SCHOOL:
DATE:
¡Listos! 1
Módulo 4 En casa
YEAR:
CLASS:
Unidad 1 pp62-63 ¿Dónde vives? Activity
Learning objectives
Framework objectives
Talking about your home and saying where it is
Reinforcement: 7W1 (Everyday words); 7W5 (Verbs present (+ past));
7W8 (Finding meanings).
Starter 1: Alphabetical order race (Reordering vocabulary relating to
homes against the clock)
Starter 2: Verb revision (Translating verbs in English sentences –
practising conjugation of vivir)
Classifying vocabulary by type of language
present tense of vivir (all forms)
2.1c knowledge of language
1a
2.2a listen for gist /detail
2a
3c apply grammar
3b
3d use a range of vocab / structures
3b
4b communicate in pairs etc.
2c, 3a
The world around us
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
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/2
AT4/2-3
no.
Listen and identify statements describing the buildings and
1a, 2a
places where people live
Asking and answering questions about where you live,
1b, 1c, 2c,
discussing buildings and places where other people live
3a
Identify where people live from short texts, decide if
2b, 2d
sentences are true or false
Write a paragraph about where you and some other people
3b
live
¿Dónde vives?
Vivo/Vives/Vive en … una casa, un piso (en un bloque moderno/antiguo),
un chalet, una granja
Vivimos en un piso en el centro de la ciudad.
Está en…las afueras, el/un barrio, el campo, el centro, la montaña,
la/una ciudad, la costa, el/un pueblo
el este, el norte, el oeste, el sur
Microsoft Excel: survey (ex. 1b & 3a) + produce pie charts or bar graphs,
TG p. 91
ICT Pack: Activity 1, record questions and answers about where you live
Cuadernos A & B, p. 35
Cassette B, side 2 or CD 2, track 10
Flashcards 30-34: types of home
SCHOOL:
DATE:
¡Listos! 1
Módulo 4 En casa
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study– revised
in 2007)
Contexts
Learning outcomes …
Listening and
AT1/2-3
responding
Speaking
AT2/2-4
Reading and
AT3/2-4
responding
Writing
AT4/3-4
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
YEAR:
CLASS:
Unidad 2 pp64-65 ¿Cómo es tu casa? Activity
no.
Describing your house
Reinforcement: 7S6 (Compound sentences); 7S8 (Punctuation); 7S9
(Using simple sentences); 7T2 (Reading aloud).
Starter 1: Squashed sentences (Insert spaces and punctuation into
sentences relating to homes)
Starter 2: Shrink-me sentences (Deleting words to find the essential part
of a sentence)
Grow-me sentences – embellishing basic sentences about homes with
adjectives, adverbs and connectives.
muy/bastante + adjective
2.1e use reference materials
3a
2.2d pronunciation and intonation
1c
2.2e ask and answer questions
2b, 3c
3b sounds and writing
1a, 1b
3d use a range of vocab / structures
3d
The world around us
Listen to check information, repeat phrases correctly, match 1b, 1c, 2a
information about houses to pictures
Ask and answer questions about different types of house
2b, 3c
Match short sentences to pictures of houses, answer true or
1a, 3a, 3b
false questions on texts about houses
Write a description of your house adapting the example
3d
given
¿Cómo es tu casa/piso?
Mi casa es muy/bastante grande.
Mi piso es antiguo.
Mi chalet es de tres plantas.
Mi casa es adosada.
Mi piso es pequeño.
¿De cuántas plantas es?
¿Te gusta? (No) Me/Le gusta porque es moderno/a.
acogedor(a), grande, antiguo/a, adosado/a, moderno/a, nuevo/a,
bonito/a, pequeño/a, reformado/a, cómodo/a
¿Cuántas plantas/habitaciones tiene?
Tiene cinco habitaciones.
ICT Pack: Activity 2, design an advertisement for a house or flat
Cuadernos A & B, p. 36
Cassette B, side 2 or CD 2, track 11
Flashcards 30-34: types of home
SCHOOL:
DATE:
¡Listos! 1
Módulo 4 En casa
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study– revised
in 2007)
Contexts
Learning outcomes …
Listening and
AT1/1-3
responding
Speaking
AT2/2-3
Reading and
responding
Writing
AT3
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
AT4/2–4
YEAR:
CLASS:
Unidad 3 pp66-67 El plano de mi casa Activity
no.
Describing the rooms in your house
Part-Launch: 7W5 (Verbs present (+ past)).Launch:7W7 (Learning
about words).Reinforcement: 7T6 (Texts as prompts); 7L5
(Spontaneous talk).
Starter 1: Missing vowels (Completing words for rooms of the house)
Starter 2: La casa de Jennifer López (Memory game in the style of ‘I
went to market and I bought…’: Fui a al casa de J-Lo y vi (ocho
dormitories, etc ))
Two pupils summarise what they have learnt during the lesson
hay vs tiene
definite articles (el/la/los/las)
indefinite articles (un, una, unos, unas)
2.1b memorising
1c
2.2a listen for gist /detail
2a, 3b
2.2d pronunciation and intonation
1b
2.2g write clearly and coherently
4a, 4b
2.2h redraft to improve writing
4b
3b sounds and writing
1b
3f compare experiences
4a, 4b
The world around us
Listen and note different rooms in a house, matching
descriptions of rooms in a house to picture, identify people
and the floor on which they live
Asking and answering questions about rooms different
houses, talking about which floor people live on
/
1a, 1b, 2a,
3a, 3b
1c, 2b, 3c
Complete a given text about rooms in a house, describe your 4a, 4b
ideal house
En mi casa/piso hay ...
En la planta baja hay ...
El la primera planta hay ... En el jardín hay ...
un/una/dos/tres/cuatro/cinco...
aseo(s), pasillo(s), cocina(s), salón/salones, comedor(es), salóncomedor(es), (cuarto de) baño, garaje(s), despacho(s), escalera(s),
jardín/jardines, dormitorio(s), terraza(s)
¿Dónde vive? Vive en la primera planta
el sótano, la planta baja, la primera planta, la segunda planta, la tercera
planta, la cuarta planta, la quinta planta
Tiene un ático/un ascensor/un sótano.
Internet search followed by word-processing or desk top publishing
project writing about houses, TG p. 98
Cuadernos A & B, p. 37
Te toca a ti A, p. 123 (ex.1); Te toca a ti B, p. 123 (ex. 1)
Cassette B, side 2 or CD 2, track 12
R&A File, Hoja de trabajo 1, p. 56
Flashcards 35-44: rooms in the home
OHTs 17 & 18
SCHOOL:
DATE:
¡Listos! 1
Módulo 4 En casa
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study– revised
in 2007)
Contexts
Learning outcomes …
Listening and
AT1/1– 4
responding
Speaking
AT2/1–2
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/2-4
AT4/2–4
YEAR:
CLASS:
Unidad 4 pp68-69 Mi dormitorio Activity
no.
Describing your bedroom
Reinforcement: 7W1 (Everyday words); 7W6 (Letters and sounds); 7C4
(Stories and songs).
Starter 1: ¿Qué soy yo? (Pupils guess the item of bedroom furniture
from your description)
Starter 2: Accents and pronunciation (Pronounce and insert missing
accents on words relating to bedroom furniture)
Recap on prepositions: play ¿Dónde está el caramelo?
prepositions: delante (de), encima (de) …etc.
2.1d work out meaning
1a, 3a
2.1e use reference materials
4a
2.2b skim and scan
3a, 4a
2.2d pronunciation and intonation
1b
2.2i reuse language they have met
4b
4b communicate in pairs etc.
1c, 1d
4f language of interest / enjoyment
4a, 4b
Everyday activities
Listen and note bedroom items in the correct order, listen to 1a, 1b, 2a,
song and answer question in Spanish
4a
Ask and answer questions about bedroom items and what
1c, 1d, 2b
there is in your bedroom, use prepositions to tell a partner
where to move their hands
Read text and draw a plan of items in a bedroom and their
3a, 3b
location, answer true/false questions about the text
Correct false sentences about a bedroom, describe your
3c, 4b
bedroom
debajo (de), delante (de), detrás (de), encima (de), entre, a la derecha
(de), a la izquierda (de), al lado (de)
¿Qué hay en tu dormitorio?
En mi dormitorio hay una cama.
la/una alfombra, la/una mesa, el/un armario, el/un ordenador,
la/una cama, la/una pared, las cortinas, los/unos pósters,
el/un equipo de música, la/una puerta, las/unas estanterías, la/una silla,
la/una lámpara, la/una televisión, el/un lavabo, la/una ventana, la/una
librería
ICT Pack: Activity 3, describe the colour scheme in a bedroom
ICT Pack: Activity 4, create a poster to teach two prepositions
Cuadernos A & B, pp. 38 & 43 (ex. 1)
Te toca a ti A, p. 122 (exs. 2a, 2b)
Cassette B, side 2 or CD 2, track 13
Song, PB p. 69
R&A File, Hojas de trabajo 2-4, pp. 57-59
OHTs 19 & 20
SCHOOL:
DATE:
¡Listos! 1
Módulo 4 En casa
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
AT3/2
AT4/4
YEAR:
CLASS:
Unidad 5 pp70-71 Por la mañana Activity
no.
Talking about your morning routine
Reinforcement: 7W2 (High-frequency words); 7S1 (Typical word
order); 7T2 (Reading aloud); 7L1 (Sound patterns).
Starter 1: Noughts and crosses (Practising numbers 1-30 / telling the
time)
Starter 2: Back-to-front sentences (Recognising sentences relating to
daily routine on a back-to-front OHT)
Throw-and-catch game to practise asking questions about daily routine.
reflexive verbs: levantarse, despertarse, vestirse etc.
2.1a identify patterns
Gramática
1b, 3
2.2a listen for gist /detail
4
2.2e ask and answer questions
1a
3b sounds and writing
4, 6
3c apply grammar
6
3d use a range of vocab / structures
Everyday activities
Listen and order pictures of routine activities, note the time
when activities are done
Explain your daily routine, ask and answer questions about
when you do different things
Look at picture and choose the sentences which describe it
1a, 1b, 3
2, 4
5
Write sentences about what you do on mornings during the
6
weekend
¿A qué hora te despiertas/levantas/duchas/vistes/peinas/lavas los
dientes/desayunas?
¿A qué hora desayunas?
Me despierto/levanto/ducho/visto/peino/lavo los dientes/desayuno a las
siete.
No me despierto temprano.
Me levanto tarde/temprano.
(No) Desayuno.
Primero me ducho y me visto.
No me peino, pero me lavo los dientes.
ICT Pack: Activity 5, listen to information about daily routine and note
down key information
Cuaderno A, pp. 39 & 43 (ex. 2)
Cuarderno B, pp. 39 & 43 (exs. 2-3)
Cassette B, side 2 or CD 2, track 14
R&A File, Grammar, p. 60
Flashcards 45-51: morning routine
OHTs 21 & 22
SCHOOL:
DATE:
¡Listos! 1
Módulo 4 En casa
YEAR:
CLASS:
Activity
Unidad 6 pp72-73 Por la
no.
tarde
Learning objectives
Framework objectives
Talking about what you do after school
Reinforcement: 7T3 (Checking before reading); 7T4 (Using resources);
7L6 (Improving speech).
Starter 1: Odd one out (Looking closely at verbs used in daily routine
language)
Starter 2: Vowel combinations (Pronouncing words containing the
vowel strings ie, io. ia, ue, ua)
Discuss different approaches to reading exercises
reflexive verbs: acostarse, divertirse
2.1d work out meaning
1a, 2a
2.1e use reference materials
2a
2.2e ask and answer questions
1d
2.2j reuse language they have met
2b
2.2k deal with unfamiliar language
2a
3d use a range of vocab / structures
2b
3f compare experiences
2a, 2b
4e use a range of resources
2a, 2b
Everyday activities
Starters
Plenary
Grammar
Skills
(Programmes of Study– revised
in 2007)
Contexts
Learning outcomes …
Listening and
AT1/2
responding
Speaking
AT2/3
Reading and
AT3/2-4
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT4/3–4
Listen and check answers to matching activity (phrases
1b
matched to photos)
Ask and answer questions about after-school routine
1d
Read and match sentences about daily routine to photos,
1a, 1c, 2a
match questions to answers, answer true/false questions on a
letter about daily routine
Write a reply to a letter answering questions about daily
2b
routine
¿Comes en el instituto o en casa?
¡Me divierto con mis amigos!
Como en casa a la una.
¿Qué haces después de cenar?
¿A qué hora meriendas/cenas?
Después de cenar, veo la televisión
Meriendo/Ceno a las …
¿A qué hora te acuestas?
¿Cuándo haces los deberes?
Me acuesto a las once.
Hago los deberes a las …
E-mail: e-mail to a Spanish person following ex. 2b, TG p. 108
ICT Pack: Activity 6, write about your evening routine
Cuadernos A & B, pp. 40-42, p. 44
Te toca a ti A, p. 122 (ex. 1)
Te toca a ti B, p. 123 (ex. 2, 3)
¡Extra!, PB, pp. 76-77
Cassette B, side 2 or CD 2, track 15
R&A File, Skills 1, p. 61
OHTs 21 & 22