class work)

Testing knowledge of gender and un/una

Introducing using resources to check work (Vocabulario/dictionary)

Learning targets

Learning the Spanish alphabet

Using the indefinite article un/una (a)

Grammar

Introducing the concept of gender

The indefinite article (un/una)

Making a sentence negative (no)

Skills


NC levels 1–2

PoS

1b apply grammar

1c use a range of vocab/structures




2f adapt previously learned language

2g deal with the unpredictable


3d use dictionaries

3e develop independence




Contexts




AT1/1–2

Understand alphabet song

Understand school items vocabulary

Understand listening text about school items

Speaking

AT2/1–3

Sing along with song

Ask and answer about how to spell words

Ask and answer about classroom items


AT3/3

Understand written text about items in school bags

Writing

AT4/3

Write short text listing what they have/don’t have/need for school

Key language

Tengo …

Necesito …

No tengo …

¿Tienes … ?

¿Cómo se escribe … ?

Se escribe …

Items for school

un bolígrafo/boli

un cuaderno

un diccionario

un libro

un monedero

un lápiz

un estuche

un móvil

un sacapuntas

una goma

una regla

una agenda

una mochila

una calculadora


un/una

y

pero

¿cómo?

tener (tengo, tienes)

sí

no

ICT opportunities

Differentiation




Numeracy

Literacy

The indefinite article

Citizenship

Resources


Homework

Notes

Further practice of the indefinite article in Pupil’s Book, Gramática 1.3, p. 127

Further practice in making a sentence negative in Pupil’s Book, Gramática 4.4, p. 133

SCHOOL: YEAR:

DATE: CLASS:


Unidad 5 En clase (pp. 14–15)


Launch: 7W3 Classroom words; 7W4 Gender and plural

Lesson starters

Starter 1: Introducing plural forms of nouns (Electronic package option: Starter X)

Starter 2: Consolidating plural forms of nouns and the indefinite article

Plenary

Developing vocabulary learning strategies (class discussion)

Learning targets

Talking about the classroom

Understanding the definite article el/la (the)

Grammar

The definite article (el/la/los/las)

The indefinite article (un/una/unos/unas)

Plural nouns (–s/–es; –z [INSERT ARROW] –ces)

Skills


NC levels 1–3

PoS

1b apply grammar









Contexts




AT1/1, 3

Understand classroom objects vocabulary

Understand listening text about classroom items

Speaking

AT2/1–3

Name classroom objects

Make up a sentence containing as many classroom items as possible


AT3/3

Understand written text describing the items in a picture of a classroom

Understand written text about schoolbag items and classroom objects

Writing

AT4/1, 3

Write out plural forms of nouns

Write a short text describing a classroom

Key language

Objects in the classroom

en mi clase

Hay un/una …

¿Qué hay … ?

el alumno

el equipo de música

el profesor

el proyector

el ordenador

la ventana

la pizarra blanca

la puerta

las mesas

las sillas

los libros

los rotuladores

No hay rotuladores.


el/la/los/las

un/una/unos/unas

¿qué?

y

también

hay

no

ICT opportunities

Differentiation




Pupil’s Book, ¡Extra 1!, pp. 18–19; ¡Extra 2!, pp. 20–21

Numeracy

Literacy

The definite article

The indefinite article

Plurals

Citizenship

Resources


Homework

Notes

Further practice of plural forms of definite and indefinite articles in Pupil’s Book, Gramática 1.3 and 1.4, p. 127

Further practice of plural forms of nouns in Pupil’s Book, Gramática 1.2, p. 127

Assessment for learning:

Pupil’s Book, Resumen, p. 16; Workbooks A and B, Resumen, p. 9; Workbooks A and B, Progreso, p. 10

Pupil’s Book, Prepárate, p. 17; Workbooks A and B, Prepárate 1 and 2, pp. 7–8

SCHOOL: YEAR:

DATE: CLASS:

MIRA 1 Módulo 2 En el instituto

Unidad 1 ¿Qué estudias? (pp. 24–25)


Launch: 7W5 Verbs present (and past) (–ar); 7W8 Finding meanings

Reinforce: 7W6 Letters and sounds; 7S8 Punctuation

Lesson starters

Starter 1: Introducing vocabulary for school subjects; developing strategies for working out new language (Electronic package option: Starter X)

Starter 2: Practising using the correct verb endings for –ar verbs in the singular

Plenary

Quiz reviewing key points of the unit (class work in groups)

Learning targets

Talking about your school subjects

Using of the -ar verb estudiar (to study)

Grammar

–ar verbs 1st/2nd/3rd persons (using estudiar)

Using los to say 'every' (every Thursday, etc.)

Skills


NC levels 1–3

PoS


1b apply grammar




2i summarise and report




5d respond to spoken/written language


Contexts

Everyday activities: home life and school



AT1/2–4

Understand listening texts about school subjects and when they are studied

Understand song about days of the week

Speaking

AT2/2–3

Practise pronunciation of g and word stress (accented letters)

Ask and answer about school subjects


AT3/3

Understand written text about school subjects

Writing

AT4/4

Write sentences describing the school subject they do on each day of the week

Key language

¿Qué estudias?

Estudio …

María estudia …

ciencias

matemáticas

inglés

francés

español

historia

música

tecnología

informática

geografía

dibujo

educación física

religión

teatro

las asignaturas

Days of the week

lunes

martes

miércoles

jueves

viernes

sábado

domingo

los lunes, etc.

y

también


el, la, los, las

tú

¿qué?

y

también

no

ICT opportunities

Preparing a timetable

Differentiation




Numeracy

Literacy

No capitals for days of the week

The infinitive

Citizenship

Resources


Homework

Notes

Further practice of –ar verbs (singular) in Pupil’s Book, Gramática 4.2 (a), p. 129

SCHOOL: YEAR:

DATE: CLASS:


Unidad 2 ¿Qué haces en clase? (pp. 26–27)


Launch: 7W5 Verbs present (and past) (–ir/–er); 7W7 Learning about words

Reinforce: 7W1 Everyday words; 7W3 Classroom words

Lesson starters

Starter 1: Consolidating verb endings for –ar verbs in the singular; introducing using grammar to help predict new forms

Starter 2: Practising the 3rd person singular endings for –ar/–er/–ir verbs

(Using resources – Gramática section)

Plenary

Recapping on the infinitive and singular present tense forms of –ar, –er and –ir verbs

Identifying patterns to help learn language

Learning targets

Saying what you do in lessons

Understanding regular -ar, -er and -ir verbs (singular)

Grammar

–ar, –er, –ir verbs (1st/2nd/3rd persons – main focus on first person)

Skills


NC levels 1–3

PoS

1b apply grammar







Contexts




AT1/3–4

Understand listening texts about what people do, featuring high-frequency verbs

Speaking

AT2/3–4

Ask and answer about school subjects/classroom activities


AT3/3

Understand written text about school subjects and classroom activities

Identify verb forms

Writing

AT4/3–4

Write short dialogues about school subjects and classroom activities (using dialogues made up orally)

Write a short text describing their week at school (subjects and classroom activities)

Key language

¿Qué estudias?

Estudio (inglés).

¿Qué haces en clase de inglés?

hablo (con mis amigos/por teléfono)

como (chicle)

escribo

escucho (música)

leo

no hablo/como/escribo/escucho/leo

canto (receptive only)

pinto (receptive only)


los

¿qué?

también

y

en

con

por

comer (como)

escuchar (escucho)

escribir (escribo)

hablar (hablo)

leer (leo)

no

ICT opportunities

Differentiation




Numeracy

Literacy

Citizenship

Resources


Homework

Notes

Further information on –ar/–er/–ir verbs in Pupil’s Book, Gramática 4.2 (a), pp. 129–130

SCHOOL: YEAR:

DATE: CLASS:


Unidad 3 Los profesores (pp. 28–29)


Launch: 7W2 High-frequency words; 7T7 Improving written work; 7L3 Gist and detail

Lesson starters

Starter 1: Recapping on school subject vocabulary (pair work)

Starter 2: Practising agreement of –o/–a adjectives in the singular

Plenary

Doing the Mini-test (pair work)

Checking the work of another pair/(redrafting)

Identifying where to find help (class discussion)

Learning targets

Talking about your teachers

Using adjectives which end in -o/-a

Grammar

Definite articles (revisited)

Qualifiers

Adjectival agreements (o/a)

Skills


NC levels 1–3

PoS


1b apply grammar








Contexts




AT1/2–3

Understand listening texts in which teachers are described

Speaking

AT2/1, 3

Ask and answer questions describing teachers

Practise pronunciation of words featuring accents to show stress


AT3/2

Understand written text describing teachers of different subjects

Writing

AT4/2

Copy and complete a paragraph

Key language

¿Cómo es … ?

El profesor/La profesora de (español) es …

muy/bastante/un poco

simpático/a

antipático/a

severo/a

aburrido/a

divertido/a

Señor

Señora

Señorita


el, la

de

ser (es)

no

sí

poco

bastante

muy

ICT opportunities

Differentiation




Numeracy

Literacy

Definite articles

Qualifiers

Citizenship

Resources


Homework

Notes

Further information on adjectival agreements (o/a) in Pupil’s Book, Gramática 3.1, p. 128



SCHOOL: YEAR:

DATE: CLASS:


Unidad 4 Me gusta el español (pp. 30–31)


Launch: 7S6 Compound sentences; 7L2 Following speech

Reinforce: 7W4 Gender and plural; 7S4 Basic questions; 7S9 Using simple sentences

Lesson starters

Starter 1: Introducing the expressions me gusta and no me gusta (class work, pair work)

Starter 2: Practising implementing key grammar points; reading a text closely for accuracy (Electronic package option: Starter X)

Plenary

Practising using adjectives (group work)

Learning targets

Giving opinions and reasons

Understanding all adjective agreements

Grammar

adjectival endings (full range)

me/te gusta(n) + noun

Skills


NC levels 1–3

PoS

1b apply grammar





3d use dictionaries





Contexts




AT1/3–4

Understand listening texts about which subjects people like/dislike

Understand song recapping key language of the module so far

Speaking

AT2/3–4

Ask and answer about school subjects they like/dislike


AT3/2

Understand written text about school subjects and opinions of them

Writing

AT4/4

Write sentences giving opinions on school subjects and reasons for the opinions

Key language

School subjects

¿Te gusta (el inglés)?

¿Te gustan (las ciencias)?

Me gusta(n) …

No me gusta(n) …

mucho

nada

Me gusta (el español) porque es …

bueno/a

aburrido/a

divertido/a

interesante

fácil

difícil

importante

útil

Me gustan las matemáticas porque son buenas/interesantes/útiles, etc.


me, te

el, la, los, las

mucho

muy

porque

ser (es, son)

no

nada

ICT opportunities

Differentiation




Numeracy

Literacy

Citizenship

Resources


Homework

Notes

Further practice of me gusta/me gustan in Pupil’s Book, Gramática 4.5, p. 133

SCHOOL: YEAR:

DATE: CLASS:


Unidad 5 ¿Qué comes? (pp. 32–33)


Launch: 7S3 Adapting sentences; 7T6 Texts as prompts for writing

Lesson starters

Starter 1: Introducing vocabulary for snacks and drinks; developing strategies for working out new language (Electronic package option: Starter X)

Starter 2: Practising using –er/–ir verbs in the singular

Plenary

Developing writing strategies (class discussion)

Learning targets

Talking about snacks

Using comer (to eat) and beber (to drink)

Grammar

–er verbs 1st/2nd/3rd persons (using comer/beber)

Skills


NC levels 1–3

PoS

1b apply grammar



2j redraft and improve writing




3d use dictionaries





Contexts

Everyday activities: food, health and fitness



AT1/1, 3–4

Understand drinks and snacks vocabulary

Understand listening text about what people eat and drink

Speaking

AT2/3

Ask and answer about what they eat and drink at break


AT3/3

Understand written text about school life (subjects, activities, breaktime snacks/drinks, teachers, opinions)

Writing

AT4/2, 4

Write short text describing what is in each of the pictures (list)

Write longer text describing their own school

Key language

¿Qué comes (en el recreo)?

Como …

¿Qué bebes?

Bebo …

Snacks/drinks

agua mineral

un bocadillo

un plátano

un zumo de naranja

una hamburguesa

una pizza

una Coca-Cola

una limonada

una manzana

unas patatas fritas

Revision of language from earlier units


un, una, unas

el

en

y

pero

¿qué?

beber (bebo, bebes, bebe)

comer (como, comes, come)

ICT opportunities

Word-processing

Differentiation




Pupil’s Book, ¡Extra 1!, pp. 36–37, ex. 6; ¡Extra 2!, pp. 38–39

Numeracy

Literacy

Citizenship

Resources


Homework

Notes

Further information on –er verbs in Pupil’s Book, Gramática 4.2 (a), p. 130




SCHOOL: YEAR:

DATE: CLASS:

MIRA 1 Módulo 3 Mi familia

Unidad 1 ¿Tienes hermanos? (pp. 42–43)


Reinforce: 7S3 Adapting sentences; 7S4 Basic questions; 7S5 Basic negatives

Lesson starters

Starter 1: Developing strategies for working out new language (pair work)

Starter 2: Revising the numbers 0–31 (class work)

Plenary

Practising the language of the unit in a personalised writing activity

Checking the work of a partner/redrafting

Learning targets

Talking about your brothers and sisters

Using the possessive adjectives mi(s), tu(s), su(s)

Grammar

tener (1st, 2nd, 3rd persons singular)

negative forms: no + tener

possessive adjectives: mi(s), tu(s), su(s)

Skills


NC levels 1–3

PoS

1b apply grammar














Contexts




AT1/3–4

Understand listening texts about brothers and sisters

Speaking

AT2/2, 4

Conduct survey about brothers and sisters

Ask and answer about brothers and sisters


AT3/2–3

Understand vocabulary for family members

Identify the correct form of the possessive pronoun

Understand a short text about self and family

Writing

AT4/4

Write short text describing

Copy and complete a short text

Key language

¿Tienes hermanos?

Sí, tengo …

una hermana/dos hermanas

un hermano/tres hermanos

No tengo hermanos/hermanas.

Soy hijo único/hija única.

¿Cómo se llama(n) … ?

Mi hermano/a se llama …

Mis hermanos/as se llaman …

¿Cuántos años tiene …?

Tiene …


un/una

y

¿cómo?

¿cuántos?

mi, tu, su

mis, tus, sus

ser (soy)

tener (tengo, tienes, tiene)

sí, no

ICT opportunities


Differentiation



Numeracy

Percentages

Literacy

Citizenship

Resources


Homework

Notes

Further information on tener in Pupil’s Book, Gramática 4.2 (c), p. 131

Further practice of possessive adjectives (mi(s), tu(s), su(s)) in Pupil’s Book, Gramática 3.3, p. 129

SCHOOL: YEAR:

DATE: CLASS:


Unidad 2 En mi familia … (pp. 44–45)


Launch: 7T1 Reading using clues; 7T5 Assembling text

Reinforce: 7W8 Finding meanings

Lesson starters

Starter 1: Introducing larger numbers; developing strategies to work out and apply language patterns (pair work)

Starter 2: Revising vocabulary and structures relating to families (Electronic package option: Starter X)

Plenary

Developing vocabulary learning strategies (class discussion)

Learning targets

Counting up to 100

Talking about your family

Grammar

Skills


NC levels 1–3

PoS






3d use dictionaries




Contexts




AT1/1–3

Understand vocabulary for numbers 31–100 and family members

Understand listening text about family members

Speaking

AT2/2–4

Name numbers between 30 and 100

Talk about their family tree


AT3/3

Understand longer written text about family members

Writing

AT4/3–4

Write longer text about their own family

Key language

Numbers 31–100

En mi familia hay x personas.

mi madre/padre

mi abuelo/abuela

mi tío/tía

mi primo/prima

Mi madre se llama …

Tiene … años.


la

en

mi

su

tener (tengo, tiene)

hay

y

ICT opportunities

Organising and testing vocabulary

Differentiation





Numeracy

Mental arithmetic

Literacy

Citizenship

Resources


Homework

Notes

SCHOOL: YEAR:

DATE: CLASS:


Unidad 3 ¿Tienes animales? (pp. 46–47)


Reinforce: 7W4 Gender and plural

Lesson starters

Starter 1: Developing strategies for working out new language; practising predicting pronunciation (group work)

Starter 2: Reviewing plural forms of the article and nouns

Plenary

Recapping on the grammar associated with colours

Practising using grammatical terms (class work)

Learning targets

Talking about your pets

Making colours agree with nouns

Grammar

Indefinite articles: un/una

Definite articles: el/la

Plural forms of nouns

Adjectival endings

Skills


NC levels 1–3

PoS


1b apply grammar










5f use language creatively

Contexts




AT1/2–3

Understand listening texts about pets

Speaking

AT2/2–3

Ask and answer about pets


AT3/2

Understand written text describing pets

Writing

AT4/2–3

Write sentences describing the pictures

Copy and complete the sentences

Key language

¿Tienes animales?

Tengo …

un gato

un pájaro

un perro

un cobayo

un caballo

un conejo

un pez

un ratón

un hámster

una tortuga

una serpiente

No tengo animales

Tengo dos peces/tres pájaros …

rojo

amarillo

blanco

negro

azul

marrón

verde

gris

rosa

naranja

grande, pequeño,

bonito, feo

El/La … es …

Los/Las … son …

Se llama …

Tiene … años.


un/una

el/la/los/las

su

y

muy

ser (es, son)

tener (tengo, tienes, tiene)

no

ICT opportunities

Producing survey results

Differentiation




Numeracy

Literacy

Citizenship

Resources


Homework

Notes

Further practice of adjectival endings in Pupil’s Book, Gramática 3.1, p. 128



SCHOOL: YEAR:

DATE: CLASS:


Unidad 4 ¿Cómo eres? (pp. 48–49)


Reinforce: 7S6 Compound sentences; 7L3 Gist and detail

Lesson starters

Starter 1: Revising the forms of ser (to be) introduced so far (soy/es/son)

Starter 2: Revising character adjectives and adjective endings (Electronic package option: Starter X)

Plenary


Learning targets

Talking about your appearance and character

Using the verb ser (to be)

Grammar

Adjectival agreement

Questions without question words:

¿Eres grande?

ser: soy, eres, es

Skills


NC levels 1–3

PoS


1b apply grammar





2h scan texts






Contexts




AT1/2–4

Understand listening texts describing people (physical and character descriptions)

Speaking

AT2/2–4

Ask and answer about descriptions of people

Practise pronunciation to sound authentic


AT3/3

Understand written text containing physical descriptions of people

Understand gist of longer text

Identify adjectives

Writing

AT4/3–4

Write sentences describing their own family

Write longer text describing the six members of an imaginary pop group

Key language

Appearance adjectives:

alto, bajo, delgado, gordo, guapo, feo

Character adjectives:

simpático

antipático

aburrido

severo

divertido

hablador

inteligente

perezoso

tímido

muy

bastante

y

pero

también


mi, su

¿cómo?

ser (soy, eres, es)

y

pero

también

muy

bastante

poco

sí, no

ICT opportunities

Differentiation




Numeracy

Literacy

Citizenship

Resources


Homework

Notes

Further information on ser in Pupil’s Book, Gramática 4.2 (c), p. 131

SCHOOL: YEAR:

DATE: CLASS:


Unidad 5 Tengo los ojos azules (pp. 50–51)


Launch: 7W5 Verbs present (and past) (tener); 7S1 Typical word order; 7S2 Sentence gist

Lesson starters

Starter 1: Revising colours (Electronic package option: Starter X)

Starter 2: Reviewing the language for describing people (some class discussion after the activity)

Plenary

Quiz using the Resumen section to review key points of the module (class work in groups)

Learning targets

Talking about eyes and hair

Using adjectives after nouns

Grammar

Word order: adjectives after nouns

Skills


NC levels 1–3

PoS

1b apply grammar



2e vary language







Contexts




AT1/2, 4

Understand listening text about eye and hair colour

Understand longer listening text describing people’s physical appearance in detail

Speaking

AT2/3

Play noughts and crosses game practising describing hair and eye colour


AT3/4

Understand written text giving detailed descriptions of people

Writing

AT4/3–4

Write short text describing what they look like

Write short text in the form of a ‘Wanted’ poster

Key language

¿Cómo es tu pelo?

Tengo el pelo …

castaño

rubio

negro

pelirrojo

gris

blanco

largo

liso

corto

rizado

ondulado

¿De qué color son tus ojos?

Tengo los ojos …

marrones

azules

verdes

grises

rojos

Tengo barba.

Tengo bigote.

Tengo gafas.


el/los

de

tu

tus

y

¿cómo?

¿qué?

muy

tener (tengo, tiene)

ser (es, son)

no

ICT opportunities

Differentiation


Pupil’s Book, Te toca a ti, p. 118




Numeracy

Literacy

Citizenship

Resources


Homework

Notes

Further practice of the position of adjectives in Pupil’s Book, Gramática 3.2, pp. 128–9




SCHOOL: YEAR:

DATE: CLASS:

MIRA 1 Módulo 4 En casa

Unidad 1 Vivimos en Europa (pp. 60–61)


Reinforce: 7W5 Verbs present (-ir) 7S2 Sentence gist

Lesson starters

Starter 1: Introducing the vocabulary for country names; developing strategies for working out new language

Starter 2: Consolidating the vocabulary for country names

Plenary

Practising country names and all forms of vivir in the present tense (class work in groups)

Learning targets

Talking about where you live

Recognising all forms of vivir (to live)

Grammar

–ir verbs (full paradigm with vivir)

Skills


NC levels 1–3

PoS

1b apply grammar



2h scan texts




Contexts

The world around us: people, places and customs



AT1/2–3

Understand listening texts in which people talk about which country they live in

Speaking

AT2/2–3

Ask and answer about where people live

Play a dice game to make up sentences with different verb forms (present tense of vivir)


AT3/3

Understand written text about where people live, family, etc.

Writing

AT4/2

Write sentences describing where celebrities live

Key language

¿Dónde vives?

Vivo en …

Francia

España

Alemania

Italia

Grecia

Portugal

Irlanda

Gales

Inglaterra

Escocia

¿Eres …?

Soy …


en

¿dónde?

ser (soy, eres)

vivir (vivo, vives)

sí

no

ICT opportunities

Differentiation




Numeracy

Literacy

Citizenship

Awareness of European countries

Resources


Homework

Notes

Further practice of –ir verbs in Pupil’s Book, Gramática 4.2 (a), p. 130

SCHOOL: YEAR:

DATE: CLASS:


Unidad 2 ¿Cómo es tu casa? (pp. 62–63)


Launch: 7T2 Reading aloud; 7C2 Everyday culture

Reinforce: 7L2 Following speech; 7L6 Improving speech; 7C4 Stories and songs

Lesson starters

Starter 1: Introducing está and recapping on country names (pair work)

Starter 2: Developing strategies for working out new language; recapping on adjective agreement; using resources to check work

Plenary

Practising choosing ser or estar as appropriate and giving the correct form (class work in groups)

Learning targets

Describing where you live

Using the verb estar (to be) for locations

Grammar

Agreement of adjectives

estar (full paradigm)

Skills


NC levels 1–4

PoS

1b apply grammar







3d use dictionaries



Contexts

The world around us: home town and local area



AT1/2–4

Understand listening texts about where people live (house/flat, countryside/town, etc.)

Understand poem about where people live

Speaking

AT2/3

Ask and answer about where people live


AT3/3

Understand written text about family and where someone lives

Identify missing words to complete text

Writing

AT4/1–2

Copy and complete short text

Key language

¿Vives en … ?

Vivo en …

una casa

un piso

o

¿Dónde está?

Está …

en el campo

en la montaña

en la costa

en una ciudad

en un pueblo

¿Cómo es tu piso/casa?

antiguo/a

moderno/a

bonito/a

nuevo/a

feo/a

cómodo/a

pequeño/a

viejo/a

grande


un/una

el/la

tu

en

¿dónde?

¿cómo?

estar (está)

ser (es)

vivir (vivo, vives)

y

o

pero

ICT opportunities

Differentiation





Numeracy

Literacy

Citizenship

Resources


Homework

Notes

Further practice of estar in Pupil’s Book, Gramática 4.2 (c), p. 132

SCHOOL: YEAR:

DATE: CLASS:


Unidad 3 Las habitaciones (pp. 64–65)


Reinforce: 7W2 High-frequency words; 7W5 Verbs present (-ar/-er)

Lesson starters

Starter 1: Revising language to do with houses; revising word order in sentences, including the position of adjectives (Electronic package option: Starter X)

Starter 2: Recapping on verb endings for –ar, –er and –ir verbs in the singular (group work)

Plenary

Developing techniques to identify and tackle areas of weakness

Reviewing and practising vocabulary and/or grammar of the unit (class work)

Learning targets

Talking about the rooms in your home

Recognising all forms of -ar and -er verbs

Grammar

–ar and –er verbs (full paradigm)

Skills


NC levels 2–4

PoS

1b apply grammar





3d use dictionaries




Contexts




AT1/3–4

Understand listening text about rooms in a house

Understand listening text about what people do in each room (1st person plural)

Speaking

AT2/4

Give a detailed description of a house from a picture


AT3/2

Understand sentences describing pictures

Identify the correct verb from two options to complete the sentences

Writing

AT4/2–3

Write short text describing the houses pictured

Copy and complete sentences using the correct verb

Key language

¿Qué hay en tu casa/piso … ?

abajo

arriba

fuera

mi dormitorio

Hay …

un aseo

un cuarto de baño

un dormitorio

el dormitorio de mis padres

el dormitorio de mi hermano

un salón

un garaje

un jardín

un comedor

un pasillo

una cocina

una terraza

comer

hablar

escuchar

leer

estudiar

ver


un/una

el/la

mi/mis

tu

de

en

y

hay

¿qué?

comer

hablar

escuchar

leer (lee)

ser (es)

ver

ICT opportunities

Producing a plan of a house

Creating and using reference materials

Differentiation



Numeracy

Literacy

Citizenship

Resources


Homework

Notes

Further practice of –ar and –er verbs in Pupil’s Book, Gramática 4.2 (a), p. 129



SCHOOL: YEAR:

DATE: CLASS:


Unidad 4 En mi dormitorio (pp. 66–67)


Reinforce: 7W1 Everyday words; 7W2 High-frequency words; 7T5 Assembling text; 7L1 Sound patterns

Lesson starters

Starter 1: Introducing the vocabulary for items of furniture; developing vocabulary learning strategies (Electronic package option: Starter X)

Starter 2: Revising the vocabulary for bedroom items, with emphasis on the correct form of the article (group work)

Plenary

Reviewing the vocabulary for classroom items

Reviewing prepositions (class work)

Learning targets

Describing your bedroom

Using prepositions

Grammar

estar

prepositions + del/de la

Skills


NC levels 1–3

PoS

1b apply grammar








Contexts




AT1/2–3

Understand listening texts about furniture items in a bedroom

Understand listening text about prepositions

Speaking

AT2/3

Give a detailed description of bedrooms from pictures


AT3/3

Understand written text about a bedroom, noting discrepancies between it and a picture of the same room

Writing

AT4/3–4

Write longer text describing their own bedroom

Key language

¿Qué hay...?

¿Qué tienes...?

En mi dormitorio hay …

No hay …

No tengo …

un armario

un equipo de música

una lámpara

una cama

una alfombra

una estantería

un ordenador

una mesa

una silla

una televisión

una puerta

una ventana

Hay/Tengo pósters en las paredes.

Prepositions

debajo (de)

delante (de)

detrás (de)

encima (de)

entre

al lado (de)

a la derecha (de)

a la izquierda (de)

… está(n) … del/de la


un, una

el, la

mi

estar

hay

a/al

de/del

en

entre

al lado de

debajo de

delante de

detrás de

encima de

tener (tengo)

ICT opportunities

Differentiation




Numeracy

Literacy

Prepositions

Citizenship

Resources


Homework

Notes

Further practice of prepositions/del in Pupil’s Book, Gramática 5, p. 134

SCHOOL: YEAR:

DATE: CLASS:


Unidad 5 ¿Qué haces? (pp. 68–69)


Launch: 7W5 Verbs present (stem-changing verbs)

Reinforce: 7W7 Learning about words (patterns of stem-changing verbs); 7S9 Using simple sentences; 7C4 Stories and songs

Lesson starters

Starter 1: Reviewing high-frequency verbs (escucho, bebo, estudio, hablo, leo, como (class work)

Starter 2: Consolidating the vocabulary for activities (Electronic package option: Starter X)

Plenary

Developing revision techniques


Learning targets

Talking about activities you do in your bedroom

Using stem-changing verbs

Grammar

Stem-changing verbs: dormir and jugar (full paradigm)

Skills


NC levels 1–4

PoS

1b apply grammar











5g listen and read for personal enjoyment

Contexts




AT1/2–3

Understand listening texts about activities people do in their bedroom

Understand song about activities people do in their bedroom

Speaking

AT2/3

Ask and answer about bedroom activities


AT3/3

Understand a longer written text about the activities someone does in his bedroom

Writing

AT4/1, 3–4

Write short text describing what they do in their bedrooms

Write out verbs from song in ‘I’ form

Key language

¿Qué haces en tu dormitorio?

Duermo.

Juego con el ordenador.

Hablo por teléfono.

Escucho música.

Mando mensajes.

Bebo Coca-cola.

Estudio.

Como bocadillos.

Leo libros.

Veo la televisión.

Navego por Internet.


el, la

tu

en

con

por

y

¿qué?

hablar

hacer

jugar

escuchar

beber

comer

leer

ver

ICT opportunities

Differentiation




Pupil’s Book, Te toca a ti, p. 121, exs 2–3

Numeracy

Literacy

Citizenship

Resources


Homework

Notes

Further practice of stem-changing verbs in Pupil’s Book, Gramática 4.2 (b), pp. 130–1




SCHOOL: YEAR:

DATE: CLASS:

MIRA 1 Módulo 5 El tiempo libre

Unidad 1 Mi tiempo libre (pp. 78–79)


Launch: 7W5 Verbs present (and past); 7S7 Time and tenses; 7T3 Checking before reading

Reinforce:; 7S1 Typical word order; 7S3 Adapting sentences (reinforce

Lesson starters

Starter 1: Developing strategies for working out new language (Electronic package option: Starter X)

Starter 2: Consolidating the expressions for activities, focusing on high-frequency verbs (pair work)

Plenary

Practising expressions of frequency (class work in groups)

Learning targets

Saying what you do in your free time

Using salir (to go out) and hacer (to do)

Grammar

Expressions of frequency

a + definite article (al/a la)

Irregular verbs salir and hacer (full paradigm)

Skills


NC levels 1–4

PoS

1b apply grammar





2h scan texts





4a work with authentic materials

4b communicate with native speakers

4c compare home and TL culture

4d knowledge of experiences and perspectives





Contexts

Personal and social life: free time and social activities



AT1/3

Understand listening texts about free-time activities and how frequently they are done

Speaking

AT2/3

Ask and answer about what they do in their free time

Ask and answer about free time activities using picture prompts


AT3/2, 4

Understand expressions of frequency

Understand gist of a written text

Understand a written text about free time activities

Writing

AT4/3–4

Write sentences describing what they do in their free time

Key language

¿Qué haces en tu tiempo libre?

Voy al cine.

Voy a la piscina.

Voy de compras.

Salgo con mis amigos.

Hago mis deberes.

Monto en bicicleta.

Escucho música.

Veo la televisión.

Navego por Internet.

Juego con mi ordenador.

No hago mis deberes.

todos los días

los fines de semana

los lunes

una vez por semana

dos veces a la semana


el, la, los

mis

a, al

de

con

en

por

escuchar

hacer

ir

jugar

ver

no

ICT opportunities


E-mailing Spanish pupils

Differentiation




Numeracy

Literacy

Citizenship

Finding out about the experience of teenagers in another country

Resources


Homework

Notes

Further practice of salir and hacer in Pupil’s Book, Gramática 4.2 (c), p. 132

SCHOOL: YEAR:

DATE: CLASS:


Unidad 2 ¿Qué hora es? (pp. 80–81)


Reinforce: 7L2 Following speech; 7L4 Classroom talk

Lesson starters

Starter 1: Recapping on numbers

Starter 2: Revising times (Electronic package option: Starter X)

Plenary

Practising times (class work)

Learning targets

Telling the time

Using the verb ir (to go)

Grammar

The irregular verb ir (whole paradigm)

Skills


NC levels 1–4

PoS

1b apply grammar





2h scan texts








Contexts




AT1/1–3

Understand vocabulary for telling the time

Understand listening text about times

Speaking

AT2/1, 4

Repeat the expressions for telling the time

Ask and answer about the times specific things happen


AT3/4

Understand song about free time activities and times

Identify the missing words

Classify words by grammatical category

Writing

AT4/3

Write short dialogues using the pictures of clocks to ask and give the time

Key language

¿Qué hora es?

Es la una.

Son las dos …

y cinco

y diez

y cuarto

y veinte

y veinticinco

y media

menos veinticinco

menos veinte

menos cuarto

menos diez

menos cinco

¿A qué hora … ?

¿ … vas al cine?

¿... escuchas música?

¿... sales con tus amigos?

¿... vas de compras?

¿... navegas por Internet?

¿... vas a la piscina?

¿... ves la televisión?

A las cuatro.

de la mañana

de la tarde

de la noche


la/las

tus

a/al/a la

de/de la

con

por

¿qué?

escuchar (escuchas)

ir

ser (es, son)

ver (ves)

y

ICT opportunities

Differentiation



Numeracy

Mental arithmetic

Literacy

Citizenship

Resources


Homework

Notes

Further practice of ir in Pupil’s Book, Gramática 4.2 (c), p. 132

SCHOOL: YEAR:

DATE: CLASS:


Unidad 3 ¿Qué deportes haces? (pp. 82–83)


Reinforce: 7W6 Letters and sounds; 7L1 Sound patterns; 7T2 Reading aloud; 7T5 Assembling text

Lesson starters

Starter 1: Developing strategies for working out new language (pair work)

Starter 2: Consolidating the vocabulary for sports (pair work)

Plenary

Quiz based on the Mini-test reviewing key points of the unit so far (class work in groups)

Learning targets

Talking about sports

Practising pronunciation

Grammar

Skills


NC levels 1–4

PoS





2h scan texts









Contexts




AT1/2–4

Understand listening text about sports

Listen to note down missing words

Speaking

AT2/3

Practise pronunciation of h, v, ce/ci, j, qu (review)

Ask and answer about what sports people do


AT3/4

Understand written text about sports

Identify missing words

Understanding longer text (quiz and solutions)

Writing

AT4/2, 4

Rewrite jumbled sentences in the correct order

Write short text giving answers to quiz questions

Key language

¿Qué deportes haces?

Hago …

atletismo

ciclismo

equitación

esquí

natación

patinaje

Juego …

al baloncesto

al fútbol

al tenis

al voleibol

al hockey


al

¿qué?

muy

poco

hacer (hago, haces)

jugar (juego)

ser (eres)

y

sí

no

ICT opportunities

Internet research

Differentiation




Numeracy

Literacy

Citizenship

Resources

CD 3 tracks 8 -10; Workbooks A and B, p. 44

Homework

Notes



SCHOOL: YEAR:

DATE: CLASS:


Unidad 4 Me gusta ir al cine (pp. 84–85)


Reinforce: 7W8 Finding meanings; 7S6 Compound sentences; 7L5 Spontaneous talk

Lesson starters

Starter 1: Reviewing me gusta(n) + noun

Starter 2: Consolidating the structures me gusta/me encanta/prefiero + infinitive (can be done in pairs)

Plenary

Summarising how me gusta(n) is used

Recapping on expressions followed by an infinitive

Learning targets

Saying what you like to do

Using me gusta and the infinitive

Grammar

me gusta/me encanta + infinitive

prefiero + infinitive

Skills


NC levels 1–4

PoS

1b apply grammar









Contexts




AT1/1, 4

Understand vocabulary for free-time activities and sports

Understand listening texts about likes/dislikes, free-time activities/sports and reasons for liking/disliking

Speaking

AT2/4

Ask and answer about what they do in their free time and why


AT3/1, 3

Understand written text about free time activities and opinions (likes/dislikes/preferences)

Identify the infinitive forms of verbs

Understand expressions used to give opinions

Writing

AT4/3

Copy and complete the text replacing the pictures with words

Write a short text saying what they do in their free time

Key language

¿Qué (no) te gusta hacer en tu tiempo libre?

Me gusta (mucho) …

Me encanta …

No me gusta …

No me gusta nada.

Prefiero…

jugar al fútbol

hacer atletismo

navegar por Internet

ir al cine

salir con mis amigos

ver la televisión

hacer mis deberes

escuchar música

ir de compras

hacer natación

¿Por qué?

Porque

es divertido/sano/barato/interesante/fácil/aburrido/caro/bueno …


al

tu

me

te

en

porque

y

¿qué?

¿por qué?

escuchar

hacer

ir

jugar

se (es)

ver

mucho

no

ICT opportunities

Differentiation




Numeracy

Literacy

The infinitive

Citizenship

Resources


Homework

Notes

Further practice of me gusta + infinitive in Pupil’s Book, Gramática 4.5 p. 133 and of me gusta/me encanta/prefiero + infinitive in Pupil’s Book, Gramática 4.6, pp. 133–4

SCHOOL: YEAR:

DATE: CLASS:


Unidad 5 ¿Qué vas a hacer? (pp. 86–87)


Launch: 7W5 Verbs present (and past) (future)

Reinforce: 7S1 Typical word order; 7T6 Texts as prompts for writing

Lesson starters

Starter 1: Reviewing the full present tense of ir (to go) (Electronic package option: Starter X)

Starter 2: Consolidating the near future tense

Plenary


Learning targets

Saying what you are going to do

Using ir (to go) and the infinitive

Grammar

The near future tense (ir a + infinitive)

Time expressions indicating the future

Skills


NC levels 1–5

PoS

1b apply grammar










Contexts


Personal and social life: holidays and special occasions



AT1/5

Understand listening text about what activities people are going to do in the future (near future tense)

Speaking

AT2/3

Ask and answer about what they are going to do at various times in the future


AT3/4

Understand written text about free time activities and sports

Writing

AT4/2, 4–5

Write short text describing what they are going to do in the holidays (near future tense)

Copy and complete sentences

Copy sentences supplying the correct phrase from the two options given in each case

Write longer text saying what they and their family do in their free time and what they are going to do in the holidays

Key language

¿Qué vas a hacer … ?

mañana

la semana que viene

este fin de semana

en las vacaciones

Voy a …

jugar al fútbol

jugar al voleibol

jugar al tenis

hacer esquí

hacer ciclismo

hacer natación

hacer equitación

hacer patinaje

ir al cine

ir de compras


la/las

a/al

de

en

y

mañana

¿qué?

que

hacer

ir (all parts)

jugar

venir (viene)

este

ICT opportunities

Differentiation





Numeracy

Literacy

Talking about the future

The infinitive

Citizenship

Resources

CD 3 track 14; Workbooks A and B, p. 46

Homework

Notes

Further practice of the near future tense in Pupil’s Book, Gramática 4.3, pp. 132–3



Pupil’s Book, Prepárate, p. 89; Workbooks A and B, Prepárate, p. 47–48

SCHOOL: YEAR:

DATE: CLASS:

MIRA 1 Módulo 6 En la ciudad

Unidad 1 ¿Cómo es tu ciudad? (pp. 96–97)


Reinforce: 7C1 Geographical facts; 7T1 Reading using clues

Lesson starters

Starter 1: Reviewing key adjectives and adjective agreement (Electronic package option: Starter X)

Starter 2: Practising using adjectives and the qualifiers un poco, bastante, muy (can be done in pairs)

Plenary

Quiz on adjectives (class work in groups)

Learning targets

Saying what your town is like

Building longer sentences using porque (because) and pero (but)

Grammar

Adjectival endings

Qualifiers: un poco, bastante, muy

Connectives: porque, pero

Skills


NC levels 3–4

PoS


1b apply grammar








Contexts




AT1/3–4

Understand listening texts in which people describe where they live in more detail and give reasons for their opinions

Speaking

AT2/3

Ask and answer about where people live and what it is like


AT3/3

Understand written text about where people live

Writing

AT4/3

Write sentences giving opinions and preferences about towns/cities and reasons for these

Key language

¿Vives en una ciudad o un pueblo?

Vivo en …

un pueblo

una ciudad

¿Cómo es tu ciudad/pueblo?

(No) Es …

moderno/a

industrial

pequeño/a

grande

histórico/a

tranquilo/a

importante

túristico/a

bonito/a

feo/a

muy

bastante

un poco

Me gusta … pero prefiero … porque …


un/una

me

tu

en

o

y

pero

porque

¿cómo?

muy

bastante

poco

ser (es)

vivir (vivo, vives)

no

ICT opportunities

Differentiation



Numeracy

Literacy

Citizenship

Resources


Homework

Notes

SCHOOL: YEAR:

DATE: CLASS:


Unidad 2 ¿Qué hay? (pp. 98–99)


Reinforce: 7S5 Basic negatives; 7T1 Reading using clues; 7C2 Everyday culture

Lesson starters

Starter 1: Developing strategies for working out new language (Electronic package option: Starter X)

Starter 2: Recapping on places in town; practising the definite and indefinite articles.

Plenary

Recapping on language in the unit

Practising using connectives (group work)

Learning targets

Asking about places in town

Using hay to say what there is

Grammar

Review of indefinite and definite articles

muchos/muchas

Skills


NC levels 1–4

PoS

1b apply grammar




2e vary language

2h scan texts




4b communicate with native speakers

4c compare home and TL culture

4d knowledge of experiences and perspectives








Contexts




AT1/3

Understand listening text about places in town

Speaking

AT2/3

Play a game listing places in a town


AT3/4

Understand longer written text about places in town

Writing

AT4/3–4

Write short text describing their own town

Write longer text describing their town in more detail

Key language

¿Qué hay?

Hay …

No hay …

un estadio

un centro comercial

un cine

un parque

un mercado

un polideportivo

un museo

un castillo

un hospital

una estación de autobuses/trenes

una plaza

una playa

una piscina

una plaza de toros

una tienda

Vivo en …

Es muy …

(No) Me gusta … porque …


un/una/unos/unas

de

¿qué?

muchos/muchas

hay

no

ICT opportunities

Writing and sending an e-mail

Differentiation




Numeracy

Literacy

Citizenship

Finding out about the experiences of people in another country

Resources

CD 3 track 21; Workbooks A and B, p. 53

Homework

Notes

SCHOOL: YEAR:

DATE: CLASS:


Unidad 3 ¿Quieres ir al cine? (pp. 100–101)


Reinforce: 7S4 Basic questions; 7L3 Gist and detail; 7C5 Social conventions

Lesson starters

Starter 1: Revising the days of the week; developing strategies to work out and apply language patterns (group work)

Starter 2: Consolidating the structure quieres + infinitive; consolidating al and a la (class work)

Plenary

Self-testing on the language of the unit so far using the Mini-test

Checking a partner’s work/redrafting (pair work)

Learning targets

Making and responding to invitations

Using querer (to want)

Grammar

querer

al/a la + noun

Skills


NC levels 1–4

PoS

1b apply grammar





2e vary language






Contexts




AT1/3–4

Understand listening text in which people discuss/make arrangements for going out

Understand longer listening text in which people discuss/make arrangements for going out

Speaking

AT2/4

Ask and answer about going out


Writing

AT4/3

Play game with dice and write short dialogues to practise invitations

Key language

Places in town (see Unit 2)

Day of the week

Times

¿Quieres ir al/a la … ?

¿Cuándo?

¿A qué hora … ?

Vale/Bueno/De acuerdo/Está bien

Lo siento, no puedo.


a/al/a la

bueno

¿cuándo?

¿qué?

ir

poder (puedo)

querer (quieres)

no

ICT opportunities

Differentiation





Numeracy

Literacy

Citizenship

Resources


Homework

Notes

Further information on querer in Pupil’s Book, Gramática 4.2 (b), p. 130-1, and further practice in Pupil’s Book, Gramática 4.6, pp. 133–4



SCHOOL: YEAR:

DATE: CLASS:


Unidad 4 ¿Qué tiempo hace? (pp. 102–103)


Reinforce: 7W7 Learning about words; 7S2 Sentence gist; 7L6 Improving speech

Lesson starters

Starter 1: Reviewing grammatical terms; thinking about how words work in a sentence (Electronic package option: Starter X)

Starter 2: Consolidating weather expressions and reviewing language for activities (class work)

Plenary


Learning targets

Talking about the weather

Using cuando (when) to join bits of information

Grammar

Skills


NC levels 1–4

PoS

1b apply grammar











Contexts

The world around us: the natural and made environment




AT1/2, 4

Understand listening text about the weather

Understand longer listening text giving a weather forecast

Understand song about the weather

Speaking

AT2/4

Ask and answer about the weather

Prepare (and give) a presentation on where they live, the weather there and their hobbies


Writing

AT4/3–4

Write short text describing the weather in each season

Key language

¿Qué tiempo hace?

Hace buen tiempo.

Hace mal tiempo.

Hace calor.

Hace frío.

Hace sol.

Hace viento.

Hay niebla.

Hay tormenta.

Llueve.

Nieva.

en primavera/invierno/verano/otoño

cuando

Leisure activities from Module 5


me

en

¿qué?

hacer (hace)

vivir (vivo)

hay

no

ICT opportunities

Differentiation




Numeracy

Literacy

Citizenship

Resources


Homework

Notes

SCHOOL: YEAR:

DATE: CLASS:


Unidad 5 Este fin de semana (pp. 104–105)


Reinforce: 7W5 Verbs present (and past) (near future); 7S7 Time and tenses; 7T6 Texts as prompts for writing

Lesson starters

Starter 1: Reviewing the near future tense (pair work)

Starter 2: Developing reading skills (scanning texts to get gist); revising time expressions

Plenary


Learning targets

Using two tenses together

Saying what you do in town

Grammar

Questions forms and answers – see query in Module grid

Present tense + near future

Skills


NC levels 1–5

PoS

1b apply grammar




2e vary language

2h scan texts




3d use dictionaries









Contexts




AT1/5

Understand listening text about what people usually do at the weekend and what they are planning to do this weekend (near future tense)

Understand listening text about where someone lives and what she usually does/is planning to do this weekend (near future tense)

Speaking

AT2/5

Make up sentences about the present and future using picture prompts

Prepare (and give) a presentation on where they live, the weather there and their hobbies, including details of what they plan to do this weekend (near future tense)


AT3/5

Understand longer written text about where someone lives, what there is to do there and what she’s going to do this weekend (near future tense)

Identify verbs in the present and near future tenses

Match sentence halves by sense/using grammar

Writing

AT4/5

Write longer text describing their town and what you can do there, and giving details of what they are going to do this weekend (near future tense)

Key language

normalmente

ahora

voy al centro commercial

juego al fútbol

hago ciclismo

voy al cine

hago mis deberes

mañana

este fin de semana

los fines de semana

en las vacaciones

voy a ir de compras

voy a jugar con mi ordenador

voy a hacer natación

voy a ir al estadio

voy a hacer equitación


los/las

mis

a/al

con

de

en

ahora

mañana

hacer (hacer, hago)

ir (ir, voy)

jugar (jugar, juego)

este

ICT opportunities

Creating a webpage

Differentiation





Numeracy

Literacy

Time expressions and tense

Citizenship

Resources


Homework

Notes



Pupil’s Book, Prepárate, p. 107; Workbooks A and B, Prepárate, pp. 57–58

Documents

SCHOOL: YEAR:assets.pearsonschool.com/asset_mgr/current/201224/Mira_Yea… · Web view1–3 Understand listening texts in which people introduce themselves, say which city they