New scheme of work 2008
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
AT1/2-3
responding
Speaking
AT2/3
Reading and
AT3/2-3
responding
Writing
AT4/3
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
Unidad 1 pp.6-7 Son muy famosos
Activity no.
Asking for, giving and comparing personal information
Launch: 8W4 (Word endings); 8S4 (Question types); 8S6 (Substituting and
adding); 8S7 (Present, past, future); 8C2 (Famous people).
Starter 1: Asking about personal details.
Starter 2: Using comparatives.
A volunteer differentiates between comparatives and superlatives.
Comparatives and superlatives
2.2d pronunciation and intonation
1b
2.2e ask and answer questions
1b
3b sounds and writing
1a
3c apply grammar
3a, 4a
4b communicate in pairs etc.
1b
B Personal and social life
Understand personal information and physical descriptions;
1a, 3b
recognise comparatives and superlatives.
Ask and answer personal questions.
1b
Understand personal information and physical descriptions;
1a, 2a, 2b,
recognise comparatives and superlatives.
3a, 4b
Give personal details and describe physical characteristics,
4a
using comparative and superlative statements.
Me llamo ….
Serena es más baja que Venus.
Soy (español/a).
Venus es más alta que Serena.
Soy de ….
Serena pesa menos que Venus.
Tengo … años.
Soy más/menos … que mis hermanos.
Mi cumpleaños es el … .
Es el cantante más famoso de los años
Tengo un hermano y una hermana.
70.
Soy (bastante) alto/a, bajo/a.
Everest es la montaña más alta del
Tengo los ojos marrones.
mundo.
Tengo el pelo castaño.
Use the Internet to research information about a famous person and write a
profile in Spanish.
Cuaderno B, p.3
Cassette A, side 1 or CD1, tracks 2 and 3
OHTs 1 and 2
New scheme of work 2008
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
AT1/2
responding
Speaking
AT2/4
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
AT3/4-5
AT4/3-5
Unidad 2 pp.8-9 Juego bien al
fútbol
Using adverbs to describe routine and free-time activities
Launch: 8W5 (Verbs [present]); 9W6 (Meaning of syllables).
Starter 1: Daily routine: verbs.
Starter 2: Forming adverbs from adjectives.
Discuss formation and use of adverbs.
Adverbs; present tense; immediate future (mainly receptive).
2.1a identify patterns
2.1d work out meaning
2.2b skim and scan
2.2c respond appropriately
2.2i reuse language they have met
A Everyday activities
Activity
no.
Gramática
3
3
3, 4a
4c
Recognise various present-tense verbs and adverbs; identify
1
various activities.
Ask and answer questions about your daily routine and free-time 4b
activities.
Understand a letter about routine activities and respond to related 3, 4a
questions.
Describe routine activities, with appropriate use of adverbs.
2, 4c
Juego (muy) bien al fútbol.
Juego (muy) mal al golf.
Toco la guitarra bastante bien.
Me levanto a la(s) … .
Voy al instituto (a pie).
desafortunadamente
Las clases terminan a la(s) … .
normalmente
Como (en casa).
rápidamente
Después de comer (hago los deberes).
tranquilamente
Juego (al baloncesto).
Me gusta (ir al cine).
bien/bueno
mal/malo
Cuaderno B, p.4
Cassette A, side 1 or CD1, tracks 4 and 5
New scheme of work 2008
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
AT1/3-4
responding
Speaking
AT2/ 3
Reading and
AT3/ 3
responding
Writing
AT4/ 4
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
Unidad 3 pp.10-11 Mucho gusto
Introducing family members
Reinforcement: 8W5 (Verbs [present]); 8S4 (Question types).
Starter 1: Family members: anagram game.
Starter 2: Revision of the demonstrative pronoun éste.
Discuss formation of éste according to gender.
Demonstrative pronouns
2.1c knowledge of language
2.2f initiate / sustain conversations
2.2g write clearly and coherently
2.2j adapt previously learned language
3f compare experiences
B Personal and social life
Activity no.
4a
3
5
5
4b, 5
Identify different members of the family and understand
1a, 2, 4b
related personal information.
Introduce members of the family.
3
Understand introductions and written descriptions of family
1a, 1b, 1c,
members.
4a, 4b
Write a description of a family.
5
Te presento a mi familia.
encantado/a
mucho gusto
Éste/Ésta es mi …
Éstos/Éstas son mis …
¿Qué tal el viaje ?
padres
madre
abuelo/a
hermano/a(s)
padre
tío/a
hermano/a primo/a
Cuaderno B, p.5
Cassette A, side 1 or CD1, tracks 6, 7 and 8
Grammar, Resource and Assessment File, p.7
OHTs 3 and 4
New scheme of work 2008
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
AT1/1-4
responding
Speaking
AT2/4
Reading and
AT3/3
responding
Writing
AT4/4
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
Unidad 4 pp.12-13 Estás en tu casa
Activity
no.
Asking for and saying what you need
Launch: 8S5 (Negative forms and words); 8L1 (Listening for subtleties).
Starter 1: Talking about likes and dislikes.
Starter 2: Practising hacer falta: card game.
Discuss the position of the object pronoun in different sentences.
Object pronouns: me hace(n) falta, etc.
2.2a listen for gist / detail
1, 2, 3
2.2e ask and answer questions
3b
2.2j adapt previously learned language
4b
3c apply grammar
3b
4d make links with English
1, 2
A Everyday activities
Understand people saying what they need/want; identify various
toiletry items.
Express your own needs/wishes and ask others about theirs.
Identify needs/wishes from written questions and answers.
Write sentences expressing people’s needs/wishes.
¿Quieres ducharte/bañarte?
una aspirina
Sí, quiero lavarme el pelo.
un cepillo (de dientes)
No, no quiero acostarme.
champú
colonia
¿Necesitas tomar algo?
un peine
Necesito champú.
una toalla
¿Te hace(n) falta … ?
Me hace(n) falta … .
Te hace(n) falta … .
Cuaderno B, p.6
Cassette A, side 1 or CD1, tracks 9, 10 and 11
Starter 2, Resource and Assessment File, p.4
Hojas de trabajo, Resource and Assessment File, pp.5 and 6
OHTS 5 and 6
1, 2, 3a
3b
4a
4b
jabón
gel de ducha
pasta de dientes
desodorante
un secador
New scheme of work 2008
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
AT1/4
responding
Speaking
AT2/3
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
AT3/3
AT4/4
Unidad 5 pp.14-15 Unos regalos
Activity
no.
Talking about buying gifts for people; describing personalities.
Launch: 8L3 (Relaying gist and detail). Reinforcement: 8W4 (Word
endings); 8S6 (Substituting and adding).
Starter 1: Conjugating –ar verbs: dice game.
Starter 2: Describing personalities: board activity.
Volunteers explain the usage and positioning of indirect object pronouns.
Indirect object pronouns
Adjectives
2.2a listen for gist / detail
1, 3a, 3b
2.1d work out meaning
5
2.1e use reference materials
6
3b sounds and writing
1
B Personal and social life
Identify people by name and family relationship, and recognise
various gift items.
Use indirect object pronouns to talk about buying gifts; describe
different personalities.
Identify family members and their personality traits.
1, 3b
Describe different personalities.
Le compro … .
Les compro … .
6
una caja de chocolates
una gorra (de
una camiseta
Manchester United)
(de Londres)
un llavero
un CD de música clásica
una pluma
gel de baño perfumado
un teléfono móvil
una lata de té
un video de ‘Friends’
Cuaderno B, p.7
Cassette A, side 1 or CD1, tracks 12, 13 and 14
Hojas de trabajo, Resource and Assessment File, pp.5 and 6
2, 4
5
Es …
deportista
estudioso/a
hablador(a)
serio/a
simpático/a
sociable
trabajador(a)
tranquilo/a
New scheme of work 2008
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
AT1/3
responding
Speaking
AT2/3
Reading and
AT3/3-4
responding
Writing
AT4/4
Key language
Unidad 6 pp.16-17 Muchas gracias por
el regalo
Writing thank you letters
Launch: 8T3 (Language and text types); 8T4 (Dictionary use); 8T6 (Text as a
model and source); 9T4 (Using support materials).
Starter 1: Conjugation of ser.
Starter 2: Using the glossary.
Write a list of two things learned.
2.1e use reference materials
2.2a listen for gist / detail
2.2i reuse language they have met
3e different countries / cultures
B Personal and social life
2a
1a
1c, 2c
2a
Identify gift items, understand expressions of opinion and
recognise various letter-writing conventions.
Thank someone for a gift and express an opinion.
Understand short letters accepting an invitation.
1a
Thank someone for a gift / invitation.
Querido/a(s) … / ¡Hola…!
amigo/a(s) / familia / primo/a(s)
abuelo/a(s)/ tío/a(s)
Estimado/a(s) señor(es), señora(s)
1c, 2c
(Muchas) gracias por…
el regalo
el póster
el dinero
la foto
el CD
el llavero
la camiseta
la invitación
Es muy/bastante …
interesante
aburrido/a
práctico/a
malo/a
fantástico/a
horrible
bueno/a
ICT Opportunities
Extension (B)
Resources
Homework
Notes
Activity
no.
1b
1a, 2a, 2b
Me encanta.
Me gusta mucho.
No me gusta nada.
Lo/La odio/detesto.
Eres/Es (usted)/Sois/Son (ustedes)…
antipático/a(s
simpático/a(s)
muy amable(s)
generoso/a(s)
roñoso/a(s)
poco amable(s)
Escríbeme pronto.
Recuerdos a todos.
No me escribas nunca más.
Un saludo (cordial)
Besos y abrazos
Saludos
¡Hasta pronto!
Adiós
Cuaderno B, p.8
Cassette A, side 1 or CD1, track 15
Hojas de trabajo, Resource and Assessment File, pp.5 and 6
New scheme of work 2008
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 1 Nos presentamos
Learning objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
AT1/4
responding
Speaking
AT2/3
Reading and
AT3/4
responding
Writing
AT4/4
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
Unidad 7 pp.20-21 ¡Extra!¡Escríbeme
pronto!
Activity
no.
Understanding personal information: introductory letters from penfriends.
Launch: 8C3 (Daily life and young people); 9W5 (Verbs [conditional]); 9W8
(Using grammar to understand words); 9T1 (Understanding complex
language); 9T2 (Features for effect); 9T3 (Authentic texts as sources).
Starter 1: Write sentences using Me gusta / Me encanta / Estoy loco/a por.
2.1d work out meaning
1a
2.2b skim and scan
1a
2.2j adapt previously learned language
3
3e different countries / cultures
1a
4f language for interest / enjoyment
1a, 3
4g use TL for engaging topics
1a, 3
B Personal and social life
Understand people’s descriptions of themselves and their
likes/dislikes.
Ask questions about and give personal details.
Understand people’s descriptions of themselves and their
likes/dislikes.
Write a letter to a Spanish magazine based on a given scenario.
Cassette A, side 1 or CD1, track 17
2
1c
1a, 1b
3