SCHOOL:
DATE:
¡Listos! 1
Módulo 2 Tú y yo
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study – revised
in 2007)
Contexts
Learning outcomes …
Listening and
AT1/1-2
responding
Speaking
AT2/1–2
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/3
AT4/2-3
YEAR:
CLASS:
Unidad 1 pp26-27 ¿De dónde eres? Activity
no.
Talking about countries and nationality
Launch: 7L4 (Classroom talk). Reinforcement: 7W4 (Gender and
plural); 7W5 (Verbs present (+ past)).
Starter 1: Alphabetical order race (Ordering names of countries against
the clock)
Starter 2: What nationality? (Forming masculine and feminine
adjectives of nationality)
Pupils list vocabulary they have learnt (countries / nationalities)
ser (soy/eres/es) + nationality
soy de + countries/towns
adjectival agreement with nationality
en + countries/towns
2.1a identify patterns
Gramática
2.1c knowledge of language
1
2.2d pronunciation and intonation
1
2.2e ask and answer questions
3b, 4c
2.2g write clearly and coherently
6
3c apply grammar
3b
3d use a range of vocab / structures
4b, 6
Personal and social life; The world around us
Understand names of countries and nationalities
1, 3a
Say names of countries, ask and answer questions about
2, 3b, 4a,
your nationality and country, make statements about where
4c
others come from
Pick out information from short written extracts about
5
countries and nationalities
Write simple phrases about nationality and country
4b, 6
¿De dónde eres?
Soy de España.
Australia, Escocia, España, Estados Unidos, Gales, Inglaterra, Irlanda,
Jamaica, México, Nigeria, Paquistán
¿Cuál es tu nacionalidad?
De dónde eres?
Soy español(a).
Kylie Minogue es australiana.
australiano/a, escocés(a), estadounidense, galés(a), inglés(a),
irlandés(a), jamaicano/a, mexicano/a, nigeriano/a, paquistaní
ICT Pack: Activity 1, countries and nationalities.
Cuaderno A & B, pp. 15 & 23 (ex.2)
Cassette A, Side 2 or CD 1, track 11
OHTs 5 & 6
SCHOOL:
DATE:
¡Listos! 1
Módulo 2 Tú y yo
YEAR:
CLASS:
Unidad 2 pp28-29 ¿Dónde vives? Activity
Learning objectives
Framework objectives
Starters
Saying where you and others live and what languages you speak
Reinforcement: 7W5 (Verbs present (+ past)); 7L4 (Classroom talk).
Starter 1: Spanish quiz (Testing cultural and geographical knowledge of
Spain)
Starter 2: Verb revision (Conjugating 1st, 2nd and 3rd-person forms of
ser, tener, vivir and hablar)
Pupils write sentences about themselves, imagining they are Spanish
vivir: vivo, vives, vive
hablar: hablo, hablas, habla
en + countries/towns
2.2a listen for gist / detail
1, 3a
2.2e ask and answer questions
2, 5a, 5b
2.2f initiate / sustain conversations
5b
3d use a range of vocab / structures
5b, 5c
4b communicate in pairs etc.
5a, 5b
Personal and social life; The world around us
Plenary
Grammar
Skills
(Programmes of Study – revised
in 2007)
Contexts
Learning outcomes …
Listening and
AT1/1–2
responding
Speaking
AT2/2–3
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/2
AT4/3
no.
Identify cities in a country; understand where people live
1, 3a, 4b
and which languages they speak
Ask and answer questions about your name, where you live 2, 3b, 5a,
or about where other people live, and which languages you
5b
speak
Predict information about people by reading a simple file
4a
record
Write interviews with imaginary people about where they
5c
come from and the languages they speak
¿Dónde vives?
Vivo en Barcelona, Madrid, Bilbao, Valencia, Sevilla, Londres, París,
Swansea
(No) vive en Valencia
Viven en Barcelona.
¿Qué idiomas hablas?
Hablo alemán, catalán, español, francés, galés, inglés, italiano
Habla español y francés.
un poco (de español)
Compilation of survey results in MS-Excel and creation of pie chart or
bar graph, TG p. 43
ICT Pack: Activity 2, listen to personal information and fill in grid
Cuaderno A & B, p. 16
Te toca a ti A, p. 118 (ex. 1)
Cassette A, side 2 or CD 1, track 12
SCHOOL:
DATE:
¡Listos! 1
Módulo 2 Tú y yo
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study – revised
in 2007)
Contexts
Learning outcomes …
Listening and
AT1/2–3
responding
Speaking
AT2/2–3
Reading and
AT3/2-3
responding
Writing
AT4/3
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
YEAR:
CLASS:
Unidad 3 pp30-31 ¿Tienes
hermanos?
Activity
no.
Talking about your family
Launch: 7L2 (Following speech); 7L3 (Gist and detail). Reinforcement:
7S4 (Basic questions); 7S8 (Punctuation).
Starter 1: Number revision (As you read out a text, pupils stand up when
they hear a number)
Starter 2: Squashed sentences (Inserting spaces and punctuation in
sentences about siblings)
Pupils prepare three questions to test what they have learnt
llamarse: me llamo, te llamas, se llama, se llaman
possessives: mi/mis, tu/tus, su/sus
tener: tengo, tienes, tiene + family
2.2a listen for gist / detail
2, 5
2.2d pronunciation and intonation
1
2.2f initiate / sustain conversations
6
3b sounds and writing
1
3c apply grammar
7a
3d use a range of vocab / structures
7a
6, 7a
4g use TL for engaging topics
Personal and social life
Understand and note down information about family
1, 2, 5
Ask and answer questions about family
Understand phrases about family members and ages
4, 6, 7b
1, 3, 5
Write interview about family from notes
7a
¿Tienes hermanos?
Sí, tengo un hermano. Sí, tengo una hermana.
Sí, tengo un hermano y dos hermanas.
No, no tengo hermanos. Soy hija única / hijo único.
Somos gemelos/as.
¿Cómo se llama/se llaman ...
tu padre/madre tus hermanos/hermanas
Mi madre se llama Clara. Mi padre se llama Rafael.
Mi hermana tiene 5 años.
MS-PowerPoint interview presentation, TG p. 46
ICT Pack: Activity 3, carry out a survey about brothers and sisters
Cuaderno A & B, pp. 17 & 23 (exs 1, 3)
Cassette A, side 2 or CD 1, track 13
OHTs 7 & 8
SCHOOL:
DATE:
¡Listos! 1
Módulo 2 Tú y yo
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study – revised
in 2007)
Contexts
Learning outcomes …
Listening and
AT1/1-3
responding
Speaking
AT2/1–3
Reading and
AT3/3
responding
Writing
AT4/3
Key language
YEAR:
CLASS:
Unidad 4 pp32-33 ¿Tienes un animal en casa? Activity
no.
Talking about pets
Launch: 7C4 (Stories and songs).Reinforcement: 7W4 (Gender and
plural); 7W6 (Letters and sounds); 7L1 (Sound patterns).
Starter 1: Sound spelling links (Listening for words containing the
sounds ja, jo, yo, llo, ño)
Starter 2: Colour mixing (As you read out combinations of colours,
pupils note which colour will be created by mixing them)
Pupils list six invented animals, describing their colours.
plurals of nouns
adjective agreement (singular and plural)
indefinite article: un / una (revision)
2.2d pronunciation and intonation
1a
2.2e ask and answer questions
3, 6a
2.2g write clearly and coherently
8
3b sounds and writing
1a
3c apply grammar
6b
3d use a range of vocab / structures
8
4f language of interest / enjoyment
7
Personal and social life
Understand words for pets and colours, note pet descriptions 1a, 1b, 2,
from short conversations
4, 5
Ask and answer questions about pets and their colour
3, 6a
Understand and answer short questions on a song describing 7
pets
Write a short text about their own and another person’s pet.
6b, 8
¿Tienes un animal en casa?
Tengo / no tengo...
un caballo, dos caballos
un cobayo, dos cobayos
un pájaro, tres pájaros
un gato, tres gatos
un perro, dos perros
un pez, dos peces
un conejo, tres conejos
un ratón, tres ratones
una tortuga, dos tortugas
¿De qué color es / son?
Es / son blanco/a (s), negro/a(s), rojo/a(s), amarillo/a(s), dorado/a(s),
atigrado/a(s), azul(es), verde(s), gris(es), marrón (marrones).
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
Es grande, pequeño/a
Son grandes, pequeños/as.
ICT Pack: Activity 4, design a poster about animals and their colours
Cuadernos A & B, p. 18
Te toca a ti B, p. 119 (ex. 1)
Cassette A, side 2 or CD 1, track 14; Song, PB p. 33
R&A File, Grammar 1, p. 23; R&A File, Hojas de trabajo 1-2, pp. 2021; OHTs 9 & 10
SCHOOL:
DATE:
¡Listos! 1
Módulo 2 Tú y yo
YEAR:
CLASS:
Unidad 5 pp34-35 Los ojos y el pelo Activity
Learning objectives
Framework objectives
Describing your eyes and hair
Reinforcement: 7W4 (Gender and plural); 7S1 (Typical word order);
7S3 (Adapting sentences).
Starter 1: Spot the mistake (Pupils correct adjectival agreements in
sentences with deliberate errors on OHT)
Starter 2: Match up (Matching halves and adapting sentences relating to
eyes and hair)
Throw-and-catch game (Practising personal information questions,
incorporating new vocabulary)
Tener: tengo, tiene
Llevar: llevo, lleva
2.2a listen for gist / detail
2a
2.2d pronunciation and intonation
1
2.2i reuse language they have met
5, 6
3d use a range of vocab / structures
5, 6
4b communicate in pairs etc.
2b, 2c, 5
Personal and social life
Starters
Plenary
Grammar
Skills
(Programmes of Study – revised
in 2007)
Contexts
Learning outcomes …
Listening and
AT1/1–2
responding
Speaking
AT2/1–3
Reading and
AT3/2
responding
Writing
AT4/2–3
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
no.
Understand information about eye and hair colour
1, 2a, 3
Ask about and give information concerning eyes and hair
2b, 2c, 5
Identify individuals from written descriptions of their eyes
4
and hair
Describe eyes and hair of yourself and others
2d, 6
¿De qué color es tu pelo?
¿De qué color son tus ojos?
Tengo/ Tiene ... los ojos marrones / azules / verdes / negros
el ojo morado
Tengo/Tiene ... el pelo castaño / rubio / negro / pelirrojo
Tengo/Tiene ... el pelo largo / liso / corto / rizado / ondulado
Tengo/Tiene pecas
Llevo/Lleva barba, bigote, gafas
ICT Pack: Activity 6, describe four people’s eyes and hair colour
Cuadernos A & B, p. 19
Te toca a ti B, p. 119 (exs. 2a & 2b)
Cassette A, side 2 or CD 1, track 15
R&A File, Hoja de trabajo 3, p. 22
OHTs 11 & 12
SCHOOL:
DATE:
¡Listos! 1
Módulo 2 Tú y yo
YEAR:
CLASS:
Activity
Unidad 6 pp36-37 ¿Cómo eres?
Learning objectives
Framework objectives
Talking about your size and colouring
Launch: 7T1 (Reading using cues); 7T3 (Checking before reading); 7T5
(Assembling text).Reinforcement: 7W4 (Gender and plural).
Starter 1: Drawing from written text (Pupils read text on OHT, then
draw what they have read from memory)
Starter 2: Odd one out (Looking closely at genders and adjectival
agreements)
Pupils test each other on new language in Module 2 using the Resumen
section
ser (consolidation): soy / es
adjectival agreement (revision): masc. and fem. singular
2.2c respond appropriately
1a, 4, 5
2.2g write clearly and coherently
5
3b sounds and writing
2a
3c apply grammar
5
4c use more complex language
5
4e use a range of resources
5
Personal and social life
Starters
Plenary
Grammar
Skills
(Programmes of Study – revised
in 2007)
Contexts
Learning outcomes …
Listening and
AT1/1–2
responding
Speaking
AT2/2–3
Reading and
AT3/2–3
responding
Writing
AT4/2-3
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
no.
Identify people from descriptions of their size and
appearance
Ask about and describe people’s size and appearance
Read and understand short descriptions of people
1a, 2a
Write sentences describing people’s size
Write a short text describing a famous person
¿Cómo eres? Soy / es
alto/a, bajo/a, de talla mediana
negro/a, blanco/a, moreno/a, pelirrojo/a, rubio/a
MS Publisher: produce poster in ex. 5, TG p. 55
ICT Pack: Activity 5, record personal details
Cuaderno A&B, pp. 20-22 , 24
¡Extra!, PB, pp. 40-41 (Extension)
Te toca a ti A, p. 118 (exs 2a & 2b)
Cassette A, side 2 or CD 1, track 16
R&A File, Skills 1 & 2, pp. 24-25
1c, 5
1b, 3
2b, 4