SCHOOL:
DATE:
¡Listos! 1
Módulo 5 Mi pueblo
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study – revised
in 2007)
Contexts
Learning outcomes …
Listening and
AT1/1-2
responding
Speaking
AT2/2
Reading and
AT3/1-3
responding
Writing
AT4/2
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
YEAR:
CLASS:
Unidad 1 pp80-81 Voy al polideportivo Activity
no.
Saying where you are going in the area
Reinforcement: 7W5 (Verbs present (+ past)); 7W8 (Finding meanings);
7S9 (Using simple sentences); 7L5 (Spontaneous talk).
Starter 1: Cognates (Deducing meanings of places in the town)
Starter 2: Battleships (Revising places in the town)
Pupils translate sentences demonstrating knowledge of the present tense
of ir and places in the town
present tense of ir
to: a + el = al and a + la = a la
2.2a listen for gist /detail
2, 3
2.2e ask and answer questions
5
2.2f initiate / sustain conversations
5a, 7
2.2g write clearly and coherently
6, 7
3c apply grammar
4
The world around us
Match places and sounds to pictures, understand where
people are going
Ask and answer questions about where you are going
/
1, 2, 3
5a
Write sentences using picture prompts, write sentences
4, 5b, 6, 7
saying where you or someone else is going in your town,
write a dialogue following an example
el centro comercial, el parque, el cine, la playa, la estación (de
autobuses), la plaza de toros, la estación (de trenes/de RENFE),
el polideportivo, el estadio, la tienda (de regalos), el instituto
¿Adónde vas/vais?
Voy al centro comercial.
Marina va al polideportivo.
Vamos a la playa.
Van al cine.
ICT Pack: Activity 1, create a poster about places to go on holiday
Cuadernos A & B, pp. 45 & 53
Cassette C, side 1 or CD 3, track 2
Flashcards 52-61: places in town
SCHOOL:
DATE:
¡Listos! 1
Módulo 5 Mi pueblo
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/
AT4/2
YEAR:
CLASS:
Unidad 2 pp82-83 ¿Por dónde se va al Activity
no.
Corte Inglés?
Giving and understanding directions
Reinforcement: 7W2 (High-frequency words); 7W4 (Gender and
plural); 7W6 (Letters and sounds); 7W7 (Learning about words).
Starter 1: Guess the gender (Deducing the gender of various unfamiliar
places in the town )
Starter 2: Unjumbling sounds (Solving anagrams of words containing c/
z and practising their pronunciation)
Discuss regular and irregular verbs in the present tense and brainstorm.
imperatives: toma/tome, sigue/siga
2.2a listen for gist / detail
2, 4, 5a
2.2d pronunciation and intonation
1a
2.2g write clearly and coherently
5c
3b sounds and writing
1a
4b communicate in pairs etc.
3, 5b
The world around us
Understand more places in town, understand more
directions, identify where people want to go
Ask and answer questions about pictures show, ask and give
directions to places in town
/
1a, 2, 4,
5a
1b, 3, 5b
Write the directions to some places using the map in 5a
more places: el café de Internet, la catedral , el Corte Inglés,
el mercado , la piscina, la oficina de turismo
A la izquierda, todo recto, todo derecho, a la derecha
¿Por dónde se va a la oficina de turismo?
Toma la primera/segunda a la derecha.
Tome la tercera a la izquierda.
Sigue/Siga todo recto/todo derecho.
ICT Pack: Activity 2, write directions to places in town.
Cuadernos A & B, p. 46
5c
Cassette C, side 1 or CD 3, track 3
R&A File, Hojas de trabajo 1, p. 73
Flashcards 62-66: places in town
SCHOOL:
DATE:
¡Listos! 1
Módulo 5 Mi pueblo
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study – revised
in 2007)
Contexts
Learning outcomes …
Listening and
AT1/1-2
responding
Speaking
AT2/1-3
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/1-3
AT4/2–3
YEAR:
CLASS:
Unidad 3 pp84-85 Sube la avenida y Activity
no.
cruza la plaza...
Describing the location of places in a town and giving more detailed
directions
Reinforcement: 7S1 (Typical word order); 7T1 (Reading using cues);
7L2 (Following speech); 7C5 (Social conventions).
Starter 1: Squashed sentences (Insert spaces and punctuation into
sentences relating to asking for directions)
Starter 2: Preposition revision (Read out sentences but ask pupils to fill
in the correct prepositions)
Recap prepositions: play ¿Dónde está el caramelo?
de + la = de la and de + el = del
prepositions: al final de, al lado de
usted vs. tú: tuerza/tuerce, suba/sube ... etc.
2.2a listen for gist / detail
3a, 3b
2.2e ask and answer questions
2, 5a
3c apply grammar
1a, 5a
3d use a range of vocab / structures
5b
4b communicate in pairs etc.
2, 5a
The world around us
Order and identify given directions
1b, 3a, 3b
Ask the way and give locations of buildings, ask and give
directions to places using a map
Understand short sentences to locate buildings and services
on a map
Write directions to places in the given plan of a town
¿Dónde está …?
Aquí, al final de, enfrente de, al lado de, delante de
La piscina está de al lado del estadio.
El hospital está al final de la Calle.
La Plaza Mayor está delante de la catedral.
La estación esta enfrente del parque.
el aeropuerto, la calle, el hospital, la plaza, la Plaza Mayor,
el puente, el río
Baja, cruza, dobla, sube, tuerce
Baje, cruce, doble, suba, tuerza
ICT Pack: Activity 3, record whereabouts various places are
Cuadernos A & B, p. 47
Te toca a ti A, p. 124 (exs. 3a, 3b)
Cassette C, side 1 or CD 3, track 4
R&A File, Grammar 1, p. 76
OHTs 23 & 24
2, 3c, 5a
1a, 4
5b
SCHOOL:
DATE:
¡Listos! 1
Módulo 5 Mi pueblo
YEAR:
CLASS:
Unidad 4 pp86-87 ¿Está cerca? Activity
no.
Learning objectives
Talking about distance
Framework objectives
Reinforcement: 7S4 (Basic questions); 7T1 (Reading using cues); 7T3
(Checking before reading).
Starter 1: Question- making (Categorising game cards relating to asking
for directions, in terms of verbs, nouns and interrogatives)
Starter 2: Text scanning (Pupils have 90 seconds to scan the text on PB
p.87 for prepositions of place).
Pupils invent sentences for each of the three illustrations on p.87
numbers: 32–100
2.1d work out meaning
1a, 3
2.2b skim and scan
3
2.2e ask and answer questions
2a, 2b
2.2i reuse language they have met
4
3b sounds and writing
1a
3d use a range of vocab / structures
4
Personal and social life
Starters
Plenary
Grammar
Skills
(Programmes of Study – revised
in 2007)
Contexts
Learning outcomes …
Listening and
AT1/2
responding
Speaking
AT2/2-3
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/2-3
AT4/2
Listen and read a dialogue about places being near or far
1a
Ask and answer questions on how far away places are, guess 2a, 2b
places according to how far away they are
Read and match questions to answers, read texts and match
1b, 3
with the right map
Draw and label a map of your town and write a short
4
description
¿Dónde está …?
¿Está lejos la playa?
¿Está cerca la estación de servicio?
Está (muy) cerca.
Está (bastante) lejos.
Está a 10 kilómetros.
Está a 5 minutos andando
Está a 10 minutos en coche.
numbers 32–100: treinta (y dos), cuarenta, cincuenta, sesenta, setenta,
ochenta, noventa, cien
ICT Pack: Activity 4, listen to where people live and fill in a grid
Cuadernos A & B, p. 48
Cassette C, side 1 or CD 3, track 5
R&A File, Skills, p. 77
SCHOOL:
DATE:
¡Listos! 1
Módulo 5 Mi pueblo
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
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/3-4
AT4/2–3
YEAR:
CLASS:
Unidad 5 pp88-89 ¿Cómo es tu ciudad? Activity
no.
Talking about what your town is like
Reinforcement: 7S6 (Compound sentences); 7C1 (Geographical facts);
7C3 (Contact with native speakers); 7C4 (Stories and songs).
Starter 1: ¿España? (Identifying Spanish cities from a list of hispanic
place names)
Starter 2: ¿Verdad o mentira? (Pupils decide whether statements about
the location of their school are true or false)
Pupils write sentences about the places illustrated on p.89
adjective agreement
2.1c knowledge of language
1a, 3a
2.2b skim and scan
3a, 3b
2.2k deal with unfamiliar language
3a, 3b
3d use a range of vocab / structures
3c
4d make links with English
1a, 3a
4f language for interest / enjoyment
4
The world around us
Identify towns by listening to their descriptions, understand
1b, 2a, 4
a song about the place someone lives
Ask and answer questions about where you live, what it is
2b
like and what there is there
Read descriptions and match them to the right town on a
1a, 3a, 3b
map, answer true or false questions based on letter
Write a description of where you live
3c
¿Cómo es tu ciudad/pueblo/barrio?
Es la capital de (España).
Es … antiguo/a, industrial, bonito/a, moderno/a, grande, pequeño/a,
histórico/a, tranquilo/a, importante
Me gusta (mucho) porque …
¿Qué hay en tu ciudad/pueblo/barrio?
Hay varios monumentos.
Hay mucho tráfico.
Hay muchos turistas.
Hay/Tiene … un acueducto (romano), un monumento, un alcázar, un
museo, un castillo, un palacio, un edificio, un parque nacional, un
equipo de fútbol, un puerto, una fábrica, un quiosco, una iglesia, la
sierra, un lugar, la universidad
MS Publisher: produce brochure in ex. 3c, TG p. 128
E-mail: send brochure to a Spanish-speaking friend, TG p. 128
ICT Pack: Activity 5, write a letter describing your town or village
Cuadernos A & B, p. 49
Te toca a ti B, p. 124
Cassette C, side 1 or CD 3, track 6
Song, PB p. 89
R&A File, Hoja de trabajo 2, p. 74
Flashcards 67-75: more places in town
SCHOOL:
DATE:
¡Listos! 1
Módulo 5 Mi pueblo
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study – revised
in 2007)
Contexts
Learning outcomes …
Listening and
AT1/1-3
responding
Speaking
AT2/1-2
Reading and
AT3/1-2
responding
Writing
AT4/2-3
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
YEAR:
CLASS:
Unidad 6 pp90-91 ¿Qué tiempo hace? Activity
no.
Talking about the weather
Part-Launch: 7S7 (Time and tenses).Reinforcement: 7W6 (Letters and
sounds); 7T7 Improving written work); 7L1 (Sound patterns).
Starter 1: Letter strings (Dictate words relating to weather)
Starter 2: Hangman (Play hangman with weather vocabulary)
Pupils test each other using the Resumen section
2.1b memorising
2a
2.1c knowledge of language
1a, 1b
2.2a listen for gist / detail
2a, 3b
2.2d pronunciation and intonation
1a
2.2g write clearly and coherently
3a, 4b
3b sounds and writing
1a
The world around us
Understand weather phrases, listen and match weather with
1a, 2a, 3b
pictures, check descriptions of seasonal weather
Describe the weather in pictures
2b
Match weather phrases with pictures, answer true or false
1b, 4a
questions on a weather map
Copy and complete the description of the weather in every
3a, 4b
season, write sentences about a weather map
¿Qué tiempo hace?
Hace buen tiempo, hace calor, hace fresco, hace frío, hace mal tiempo,
hace sol, hace viento, hay niebla, hay tormenta, llueve, nieva.
el invierno, el otoño, la primavera, el verano en invierno, en otoño, en
primavera, en verano
a veces
ICT Pack: Activity 6, create a weather map of Spain
Cuadernos A & B, pp50–52, 54
Te toca a ti A, p. 124 (exs. 1, 2)
¡Extra!, PB, pp. 94-95
Cassette C, side 1 or CD 3, track 7
R&A File, Hoja de trabajo 3, p. 75
Flashcards 76-86: weather
OHTs 25 & 26