MIRA EXPRESS 2 CD SoWassets.pearsonschool.com/asset_mgr/current/201224/MiraExpr… · Web viewPupil’s Book, Te toca a ti, p. 115, exs 1–3. Literacy Citizenship Resources CD

MIRA EXPRESS 2 CD SoW


SCHOOL:YEAR:

DATE:CLASS:

MIRA EXPRESS 2 Módulo 1 Mi vida

Unidad 1 Presentaciones (pp. 6–7)

Framework objectives

Launch: 8W5 Verb tenses (present tense); 9W3 Words about language

Reinforce: 8W4 Word endings; 8S4 Question types; 8C3 Daily life and young people

Lesson starters

Starter 1: Revising some high-frequency regular verbs and the concept of verb endings

Starter 2: Reintroducing me gusta and me gustan (etc.) with nouns; applying a pattern to new language

Plenary

Summarising and practising me gusta/me gustan and related expressions (team game)

Learning targets

Talking about activities

Expressing opinions using me gusta …

Grammar

Present tense (I/you singular forms)

– -ar verbs

– irregular verbs salir, hacer, ir

Verb structures which change with plural nouns: (no) me gusta(n), me encanta(n), me interesa(n)

Skills

(Programmes of study)

NC levels 2–4

PoS

2i summarise and report

4b communicate with native speakers

5b respond to classroom events

5c express feelings and opinions

5h use language for real purposes

Contexts

Personal and social life: free time and social activities

Learning outcomes …

Listening and responding

AT1/2–3

Understand listening text about free-time activities

Understand listening texts featuring opinions on free-time activities

Speaking

AT2/3–4

Ask and answer questions on free-time activities (including opinions)

Reading and responding

Writing

AT4/3

Write a short text on free-time activities

Key language

¿Qué haces en tu tiempo libre?

Bailo.

Chateo por internet.

Escucho música.

Hago deporte.

Juego con el ordenador.

Mando

mensajes.

Salgo con mis amigos.

Voy de compras.

¿Qué te gusta?

Me gusta…

Me interesa …

Me encanta …

el fútbol/ la música/la natación

Me gustan …

Me interesan …

Me encantan …

los cómics/los videojuegos/las hamburguesas

¿Qué no te gusta?

No me gusta la música.

Odio el fútbol.

No me interesan los cómics.

High-frequency words

el, la, los, las

me, te

con

en

y

pero

no

¿cómo?

¿cuántos?

¿qué?

también

hacer (hago, haces)

escuchar (escucho, escuchas)

jugar (juego)

ir (voy, vas)

tener (tienes)

ICT opportunities

E-mail contact with a Spanish school

Differentiation

Reinforcement: Cuaderno A, p. 2

Pupil’s Book, Gramática, p. 20, exs 1–2

Pupil’s Book, Te toca a ti, p. 114, ex. 1

Extension: Cuaderno B, p. 2

Literacy

Verb forms

Citizenship

Resources

CD 1 tracks 000; Cuadernos A and B, p. 2

Homework

Notes

Further information on the irregular verbs hacer, salir and ir in Pupil’s Book, Gramática 4.2 (d)

Assessment for learning:

Resource & Assessment Module 1 Gramática Worksheet The present tense of regular and irregular verbs


SCHOOL:YEAR:

DATE:CLASS:


Unidad 2 Mis amigos (pp. 8–9)


Reinforce: 8S1 Word, phrase and clause sequencing; 8T7 Checking inflections and word order

Lesson starters

Starter 1: Introducing adjectives for describing people; using strategies to work out new vocabulary

Starter 2: Reviewing high-frequency irregular verbs ser and tener

Plenary

Reviewing the vocabulary of the unit

Developing vocabulary learning strategies

Learning targets

Describing friends using adjectives

Using y, pero, también, nunca

Grammar

Adjective agreement (all forms)

Present tense of ser/tener (full paradigm)

Skills


NC levels 2–4

PoS

1b apply grammar

3a memorise words and phrases

3c knowledge of language

5a communicate in pairs, etc.

Contexts

Personal and social life: self, family and personal relationships



AT1/2–4

Understand listening texts on personal characteristics

Note key words (y, pero, no, también and nunca) when listening

Understand listening text on physical characteristics (hair/eyes)

Understand listening text describing friend in detail

Speaking

AT2/3

Ask and answer questions to identify people in the class


Writing

AT4/4

Write a dialogue describing a friend

Key language

¿Cómo es (tu mejor amigo/a)?

Es …

alto/a

bajo/a

delgado/a

guapo/a

¿Cómo es de carácter?

Es …

No es …

Nunca es …

divertido/a

generoso/a

hablador(a)

inteligente

perezoso/a

serio/a

¿Cómo es su pelo?

Tiene el pelo …

castaño/negro/pelirrojo/rubio

corto/largo/ondulado

¿De qué color son sus ojos?

Tiene los ojos …

azules/grises/marrones/verdes


un, una

el, los

mi, tu, su

se

de

y

pero

no

sí

¿cómo?

¿cuántos?

también

ser

tener

nunca

ICT opportunities

Differentiation



Pupil’s Book, Te toca a ti, p. 115, exs 1–3

Literacy

Citizenship

Resources

CD 1 tracks 000; Cuadernos A and B, p. 3; Flashcards 1–10

Homework

Notes

Further information on agreement of adjectives in Pupil’s Book, Gramática 3.1, and on the irregular verbs ser and tener in Pupil’s Book, Gramática 4.2 (d)


Resource & Assessment Module 1 Gramática Worksheet The present tense of the irregular verbs ser (to be) and tener (to have)


SCHOOL:YEAR:

DATE:CLASS:


Unidad 3 Tu nacionalidad (pp. 10–11)


Reinforce: 8W1 Adding abstract words; 8T2 Expression in text; 8T3 Language and text types

Lesson starters

Starter 1: Using reading strategies to work out new vocabulary

Starter 2: Revising descriptions of how people look; revising adjective agreement and position

Plenary

Introducing the Mini-test feature

Developing techniques to identify and tackle areas of weakness

Learning targets

Understanding nationalities

Writing an extended text

Grammar

Adjective agreement: nationalities

Skills


NC levels 2–4

PoS

1a sounds and writing

2j redraft and improve writing


5f use language creatively

Contexts




AT1/2–4

Understand listening text on nationalities

Understand listening text giving a range of personal details

Speaking

AT2/2, 4

Ask and answer questions to identify people from their nationalities


AT3/4

Understand a longer text covering a range of topics (personal details, character/physical description, free-time activities, daily routine, etc.)

Writing

AT4/4

Write a longer text covering a range of topics (personal details, character/physical description, free-time activities, daily routine, etc.)

Key language

¿Cuál es tu nacionalidad?

Soy …

argentino/a

chileno/a

colombiano/a

escocés/escocesa

español(a)

estadounidense

galés/galesa

inglés/inglesa

irlandés/irlandesa

mexicano/a


de

¿cómo?

¿cuál?

¿cuántos?

¿qué?

ser (soy)

y

pero

también

ICT opportunities

Word-processing

Differentiation


Pupil’s Book, Gramática, p. 20, ex. 3



Literacy

Evaluating and improving written work

Citizenship

Resources


Homework

Notes

Further information on nationalities in Pupil’s Book, Gramática 3.1


SCHOOL:YEAR:

DATE:CLASS:


Unidad 4 ¿Adónde vas? (pp. 12–13)


Launch: 8W5 Verb tenses (near future tense)

Reinforce: 8S8 Using high-frequency words & punctuation clues; 8L3 Relaying gist & detail

Lesson starters

Starter 1: Revising vocabulary for places in town; using reading strategies to work out new vocabulary

Starter 2: Revising the present tense of ir

Plenary

Summarising and practising the near future tense

Learning targets

Talking about places in town

Using the near future tense

Grammar

a + el = al

The near future tense

Skills


NC levels 2–5

PoS

1b apply grammar

2b pronunciation and intonation



Contexts

The world around us: home town and local area




AT1/2, 4

Understand listening texts about places in a town/activities

Speaking

AT2/3

Prompt with a place + present tense and respond with an activity + near future tense


AT3/3, 5

Understand a text detailing what someone is going to do during the coming week

Writing

AT4/1, 4–5

Write a list of infinitives used in sentences featuring the near future tense

Write a longer text describing what they are going to do during the coming week

Key language

¿Adónde vas?

Voy …

al centro comercial

al cine

al estadio

al parque

al salón recreativo

a la bolera

a la discoteca

a la playa

¿Qué vas a hacer?

Voy a …

bailar

ir de compras

jugar al fútbol

jugar al futbolín

jugar a los bolos

tomar el sol

ver un partido de fútbol

ver una película

el lunes

el martes

el miércoles

el jueves

el viernes

el sábado

el domingo


el, la, los

un, una

a (a, al)

de

¿qué?

hacer

ver

ir (voy, vas)

jugar

tomar

ICT opportunities

Differentiation





Cuaderno A, ¡Extra! 1, p. 7

Literacy

Verb tenses

Using reference materials

Citizenship

Resources


Homework

Notes

Further information on al in Pupil’s Book, Gramática 5, and on the near future tense Pupil’s Book, Gramática 4.3


Resource & Assessment Module 1 Gramática Worksheet The near future tense


SCHOOL:YEAR:

DATE:CLASS:


Unidad 5 Una entrevista (pp. 14–15)


Launch: 8S7 Present, past and future

Reinforce: 8W2 Connectives; 8W5 Verb tenses (present and future tenses); 8L2 Media listening skills

Lesson starters

Starter 1: Practising forming the near future tense

Starter 2: Practising using the near future tense

Plenary

Quiz using the Resumen section to review key points of the module (team activity)

Introducing the Resumen section as a self-testing resource

Learning targets

Doing an extended interview

Using the present and the near future tenses together

Grammar

The present and near future tenses

Skills


NC levels 4–5

PoS

1c use a range of vocab/structures

2a listen for gist and detail

2d initiate/develop conversations

2h scan texts

Contexts




AT1/4

Understand an interview where personal details and details of daily routine are given

Understand a listening text about plans for tomorrow

Speaking

AT2/5

Ask and answer questions in an interview context, giving personal details and details of daily routine and plans for tomorrow


AT3/5

Understand a longer text covering a range of topics (personal details, character/physical description, free-time activities, daily routine, plans for tomorrow, etc.)

Writing

AT4/5

Writing sentences about their own daily routine and plans for tomorrow

Key language

Language from the module

¿A qué hora te levantas/acuestas?

Me levanto/Me acuesto a las …

¿Qué haces en tu tiempo libre?

normalmente

por la mañana

por la tarde

luego

después

juego/voy …

¿Qué vas a hacer mañana?

Mañana voy a jugar/ir …


la, las

te

tu

a

me

con

en

por

¿qué?

mañana

luego

hacer (hago)

ir (vas, voy)

jugar (juego)

salir (salgo)

ver (veo)

ICT opportunities

Differentiation





Cuaderno B, ¡Extra! 1 and 2, pp. 7–8

Pupil’s Book, ¡Extra!, pp. 18–19

Literacy

Verb tenses

Citizenship

Resources


Homework

Notes

Further information on the present tense in Pupil’s Book, Gramática 4.2, and the near future tense in Pupil’s Book, Gramática 4.3


Pupil’s Book, Resumen, p. 16; Cuadernos A and B, Resumen, p. 9

Pupil’s Book, Prepárate, p. 17; Cuadernos A and B, ¡Extra! 1 and 2, pp. 7–8

Resource & Assessment Module 1 Gramática Worksheets Reflexive verbs and Contrasting the present and the near future tenses


SCHOOL:YEAR:

DATE:CLASS:

MIRA EXPRESS 2 Módulo 2 ¡Diviértete!

Unidad 1 La televisión (pp. 24–25)


Reinforce: 8S2 Connectives in extended sentences; 8S6 Substituting and adding; 8L6 Expression in speech

Lesson starters

Starter 1: Introducing the vocabulary for television programmes; using strategies to work out new vocabulary

Starter 2: Practising adjective agreement; applying recognised patterns to new language

Plenary

Summarising and practising adjective endings; expressing an opinion using porque and giving a reason for it

Learning targets

Talking about television programmes

Giving opinions using adjectives

Grammar

Agreement (nouns, verbs, adjectives)

Skills


NC levels 3–5

PoS

1b apply grammar


2f adapt previously learned language

3b interpret meaning


4a work with authentic materials


Contexts




AT1/3, 5

Understand a listening text about different people’s favourite types of television programme.

Understand a listening text and note specific television programme names.

Understand a conversation about what’s on television.

Speaking

AT2/4–5

Ask and answer questions about favourite types of television programme, giving reasons.

Discuss what programmes they are going to watch, giving opinions and reasons.


AT3/3

Understand a text in which someone gives his opinion of different types of television programme and explains the reasons.

Writing

AT4/4

Write eight sentences about the television programmes they like, giving opinions and reasons.

Key language

¿Cuál es tu programa favorito?

Mi programa favorito se llama …

Es …

un programa de música

un programa de deporte

un programa de telerealidad

un concurso

un documental

una comedia

una serie de policías

una telenovela

el telediario

el tiempo

¿Por qué te gusta?

Porque es …

Prefiero/Me encantan/gustan/

interesan …

Odio/No me gustan …

los concursos/las comedias/los programas de deporte porque son …

emocionantes

divertidos/as

interesantes

educativos/as

informativos/as

aburridos/as

malos/as

tontos/as

¿Qué ponen ?

¿Qué vamos a ver ?

Hay/Ponen (un documental).


un, una

los, las

a

de

mi, tu

te, se

¿cuál?

¿por qué?

¿qué?

porque

no

ir (vamos)

ser (es, son)

ver

hay

ICT opportunities

Internet research

Differentiation





Literacy

Citizenship

Resources


Homework

Notes


Resource & Assessment Module 2 Gramática Worksheet Making adjectives agree (1)


SCHOOL:YEAR:

DATE:CLASS:


Unidad 2 Las películas (pp. 26–27)


Launch: 9W2 Connectives in complex sentences; 9W3 Words about language; 9C3 Youth attitudes to sport/popular culture

Reinforce: 8L4 Extending sentences

Lesson starters

Starter 1: Revising comparatives

Starter 2: Reviewing comparatives; revising the vocabulary for types of films

Plenary

Summarising and practising comparatives

Learning targets

Talking about films

Comparing things using más … que (more … than)

Grammar

Comparatives

Skills


NC levels 3–5

PoS

1b apply grammar


4b communicating with native speakers

4d knowledge of experiences and perspectives



Contexts




AT1/3–4

Understand people saying what type of films they like

Understand people comparing different types of films using comparatives

Speaking

AT2/4

Ask and answer questions about film preferences, giving reasons using comparatives


AT3/4–5

Understand statements comparing different types of films using comparatives

Understand a detailed text about film preferences, featuring comparatives

Writing

AT4/4–5

Write sentences comparing different types of films using comparatives

Write a text talking about plans to go to the cinema, including opinions and comparisons

Key language

¿Qué tipo de películas (no) te gustan?

(No) Me gusta …

los dibujos animados

las películas de amor

las películas de acción

las películas de terror

las películas de ciencia-ficción

las películas de guerra

las películas del Oeste

las películas de artes marciales

las comedias

más … que/menos … que

mejor(es)/peor(es)


los, las

me, te

de

no

¿qué?

que

más

menos

mejor

ICT opportunities


Differentiation





Literacy

Comparatives

Citizenship

Cultural knowledge

Resources


Homework

Notes

Further information on comparatives in Pupil’s Book, Gramática 3.3



SCHOOL:YEAR:

DATE:CLASS:


Unidad 3 ¿Te gustaría ir a la bolera? (pp. 28–29)


Launch: 8C5 Colloquialisms; 9W5 Verbs tenses (+ conditional) (conditional)

Reinforce: 8S5 Negative forms and words

8L5 Unscripted speech

Lesson starters


Starter 2: Revising the vocabulary for the days of the week

Plenary

Using the Mini-test to review the language of the unit

Identifying resources for support in learning

Learning targets

Inviting someone to go out

Adding expression to your spoken Spanish

Grammar

Using prepositions (including a + el = al, de + el = del)

¿Te gustaría … ? + the infinitive

Skills


NC levels 4–5

PoS


2c ask and answer questions





5i work in variety of contexts

Contexts




AT1/4

Understand a listening text in which people arrange to go out (noting details of the arrangements)

Note a range of key words when listening

Speaking

AT2/4

Make up dialogues making arrangements to go out


AT3/5

Understand a text (online chat) where two people discuss arrangements to go out

Writing

AT4/4–5

Write a dialogue between two people chatting online

Key language

¿Te gustaría … ?

..ir al parque

.. ir a la bolera

.. ir de compras

¿A qué hora?

a la una

a las tres

a las cinco y cuarto

a las seis y media

a las siete menos cuarto

a las ocho

a las nueve

¿Dónde quedamos?

delante de la discoteca

detrás del centro comercial

en el parque

en la bolera

en la calle

en tu casa

De acuerdo.

Vale.

Muy bien.

No tengo ganas.

¡Ni hablar!

¡Ni en sueños!

Bueno …

Pues …

A ver …

Hasta luego.

Adiós.

Hasta pronto.


el, la, las

a (al)

de (del)

en

te

tu

y

muy

no

bueno

¿dónde?

¿qué?

ir

menos

ICT opportunities

Internet research

Differentiation






Literacy

Prepositions

Recognising features of different text types

Citizenship

Resources


Homework

Notes

Further information on prepositions in Pupil’s Book, Gramática 5


Pupil’s Book, Mini-test, p. 29


SCHOOL:YEAR:

DATE:CLASS:


Unidad 4 No puedo … (pp. 30–31)


Reinforce: 8W8 Non-literal meanings; 8S3 Modal verbs; 8C4 Poems, jokes, songs & stories

Lesson starters

Starter 1: Introducing the concept of non-literal meanings; using reading strategies to work out new language

Starter 2: Reintroducing the concept of stem-changing verbs

Plenary

Summarising (and testing) the stem-changing verbs querer and poder

Reviewing the language for excuses (team game)

Learning targets

Making excuses

Using querer and poder

Grammar

tener/tengo que

poder

querer

Skills


NC levels 2–4

PoS




3d use dictionaries


Contexts




AT1/2–4

Understand listening texts about excuses for refusing an invitation

Understand a song about excuses for refusing an invitation

Speaking

AT2/3

Make up dialogues inviting someone out/refusing an invitation


AT3/4

Identify the Spanish for English words using the context of a longer text

Writing

AT4/4

Write a sentence, using connectives/time phrases to make it as long as possible

Key language

¿Quieres …?

chatear por internet

ir a la discoteca

ir de compras

jugar a los bolos

jugar al fútbol

salir

ver un partido de fútbol

ver una película

Lo siento, no puedo.

No puedo salir

¿Por qué?

Porque …

no quiero

no tengo dinero

no tengo tiempo

Tengo que …

hacer mis deberes

lavarme el pelo

ordenar mi dormitorio

pasear al perro


el, la, los

un, una

mi, mis

a (al)

de

por

porque

luego

después

no

¿por qué?

hacer

ir

jugar

poder

querer

tener (tengo)

ver

más

ICT opportunities

Differentiation



Pupil’s Book, Te toca a ti, p. 116, exs 1, 3



Cuaderno B, ¡Extra! 1, p. 17

Literacy


Citizenship

Resources


Homework

Notes

Further information on tener/tener que in Pupil’s Book, Gramática 4.2 (d), and on poder/querer in Pupil’s Book, Gramática 4.2 (b)


Resource & Assessment Module 2 Gramática Worksheet poder and querer


SCHOOL:YEAR:

DATE:CLASS:


Unidad 5 Tengo un problema … (pp. 32–33)


Lesson starters

Starter 1: Revising expressions followed by the infinitive

Starter 2: Practising using le gusta + infinitive and le gusta(n) + noun

Plenary

Summarising and practising le gusta/le gustan

Learning targets

Saying what someone else likes or dislikes

Using phrases with infinitives

Grammar

Expressions + infinitive (me gustaría, etc.)

A (Sergio) (no) le gusta …

Possessive adjectives (mi(s)/tu(s)/su(s))

Skills


NC levels 4–5

PoS

2h scan texts

3d use dictionaries



Contexts




AT1/5

Understand a longer listening text in which a boy is arguing with his mother

Speaking

AT2/4–5

Read aloud a dialogue, playing the different parts

Ask and answer questions on a reading text


AT3/5

Understand a series of short texts in which people ask for/are given advice

Identify the Spanish for English words using the context of a series of short texts

Writing

AT4/4–5

Write a letter describing a problem

Key language

Tengo un problema.

¿Qué voy a hacer?

Mi madre es muy severa.

Me gusta así.

Mi padre dice que...

Soy demasiado joven.

¿Qué le puedo decir a mi madre?

Tienes que hablar con tus padres.

Es tu responsabilidad.

Estoy de acuerdo con tu padre.

Eres demasiado joven para ir a la discoteca.

Tienes que pensar en tu hermano.

Tienes que presentar el amigo a tu madre.

Tienes que salir más.


el, la

me

mi, mis

tu, tus

a

de

en

muy

que

con

para

¿qué?

hablar

hacer

estar (estoy)

ir (voy)

ser (soy, eres, es)

tener (tengo, tienes)

más

ICT opportunities

Differentiation



Extension: Cuaderno A, p. 00




Literacy

Possessive adjectives


Recognising the features of different text types

Citizenship

Resources


Homework

Notes

Further information on le gusta/le gustan in Pupil’s Book, Gramática 4.7, and on possessive adjectives in Pupil’s Book, Gramática 3.5


Pupil’s Book, Resumen, p. 34; Cuadernos A and B, Resumen

Pupil’s Book, Prepárate, p. 35; Cuadernos A and B, ¡Extra! 1 and 2, pp. 00

Resource & Assessment Module 2 Gramática Worksheet Expressions followed by an infinitive


SCHOOL:YEAR:

DATE:CLASS:

MIRA EXPRESS 2 Módulo 3 Mis vacaciones

Unidad 1 ¿Adónde fuiste? (pp. 42–43)


Launch: 8W5 Verb tenses (preterite of ir & ser); 9W1 Word discrimination; 9C4 Well-known features of the country; 9C5 Region of the country

Reinforce: 8T1 Meanings in context; 8T5 Writing continuous text

Lesson starters

Starter 1: Reintroducing country names

Starter 2: Revising giving opinions in the past

Plenary

Reviewing expressions using fui and fue

Practising using the preterite to talk about a holiday in the past

Learning targets

Describing past holidays

Using the preterite of ser and ir

Grammar

The preterite (ser, ir)

Skills


NC levels 2–5

PoS



2b pronunciation and intonation


3d use dictionaries


5e use a range of resources

Contexts

Personal and social life: holidays and special occasions



AT1/2–3, 5

Understand a listening text about countries/opinions of trips to those countries

Understand a listening text about means of transport

Understand a listening text in which people give details of holidays in the past

Speaking

AT2/3

Make up dialogues about holidays in the past


AT3/5

Understand a text about holidays in the past (destination, opinion, etc.)

Writing

AT4/4

Write a description of a holiday in the past

Key language

¿Adónde fuiste de vacaciones?

el año pasado

Fui a … de vacaciones.

Alemania

Argentina

Cuba

Escocia

España

Francia

Gales

Grecia

Inglaterra

Irlanda

Italia

México

Portugal

República Dominicana

¿Cómo fue?

Fue …

estupendo

genial

guay

aburrido

horrible

un desastre

¿Cómo fuiste?

Fui …

en autocar

en avión

en barco

en bicicleta

en coche

en monopatín

en tren

a pie


el, la

un

mi, mis

a

de

en

¿cómo?

ir (preterite)

ser (preterite)

ICT opportunities

Presentation using a presentation package

Differentiation




Literacy

Verb tenses

Citizenship

Resources


Homework

Notes


Resource & Assessment Module 3 Gramática Worksheet The preterite of ir (to go) and ser (to be)


SCHOOL:YEAR:

DATE:CLASS:


Unidad 2 ¿Qué hiciste? (pp. 44–45)


Launch: 8W5 Verb tenses (preterite -ar verbs)

Reinforce: 8W6 Sound–spelling exceptions; 8T6 Text as model and source

Lesson starters

Starter 1: Revising the vocabulary for holiday activities; applying recognised patterns to new language

Starter 2: Practising the preterite of -ar verbs (1st person) and fui; applying recognised patterns to new language

Plenary

Reviewing how the I form of -ar verbs in the preterite is formed

Practising vocabulary for describing holiday activities using the preterite

Learning targets

Saying what you did on holiday

Using the preterite of -ar verbs

Grammar

The preterite (-ar verbs)

Skills


NC levels 3–5

PoS


1b apply grammar





Contexts





AT1/3–5

Understand listening texts about holiday activities in the past

Listen to check answers to a reading activity

Speaking

AT2/3

Make up dialogues about activities in the past


AT3/5

Reorder segments of text logically

Identify the correct question for each paragraph of a reading text

Writing

AT4/4–5

Write a longer text introducing themselves and describing a holiday in the past

Key language

Bailé.

Descansé.

Escuché música.

Fui de excursión.

Jugué al voleibol en

la playa.

Mandé mensajes.

Monté en bicicleta.

Saqué fotos.

Tomé el sol.

Visité monumentos.

Fui a Barcelona.

el museo Picasso

el acuario

el Tibidabo

la Villa Olímpica

la playa de la Barceloneta

el mar


la

a (al)

de

en

escuchar (escuché)

ir (fui)

jugar (jugué)

tomar (tomé)

ICT opportunities

Word-processing

Differentiation


Pupil’s Book, Gramática, pp. 56–57, exs 2–4





Literacy

Evaluating and improving written work

Citizenship

Resources


Homework

Notes

Further information on the preterite in Pupil’s Book, Gramática 4.4


Resource & Assessment Module 3 Gramática Worksheet The preterite of -ar verbs

SCHOOL:YEAR:

DATE:CLASS:


Unidad 3 ¿Qué tal lo pasaste? (pp. 46–47)


Reinforce: 8C5 Colloquialisms

Lesson starters

Starter 1: Revising time expressions; revising confusable numbers

Starter 2: Revising questions using the preterite

Plenary

Practising talking about a holiday in the past using the preterite (team game)

Learning targets

Giving more details of your holidays

Expressing opinions about past events

Grammar

The preterite (opinions about the past)

Skills


NC levels 2–5

PoS







5d respond to spoken/written language

Contexts





AT1/2, 4

Understand vocabulary for expressing an opinion

Understand a listening text about holidays in the past (where, when, how long for, opinion)

Understand a song about holidays in the past

Speaking

AT2/5

Make up dialogues about holidays in the past


AT3/4

Understand a song about holidays in the past

Writing

AT4/2, 4

Rewrite a word snake as questions and answers

Write a dialogue about a holiday in the past

Key language

¿Qué tal lo pasaste?

¡Lo pasé bomba!

¡Lo pasé fenomenal!

¡Lo pasé guay!

¡Lo pasé bien!

¡Lo pasé mal!

¿Cuánto tiempo

pasaste allí?

Pasé …

diez días

una semana

dos semanas

un mes

¿Con quién fuiste?

Fui …

con mi familia

con mis padres

con mis amigos


un, una

mi, mis

allí

con

¿cuánto?

¿qué?

¿quién?

ir (preterite)

ICT opportunities

Differentiation


Pupil’s Book, Te toca a ti, p. 118, ex.1


Literacy

Citizenship

Resources


Homework

Notes




SCHOOL:YEAR:

DATE:CLASS:


Unidad 4 Un viaje estupendo (pp. 48–49)


Launch: 9W6 Meanings of syllables; 9W7 Independent work on words; 9L5 Extended/frequent contributions to talk

Reinforce: 8W5 Verb tenses (present & preterite); 8S7 Present, past & future

Lesson starters

Starter 1: Working out the meaning of the suffix –mente; applying recognised patterns to create new language

Starter 2: Using the present tense and preterite appropriately

Plenary

Practising using the present tense, preterite, time expressions and question forms.

Learning targets

Giving a presentation about holidays

Using the present and the preterite together

Grammar

Distinguishing tenses and using them appropriately (present and preterite)

Skills


NC levels 5

PoS

1b apply grammar




3e develop independence


Contexts





AT1/5

Understand listening texts about people’s usual holidays/their holidays last year

Note verbs (in the present/preterite) when listening

Speaking

AT2/5

Ask and answer questions on a reading text

Do a presentation on an ideal holiday


AT3/5

Understand a text about people’s usual holidays/their holidays last year

Writing

Key language

Generalmente/Normalmente

me quedo en casa

voy a España

salgo con mis amigos por la noche

vamos a la cafetería

Pero el año pasado …

fui a Cuba

fuimos en avion

fuimos a la playa

fuimos a un restaurante italiano

pinté

hice excursiones muy interesantes


el, la

un

a

me

mis

con

en

por

pero

muy

hacer (hice)

quedar (quedo)

ir (voy, vamos, fui, fuimos)

ICT opportunities

Differentiation




Cuaderno A, ¡Extra! 1 + 2, pp. 27–28


Literacy

Verb tenses

Citizenship

Resources


Homework

Notes

Further information on recognising and using different tenses in Pupil’s Book, Gramática 4.5


00

Resource & Assessment Module 3 Gramática Worksheet Contrasting the present tense and the preterite


SCHOOL:YEAR:

DATE:CLASS:


Unidad 5 Hispanoamérica (pp. 50–51)


Launch: 9S4 Building answers from questions; 9L1 Listening for inferences; 9C1 Demographic facts

Reinforce: 9C4 Well-known features of the country; 9C5 Region of the country

Lesson starters

Starter 1: Introducing the wider Spanish-speaking world

Starter 2: Using context and grammatical knowledge to complete a text; introducing more detailed descriptions of countries

Plenary


Learning targets

Learning more about Spanish-speaking countries

Creating a poster about a Spanish-speaking country

Grammar

Skills


NC levels 4–5

PoS

1b apply grammar






Contexts

The world around us: people, places and customs



AT1/4–5

Understand the names of Spanish-speaking countries

Understand details given for Spanish-speaking countries (name, capital city, population)

Understand a detailed account of a Spanish-speaking country (including information on geography and products)

Speaking

AT2/4

Make up dialogues between a quiz master and contestants on a quiz show about Spanish-speaking countries


AT3/5

Understand a detailed account of a Spanish-speaking country (including information on geography and products)

Writing

AT4/4

Design a poster advertising a Spanish-speaking country

Key language

Está en …

Norteamérica

Centroamérica

Sudamérica

Latin American countries

¿Cómo se llama la capital de … ?

La capital de … se llama …

¿Cuántos habitantes tiene … ?

tiene … millones de habitantes.

Hay…

montañas/volcanes

el desierto

la selva

la llanura

el río Amazonas pasa por el país

Los productos principales son …

fruta

café

caña de azúcar

petróleo


el, la, los

se

de

en

por

¿cómo?

¿cuántos?

estar (está)

ser (son)

tener (tiene)

hay

ICT opportunities

Internet research

Differentiation

Reinforcement: Cuaderno A, p.




Literacy

Citizenship

Resources


Homework

Notes



Pupil’s Book, Prepárate, p. 53; Cuadernos A and B, ¡Extra! 1 and 2, pp.

Resource & Assessment Module 3 Writing Skills Worksheet Writing a longer text in the preterite


SCHOOL:YEAR:

DATE:CLASS:

MIRA EXPRESS 2 Módulo 4 La comida

Unidad 1 ¿Qué desayunas? (pp. 60–61)


Launch: 9S1 Changing emphasis

Reinforce: 9S4 Building answers from questions

Lesson starters

Starter 1: Using reading strategies to work out new language

Starter 2: Reviewing time expressions; using reading strategies to work out new vocabulary

Plenary

Reviewing and practising time expressions and food vocabulary

Learning targets

Talking about mealtimes

Understanding time expressions

Grammar

Time expressions

Skills


NC levels 2–4

PoS




Contexts

Everyday activities: food, health and fitness



AT1/2, 4

Understand a listening text on what people eat and drink for various meals

Understand a listening text about what someone usually eats and drinks and when

Identify time expressions in a listening text

Speaking

AT2/2

Ask and answer questions to identify what someone eats for various meals


AT3/4

Understand texts about what animal characters usually eat

Writing

AT4/3–4

Write responses to a survey

Key language

¿Qué desayunas?

¿Qué comes?

¿Qué meriendas?

¿Qué cenas?

Desayuno …

Como …

Meriendo …

Ceno …

carne con verduras

cereales

fruta

galletas

magdalenas

pasta

patatas fritas

pescado con ensalada

pizza

pollo

tostadas

un bocadillo

¿Qué bebes?

Bebo …

Cola Cao

té

zumo de naranja

No meriendo.

No desayuno nada.

Nunca como.

¿A qué hora desayunas/cenas?

Desayuno a las ocho.

Como a la una.

a mediodía

siempre

generalmente

normalmente

a veces

de vez en cuando

todo el tiempo


el, la, las

un

a

de

en

con

no

todo

¿qué?

beber (bebes)

comer (como, comes)

nada

nunca

ICT opportunities

Differentiation





Literacy

Citizenship

Resources


Homework

Notes



SCHOOL:YEAR:

DATE:CLASS:


Unidad 2 En el mercado (pp. 62–63)


Lesson starters

Starter 1: Introducing higher numbers (100, 200, etc.); predicting the form of new language using recognised patterns

Starter 2: Reviewing the numbers (10, 20, etc.).

Plenary

Practising shopping vocabulary and quantities

Learning targets

Shopping for food

Using high numbers

Grammar

The preterite (revision of -ar verbs)

Skills


NC levels 2–4

PoS



4c compare home and TL culture


Contexts




AT1/2, 4

Understand the vocabulary for the numbers 100–1000

Understand a listening text about quantities of food and drink

Understand a listening text about food prices

Understand a song about quantities of food

Speaking

AT2/2–3

Prompt and write out numbers between 100 and 1000

Make up dialogues in a food shop, selling and buying food


Writing

Key language

cien

ciento diez

doscientos

trescientos

cuatrocientos

quinientos

seiscientos

setecientos

ochocientos

novecientos

mil

¿Qué quieres?

un kilo de …

dos kilos de …

quinientos gramos de …

medio kilo de....

chorizo

jamón

manzanas

peras

queso

tomates

uvas

zanahorias

una barra de pan

una lechuga

un cartón de leche

una botella de agua

¿Algo más?

Sí, quiero …

por favor

Nada más, gracias.

¿Cuánto cuesta?

Un euro.

Dos euros y veinte.

Cuatro euros y veinticinco.


un, una

de

y

sí

¿cuánto?

¿qué?

querer (quiero, quieres)

algo

nada

más

ICT opportunities

Differentiation



Extension: Cuaderno A, ¡Extra! 1, p. 37

Cuaderno B, p. 00

Literacy

Citizenship

Resources


Homework

Notes



Resource & Assessment Module 4 Gramática Worksheet Quantities and prices


SCHOOL:YEAR:

DATE:CLASS:


Unidad 3 En el restaurante (pp. 64–65)


Launch: 9L6 Formality of language

Lesson starters

Starter 1: Revising the preterite (-ar verbs); revising food vocabulary

Starter 2: Revising vocabulary for restaurant food

Plenary


Identifying resources for support in learning

Learning targets

Eating at a restaurant

Understanding the difference between tú and usted

Grammar

tú/usted

Skills


NC levels 2–4

PoS




2g deal with the unpredictable





Contexts




AT1/2, 4

Understand listening texts about food/drink items in a restaurant

Understand a dialogue set in a restaurant (food/drink being ordered)

Speaking

AT2/3

Make up dialogues in a restaurant, ordering food/being a waiter


AT3/4

Understand a text about tapas

Writing

AT4/4

Write a dialogue set in a restaurant (food/drink being ordered)

Key language

¿Qué vas/va a tomar?

De primer plato …

De segundo plato …

De postre …

quiero …

ensalada

flan

fruta

gambas

helado (de chocolate)

paella

pescado

pollo

sopa de mariscos

¿Para beber?

(Quiero) … , por favor.

agua

Coca-Cola

limonada

Tengo hambre.

No tengo hambre.

Tengo sed.

La cuenta, por favor.


la

a

de

para

no

¿qué?

beber

ir (vas, va)

querer (quiero)

tener (tengo)

tomar

ICT opportunities

Internet research

Differentiation




Literacy

Register (informal/formal)

Citizenship

Information about other cultures

Resources


Homework

Notes



Resource & Assessment Module 4 Gramática Worksheet tú and usted


SCHOOL:YEAR:

DATE:CLASS:


Unidad 4 Une cena especial (pp. 66–67)


Launch: 9W5 Verb tenses (+ conditional) (preterite); 9T5 Simple creative writing

Lesson starters

Starter 1: Revising the preterite forms of -ar verbs; practising distinguishing between present and preterite forms

Starter 2: Practising recognising verbs in the preterite

Plenary

Practising the preterite of regular verbs (all persons) (team game)

Learning targets

Talking about a past meal

Using the preterite of -er and -ir verbs

Grammar

The preterite (-er/-ir verbs)

Skills


NC levels 4–5

PoS





3d use dictionaries

4a work with authentic materials




Contexts





AT1/4–5

Understand listening texts describing a special dinner

Speaking

AT2/5

Ask and answer questions about a special meal in the past


AT3/5

Understand a text about a special meal in the past

Identify preterite forms in a text (and supply related verb forms)

Writing

AT4/5

Write a text about a special meal in the past

Key language

El fin de semana pasado …

salí con...

Fui a …

un restaurante español

un restaurante muy caro

Comí ensalada.

Mi compañero/a comió gambas.

Compartimos una paella.

Bebimos agua.

Hablamos de fútbol/música.

¡Fue genial!


el

un, una

mi

a

de

con

muy

comer (comí, comió)

beber (bebimos)

hablar (hablamos)

ir (fui)

ser (fue)

ICT opportunities

Internet research

Differentiation





Literacy

Citizenship

Resources


Homework

Notes



Resource & Assessment Module 4 Gramática Worksheet The preterite of -er and -ir verbs


SCHOOL:YEAR:

DATE:CLASS:


Unidad 5 ¿Qué comiste ayer? (pp. 68–69)


Launch: 9S5 Less common negatives; 9L2 Recognising rhetorical devices

Reinforce: 9W5 Verb tenses (+ conditional) (preterite)

Lesson starters

Starter 1: Revising vocabulary for food

Starter 2: Revising the preterite of -ar, -er, -ir verbs

Plenary

Identifying how the Resumen can be used to support learning


Learning targets

Using the preterite of different verbs

Writing an imaginative text

Grammar

The preterite (-ar, -er, -ir and irregular verbs)

Skills


NC levels 3–5

PoS

1b apply grammar





Contexts




AT1/5

Understand people saying what they like to eat and drink, and what they ate and drank for various meals in the past

Understand people giving details of the very unusual things they had to eat and drink

Speaking

AT2/3

Ask and answer questions about what they had to eat and drink for various meals in the past


AT3/4–5

Identify and translate preterite verbs by type (-ar -er, -ir, irregular)

Summarise the details of a text about the very unusual things people had to eat and drink

Writing

AT4/5

Write an imaginative text describing the very unusual things they ate

Key language

¿Qué desayunaste/comiste/cenaste … ?

ayer/anteayer/el fin de semana pasada/esta mañana …

bebí/comí/cené … /compartí/compré/desayuné/fui/hice/merendé/salí/vi …

No cené nada.

¡Buagh, qué asco!

¡Ay! ¡No puedo más!


el

de

ayer

mañana

¿qué?

beber (bebí)

comer (comí)

hacer (hice)

ir (fui)

poder (pudeo)

ver (vi)

no

nada

más

esta

ICT opportunities

Differentiation





Cuaderno B, ¡Extra! 1 + 2, pp. 37–38



Literacy

Writing techniques

Citizenship

Cultural information

Resources


Homework

Notes




Pupil’s Book, Prepárate, p. 71; Cuadernos A and B, ¡Extra! 1 and 2

Resource & Assessment Module 4 Gramática Worksheet The preterite of -ar, -er and -ir verbs


SCHOOL:YEAR:

DATE:CLASS:

MIRA EXPRESS 2 Módulo 5 De moda

Unidad 1 La ropa (pp. 78–79)


Launch: 9W4 Main inflections; 9T7 Checking work

Reinforce: 9C3 Youth attitudes to sport/popular culture

Lesson starters

Starter 1: Revising the indefinite article

Starter 2: Revising endings for colour adjectives

Plenary

Revising the vocabulary for items of clothing and colours

Learning targets

Talking about clothes

Making colours agree

Grammar

Indefinite article (un/una/unos/unas)

Adjective endings: colours

Skills


NC levels 2–3

PoS

1b apply grammar








Contexts

Everyday activities: home life and school



AT1/2–3

Understand the vocabulary for items of clothing

Understand a listening text about what people usually wear

Understand a listening about about how often people wear particular items of clothing

Understand a listening text about particular fashion looks

Speaking

AT2/3

Make up dialogues about what they wear and how often


AT3/3

Work out the meaning of Spanish words using the context of a longer text

Writing

AT4/2–3

Write a short text on their own fashion look

Key language

¿Qué llevas?

Llevo …

un jersey

un vestido

una camisa

una camiseta

una falda

una gorra

una sudadera

unos pantalones

unos vaqueros

unos zapatos

unas botas

unas zapatillas de deporte

nunca

de vez en cuando

a veces

a menudo

normalmente

siempre

amarillo/a

blanco/a

negro/a

rojo/a

azul

gris

marrón

naranja

rosa

verde


un, una

a

de

en

¿qué?

nunca

ICT opportunities


Differentiation





Literacy

Citizenship


Resources


Homework

Notes

Further information on the indefinite article in Pupil’s Book, Gramática 1.3, on the singular/plural forms of nouns in Pupil’s Book, Gramática 1.2, and on the agreement of adjectives in Pupil’s Book, Gramática 3.1


Resource & Assessment Module 5 Gramática Worksheet Making adjectives agree (2)


SCHOOL:YEAR:

DATE:CLASS:


Unidad 2 El uniforme escolar (pp. 80–81)


Launch: 9S6 Multiple-clause sentences; 9L4 Questions/text as stimulus to talk; 9L5 Extended/frequent contributions to talk

Lesson starters

Starter 1: Revising vocabulary for items of clothing

Starter 2: Revising the comparative

Plenary

Practising using este (all forms) with vocabulary for clothes

Learning targets

Talking about school uniform

Using comparative adjectives (más … que)

Grammar

Comparatives

Demonstrative adjectives (este/esta/estos/estas)

Skills


NC levels 2–4

PoS






Contexts




AT1/2, 4

Understand a listening text in which clothes are described

Understand a listening text about school uniform

Speaking

AT2/3

Describe the clothes their teacher is wearing

Conduct a survey about school uniform


AT3/2, 4

Rewrite a word snake as pairs of opposites

Understand a text about school uniform

Writing

AT4/4

Write a paragraph on what they normally wear to school and their opinion of it

Key language

este jersey

este vestido

esta chaqueta

esta corbata

esta camiseta

estos pantalones

estos zapatos

estas botas

anticuado/a

barato/a

bonito/a

caro/a

cómodo/a

feo/a

guay

incómodo/a

Esta chaqueta es cómoda.

Estos zapatos son incómodos.

Tengo que llevar uniforme.

Para ir al colegio, normalmente llevo …

También llevo …

(No) Me gusta llevar uniforme.

Me gusta porque es práctico.

No me gusta porque es incómodo.

Es más elegante que llevar vaqueros.


a (al)

me

para

también

porque

que

ser (es, son)

tener (tengo)

no

más

este, esta, estos, estas

ICT opportunities

Producing charts

Differentiation







Literacy

Comparatives

Citizenship


Resources


Homework

Notes

Further information on this/these in Pupil’s Book, Gramática 3.6, and on comparatives in Pupil’s Book, Gramática 3.3



SCHOOL:YEAR:

DATE:CLASS:


Unidad 3 ¿Qué prefieres? (pp. 82–83)


Launch: 9S2 Order of elements in sentences; 9S8 Inflections as aid to comprehension

Lesson starters

Starter 1: Revising the superlative

Starter 2: Revising vocabulary for describing clothes

Plenary


Learning targets

Choosing an item of clothing

Using superlative adjectives

Grammar

Superlatives

Skills


NC levels 3–4

PoS








Contexts




AT1/3–4

Understand a listening text comparing items of clothing in a catalogue

Understand a dialogue in a clothes shop, comparing items of clothing

Understand a listening text about items of clothing purchased and why

Understand a song about items of clothing

Speaking

AT2/3

Ask and answer questions comparing items of clothing in a catalogue


Writing

AT4/3

Write questions and answers comparing items of clothing in a catalogue

Key language

¿Cuál prefieres?

Este vestido / Esta camiseta es …

el más bonito / la menos cómoda

Estos zapatos / Estas botas son …

los más baratos / las menos prácticas

de rayas

de lunares

estampado/a

de manga larga

de manga corta

de tirantes

largo/a

corto/a

de cuadros

de cuero

de tacones


el, la, los, las

de

¿cuál?

ser (es, son)


ICT opportunities

Differentiation







Literacy

Superlatives

Citizenship

Resources


Homework

Notes

Further information on superlatives in Pupil’s Book, Gramática 3.4



Resource & Assessment Module 5 Gramática Worksheet Using comparative and superlative adjectives


SCHOOL:YEAR:

DATE:CLASS:


Unidad 4 Vamos a visitar Argentina (pp. 84–85)


Launch: 9S7 Different tenses in sentences; 9T1 Understanding complex language

Lesson starters

Starter 1: Revising the near future tense

Starter 2: Revising using the present and near future tenses; revising vocabulary for clothes

Plenary

Summarise when present and near future tenses are used, and the time expressions associated with them

Practising using the present and near future tenses with clothing vocabulary (team game)

Learning targets

Talking about a trip to Argentina

Using the present and near future tenses

Grammar

Using different tenses (present and near future)

Skills


NC levels 3–5

PoS

1b apply grammar




Contexts




AT1/4–5

Understand a listening text about various people’s holidays in Argentina, including details of what they usually wear/are going to wear

Understand a more detailed listening text about various people’s holidays (where they come from, where they are going on holiday, what they are going to do there, what they normally wear, what they are going to wear)

Speaking

AT2/5

Make up a dialogue, asking questions and answering as though they were the character described


AT3/3, 5

Understand a text about various people’s holidays in Argentina, including details of what they usually wear/are going to wear

Writing

AT4/3

Rewrite jumbled words to make questions

Key language

Cuándo estoy de vacaciones …

Normalmente llevo …

ropa de deporte

una camiseta de fútbol

Mañana voy a llevar …

un bañador

mis gafas de sol


un, una

mis

de

cuándo

mañana

estar (estoy)

ICT opportunities

Differentiation



Literacy

Verb tenses

Citizenship

Resources


Homework

Notes


Resource & Assessment Module 5 Writing Skills Worksheet Writing a longer text in the near future tense; Resource & Assessment Module 5 Gramática Worksheet Using the present and near future tenses


SCHOOL:YEAR:

DATE:CLASS:


Unidad 5 De compras en Barcelona (pp. 86–87)


Launch: 9W5 Verb tenses (+ conditional) (present, preterite & near future together); 9L3 Reporting and paraphrasing

Reinforce: 9W2 Connectives in complex sentences; 9W6 Meaning of syllables

Lesson starters


Starter 2: Practising using se puede/se pueden

Plenary

Summarising using se puede/se pueden

Learning targets

Talking about different types of shop

Using se puede to say what can be bought there

Grammar

se puede/se pueden + infinitive

Different tense usage (present, preterite, near future)

Skills


NC levels 3–6

PoS




3d use dictionaries


Contexts

The world around us: home town and local area



AT1/3, 6

Understand the vocabulary for shops

Use a listening text to check answers (which items can be bought in which shops)

Understand a listening text about what people have bought and where

Speaking

AT2/4

Ask and answer questions about which items can be bought in which shops


AT3/6

Understand and summarise in English the shopping habits of two girls

Writing

AT4/6

Write a description of a shopping trip using the full range of tenses (present, preterite and near future)

Key language

¿Dónde se puede comprar … ?

carne

comida

pan

ropa

un café

un regalo

¿Dónde se pueden comprar … ?

pasteles

joyas

zapatos

libros

CDs

Se puede(n) comprar … en …

un supermercado

una cafetería

una carnicería

una joyería

una librería

una panadería

una pastelería

una tienda de

música

una tienda de ropa

una zapatería


la

un

a

de

mi, mis

con

y

ayer

muy

beber (bebí)

comer (comí)

ir (voy, fui, fuimos)

salir (salí)

ser (fue)

ICT opportunities

Differentiation






Literacy

Citizenship

Resources


Homework

Notes

Further information on se puede/se pueden in Pupil’s Book, Gramática 4.8, and on recognising and using different tenses in Pupil’s Book, Gramática 4.5



Pupil’s Book, Prepárate, p. 89; Cuadernos A and B, ¡Extra!, pp. 00


SCHOOL:YEAR:

DATE:CLASS:

MIRA EXPRESS 2 Módulo 6 Me duele …

Unidad 1 Me duele … (pp. 96–97)


Reinforce: 9W1 Word discrimination; 9S2 Order of elements in sentences; 9S8 Inflections as aid to comprehension; 9T2 Features for effect; 9T7 Checking work; 9L2 Recognising rhetorical devices; 9L6 Formality of language

Lesson starters

Starter 1: Revising the forms of gustar – me/te/le gusta(n) – in preparation for learning doler; using grammar knowledge to work out more complicated structures

Starter 2: Revising the parts of the body, the verb doler and the time expression desde hace

Plenary

Summarising and practising using doler + parts of the body.

Learning targets

Learning the parts of the body

Using me duele and me duelen

Grammar

doler: me/te/le duele(n)

Familiar and formal verb forms

Skills


NC levels 2–5

PoS



2e vary language to suit context, etc.



5g listen and read for personal enjoyment

Contexts




AT1/2, 4–5

Understanding the vocabulary for parts of the body

Understand details of people’s ailments and how long they have had them

Understand a song about ailments

Speaking

AT2/2, 4

Saying the appropriate part of the body (memory game)

Ask and answer questions about ailments and how long they have had them


AT3/5

Understand a song about ailments, identifying the Spanish expressions in it for certain English expressions

Writing

AT4/2, 5

Write out Spanish translations of English expressions

Write another verse for the song about ailments

Key language

el brazo

el estómago

el pie

la cabeza

la espalda

la garganta

la mano

la pierna

la rodilla

los oídos

los ojos

las muelas

¿Qué te/le duele?

Me duele la cabeza.

Me duelen los pies.

A Luis le duele la

garganta.

¿Desde hace cuánto

tiempo?

Desde hace cinco

horas/una semana.


el, la, los, las

me, te, le

a

¿cuánto?

¿qué?

desde

ICT opportunities

Differentiation




Literacy

Subjects/Objects and verb forms

Citizenship

Resources


Homework

Notes



SCHOOL:YEAR:

DATE:CLASS:


Unidad 2 En la farmacía (pp. 98–99)


Reinforce: 9S7 Different tenses in sentences; 9L3 Reporting and paraphrasing

Lesson starters

Starter 1: Revising the verbs tener and estar; practising using reference resources

Starter 2: Revising the demonstrative adjective; using grammar knowledge to work out the meaning of new words

Plenary

Revising ailments and symptoms

Learning targets

Describing symptoms

Getting remedies

Grammar

tener/estar to talk about ailments

Revision of demonstrative adjective este

Skills


NC levels 2–5

PoS

1b apply grammar






Contexts




AT1/2, 4

Understand the vocabulary for symptoms of illness

Understand and note the details of conversations in a pharmacy (symptoms, medicine prescribed, how often medicine is to be taken)

Speaking

AT2/3

Ask and answer questions to identify their partner’s symptoms

Make up dialogues in a pharmacy, playing the roles of pharmacist and customer


Writing

AT4/3, 5

Write an e-mail to refuse an invitation, giving a range of symptoms as an excuse

Write advice in response to people’s health complaints

Key language

¿Qué te/le pasa?

No me encuentro bien.

Tengo fiebre.

Tengo una picadura.

Tengo una quemadura de sol.

Tengo diarrea.

Tengo tos.

Tengo gripe.

Tengo catarro.

Tengo vómitos.

Estoy enfermo.

Estoy cansado/a.

¿Tienes algo para el/la…?

Hay que …

usar esta crema

tomar estas pastillas

tomar est jarabe

tomar estas aspirinas

tomar estos comprimidos

beber agua

una vez/dos vedes/tres veces al día

por la mañana/la tarde


una

la

me, te, le

a (al)

de

por

mañana

bien

no

¿qué?

que

beber

estar (estoy)

tener (tengo)

tomar

hay


ICT opportunities

Differentiation





Literacy

Citizenship

Resources


Homework

Notes

Further information on tener/estar in Pupil’s Book, Gramática 4.2(d)


Resource & Assessment Module 6 Gramática Worksheet estar (to be)


SCHOOL:YEAR:

DATE:CLASS:


Unidad 3 ¿Tienes una dieta sana? (pp. 100–101)


Reinforce: 9W4 Main inflections; 9S1 Changing emphasis; 9S5 Less common negatives; 9L1 Listening for inferences

Lesson starters

Starter 1: Reviewing food vocabulary; introducing the concepts of healthy/unhealthy eating

Starter 2: Revising expressions of frequency; revising the vocabulary for healthy/unhealthy eating

Plenary


Learning targets

Talking about healthy and unhealthy food

Making resolutions for the future

Grammar

Direct object pronouns

Skills


NC levels 1–5

PoS

1b apply grammar





3d use dictionaries


Contexts




AT1/4–5

Understand a text identifying food/drink items as healthy/unhealthy; use this to check answers

Understand the details of two people doing a questionnaire on healthy eating

Speaking

AT2/4

Ask and answer questions about how often they eat/drink certain things (using the direct object pronoun)


AT3/5

Understand a text about what someone eats/drinks and future plans to change his diet; identify the Spanish for English expressions in the text

Writing

AT4/1, 5

Sort food and drink words into healthy/unhealthy categories

Write a text about what they eat/drink and what changes they are going to make in their diet in future

Key language

verduras

galletas

patatas fritas

Coca-cola

fruta

pescado

café

caramelos

huevos

leche

agua

pasteles

lo/la/los/las como …

todos los días

dos veces a la semana

una vez al mes

de vez en cuando

nunca

casi nunca


a (a la, al)

lo, la, los, las

nunca

comer (como)

ICT opportunities

Word-processing/Using a spreadsheet package

Differentiation





Literacy

Citizenship

Healthy living

Resources


Homework

Notes

Further information on direct object pronouns in Pupil’s Book, Gramática 2



Resource & Assessment Module 6 Gramática Worksheet Direct object pronouns – lo, la, los, las


SCHOOL:YEAR:

DATE:CLASS:


Unidad 4 La vida sana (pp. 102–103)


Launch: 9S3 Different tense modals

Reinforce: 9W5 Verb tenses (+ conditional) (conditional); 9S6 Multiple-clause sentences

Lesson starters

Starter 1: Revising expressions followed by the infinitive; revising modal verbs

Starter 2: Revising the preterite

Plenary

Summarising deber + infinitive

Reading out and discussing e-mail texts giving advice on how to live more healthily

Learning targets

Talking about healthy living

Using para to make more complex sentences

Grammar

deber + infinitive

Skills


NC levels 4–6

PoS




2h scan texts


5i work in a variety of contexts

Contexts




AT1/4–5

Understand and put in order pieces of advice on healthy living

Understand conversations in which people talk about their lifestyles and note the details (the positive things they do, the negative things they do, the advice they are given)

Speaking

AT2/3, 6

Make up the longest sentence possibly incorporating the phrase Para llevar una vida más sana …


AT3/6

Understand and match e-mails describing health problems with the pieces of advice given

Summarise a health problem question + advice in English

Writing

AT4/5

Write an e-mail describing a health problem and a response giving advice on it

Key language

Para llevar una vida más sana debes …

hacer deporte frecuentemente

dormir ocho horas al día

beber agua frecuentemente

comer más fruta y verduras

comer menos caramelos

No debes …

comer comida basura

fumar cigarrillos

tomar drogas

beber alcohol

beber muchos refrescos

Ayer bebí, comí, salí, vi, fumé, hice, jugué


una

a (al)

para

y

beber (bebí)

comer (comí)

deber (debes)

hacer (hice)

jugar (jugué)

tomar

más

menos

muchos

ICT opportunities

Differentiation


Pupil’s Book, Gramática, pp. 110–111, exs 3–4



Literacy

Verb tenses

Citizenship

Healthy living

Resources


Homework

Notes



SCHOOL:YEAR:

DATE:CLASS:


Unidad 5 Mis pecados (pp. 104–105)


Reinforce: 9W5 Verb tenses (+ conditional) (present, preterite & near future together); 9L4 Questions/text as stimulus to talk

Lesson starters

Starter 1: Revising preterite, present and near future tense of key verbs

Starter 2: Revising using different tenses

Plenary


Learning targets

Talking about lifestyle changes

Using three tenses together

Grammar

Using different tenses (preterite, present, near future)

Skills


NC level 6

PoS

1b apply grammar








5i work in a variety of contexts

Contexts





AT1/6

Understand a text about a night on the town and the morning after

Speaking

AT2/6

Ask and answer questions as though they were the character describing his night out/morning after


AT3/6

Identify the verbs in a text by tense (preterite, present, near future)

Complete a gap-fill text on lifestyle (past/present/future plans)

Writing

AT4/6

Write a blog on lifestyle (past/present/future plans)

Key language

Language from Module 6


ayer

mañana

¿adónde?

¿cómo?

¿qué?

beber (in three tenses)

comer (in three tenses)

hacer (haces)

ir (in three tenses)

jugar (in three tenses)

salir (in three tenses)

ICT opportunities


Differentiation




Cuaderno A, ¡Extra! 1 + 2, pp. 57–58


Pupil’s Book, Te toca a ti, p. 1

Documents

MIRA EXPRESS 2 CD SoWassets.pearsonschool.com/asset_mgr/current/201224/MiraExpr… · Web viewPupil’s Book, Te toca a ti, p. 115, exs 1–3. Literacy Citizenship Resources CD