Listos 1 Teacher’s Guide new PoS information
Covering the Programmes of Study
1. Key concepts
There are a number of key concepts outlined in the QCA Programmes of Study, which underpin the study of
languages. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills
and understanding. These are addressed in all modules of ¡Listos! 1, so are not included in the tables below,
but are listed here for reference.
a. Linguistic competence
a developing the skills of listening, speaking, reading and writing in a range of situations and
contexts
b applying linguistic knowledge and skills to understand and communicate effectively
b. Knowledge about language
a understanding how a language works and how to manipulate it
b recognising that languages differ but may share common grammatical, syntactical or lexical
features
c. Creativity
a using familiar language for new purposes and in new contexts
b using imagination to express thoughts, ideas, experiences and feelings
d. Intercultural understanding
a appreciating the richness and diversity of other cultures
b recognising that there are different ways of seeing the world, and developing an international
outlook
The table below indicates where in ¡Listos! 1,
pupils have the opportunity to progress in the Key
processes, Range and content, and Curriculum
opportunities prescribed in the QCA
Programmes of Study. For each area we have
indicated where these appear in the core units of
the Pupil’s Book. There are further opportunities
both in the Pupil’s Book and the supplementary
components. More detail is provided in the grids
at the beginning of each module in this Teacher’s
Guide.
2.
Key processes
These are the essential skills and processes in languages that pupils need to learn to make progress.
2.1 Developing language-learning strategies – pupils should be able to:
a
b
c
d
e
identify patterns in the target language
develop techniques for memorising words, phrases
and spellings
use their knowledge of English or another language
when learning the target language
use previous knowledge, context and other clues to
work out the meaning of what they hear or read
use reference materials such as dictionaries
appropriately and effectively
Module 2 Unit 1, Module 3 Unit 2, Module 5 Unit 1
Module 1 Unit 2, Module 1 Unit 6, Resumen (all modules)
Module 2 Unit 2, Module 4 Unit 1, Module 6 Unit 1
Module 2 ¡Extra!, Module 4 Unit 4, Module 5 Unit 4
Module 1 Resumen, Module 4 Unit 2, Module 4 Unit 6
2.2 Developing language skills – pupils should be able to:
a
b
c
listen for gist or detail
skim and scan written texts for the main points or
details
respond appropriately to spoken and written
language
Module 2 Unit 3, Module 3 Unit 4, Module 5 Unit 2
Module 3 ¡Extra!, Module 5 Unit 5, Module 6 Unit 5
Module 1 ¡Extra!, Module 2 Te Toca a ti, Module 5 Prepárate
Listos 1 Teacher’s Guide new PoS information
d
e
f
g
h
i
j
k
use correct pronunciation and intonation
ask and answer questions
initiate and sustain conversations
write clearly and coherently, including an
appropriate level of detail
redraft their writing to improve accuracy and quality
re-use language that they have heard or read in their
own speaking and writing
adapt language they already know in new contexts
for different purposes
deal with unfamiliar language, unexpected responses
and unpredictable situations
Module 1 Unit 1, Module 2 Unit 4, Module 4 Unit 2
Module 1 Unit 6, Module 2 unit 4, Module 4 Unit 6
Module 2 unit 3, Module 4 Unit 5, Module 6 Unit 4
Module 2 Unit 4, Module 3 Unit 2, Module 5 Unit 2
Module 3 Unit 3, Module 4 Unit 3, Module 6 Unit 6
Module 2 Unit 5, Module 3 Te Toca a ti, Module 5 Unit 4
Module 3 Unit 2, Module 4 Unit 6, Module 6 Unit 4
Module 4 Unit 6, Module 5 Unit 5, Module 6 ¡Extra !
3.
Range and content
This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key
processes. The study of languages should include:
a
b
c
d
e
f
the spoken and written form of the target language
the interrelationship between sounds and writing in
the target language
the grammar of the target language and how to apply
it
a range of vocabulary and structures
learning about different countries and cultures
comparing pupils’ own experiences and perspectives
with those of people in countries and communities
where the target language is spoken
All modules
Module 1 Unit 4, Module 2 Unit 3, Module 3 Unit 1
Module 2 Unit 3, Module 3 Unit 2, Module 4 Unit 5
Module 4 Unit 6, Module 5 Unit 5, Module 6 Unit 3
Module 3 Unit 3, Module 5 ¡Extra!, Module 6 ¡Extra!
Module 3 Unit 4, Module 4 Extra!, Module 6 ¡Extra!
4.
Curriculum opportunities
During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance
their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities
for pupils to:
a
b
c
d
e
f
g
hear, speak, read and write in the target
language regularly and frequently within the
classroom and beyond
communicate in the target language
individually, in pairs, in groups and with
speakers of the target language, including
native speakers, where possible, for a variety of
purposes
use an increasing range of more complex
language
make links with English at word, sentence and
text level
use a range of resources, including ICT, for
accessing and communicating information
listen to, read or view a range of materials,
including authentic materials in the target
language, both to support learning and for
personal interest and enjoyment
use the target language in connection with
topics and issues that are engaging and may be
related to other areas of the curriculum
All modules
Module 2 Unit 5, Module 3 Unit 2, Module 6 Unit 4
Module 4 ¡Extra !, Module 5 Extra !, Module 6 Unit 6
Module 1 Unit 7, Module 3 Unit 1, Module 4 ¡Extra !
Module 1 Unit 7, Module 2 Unit 6, Module 5 ¡Extra!
Module 2 unit 4, Module 3 ¡Extra !, Module 6 ¡Extra!
Module 3 ¡Extra !, Module 5 ¡Extra !, Module 6 Unit 4
Listos 1 Teacher’s Guide Replacement pages
1 ¡Bienvenidos ! (Pupil’s Book pages 6-25)
Unit
Learning
targets
1 ¡Hola!
(pp. 6-7)
Asking a friend’s name
Giving your name
Greeting someone
Asking how someone is
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer
to original
edition
2.2d pronunciation and intonation
2.2e ask and answer questions
3b sounds and writing
4b communicate in pairs etc.
Unchanged –
please refer to
original edition
2 En la mochila
(pp. 8-9)
Saying what you have in your
rucksack
Naming classroom items
Saying what you need
2.1b memorising
2.2a listen for gist / detail
2.2d pronunciation and intonation
3c apply grammar
4b communicate in pairs etc.
4f language for interest / enjoyment
3 ¿Cuántos años tienes?
(pp. 10-11)
Saying how old you are
Asking someone their age
2.2a listen for gist / detail
2.2d pronunciation and intonation
2.2f initiate / sustain conversations
3b sounds and writing
4b communicate in pairs etc.
4 ¡Feliz cumpleaños!
(pp. 12-13)
Talking about dates
Saying when your birthday is
Months
2.1c knowledge of language
2.2e ask and answer questions
2.2g write clearly and coherently
3b sounds and writing
3c apply grammar
5 En clase
(pp. 14-15)
Classroom instructions
Classroom objects
Days of the week
2.1a identify patterns
3b sounds and writing
3c apply grammar
4b communicate in pairs etc.
4d make links with English
Listos 1 Teacher’s Guide Replacement pages
Unit
Learning
targets
6 ¿Como se escribe?
(pp. 16-17)
The Spanish alphabet
Spelling your name
More classroom phrases
7 ¡Conéctate!
(pp.18-19)
Naming parts of a computer
Phrases for using a
computer
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer to
original
edition
2.1b memorising
2.2e ask and answer questions
3b sounds and writing
4b communicate in pairs etc.
4f language for interest /
enjoyment
Unchanged –
please refer to
original edition
2.2d pronunciation and intonation
3d use a range of vocab / structures
4b communicate in pairs etc.
4d make links with English
4e use a range of resources
Resumen y Prepárate
(pp. 20-21)
Pupils’ checklist and practice
test
2.1b memorising
2.1e use reference materials
2.2i reuse language they have met
¡Extra! Se llama Neus
(pp. 22-23)
Optional extension unit:
a school photo story
2.1d work out meaning
2.2a listen for gist / detail
2.2c respond appropriately
3d use a range of vocab / structures
4f language for interest / enjoyment
2.1d work out meaning
2.2g write clearly and coherently
2.2i reuse language they have met
Te Toca a ti
(pp. 116-117)
Self-access reading and
writing at two levels
Listos 1 Teacher’s Guide Replacement pages
2 Tú y yo (Pupil’s Book pages 26-43)
Unit
Learning
targets
1 ¿De dónde eres?
(pp. 26-27)
Country names
Saying your nationality
Saying where you are from
Key
framewor
k
objectives
PoS
Grammar
and key
language
Unchanged
– please
refer to
original
edition
2.1a identify patterns
2.1c knowledge of language
2.2d pronunciation and intonation
2.2e ask and answer questions
2.2g write clearly and coherently
3c apply grammar
3d use a range of vocab / structures
Unchanged –
please refer
to original
edition
2 ¿Dónde vives?
(pp. 28-29)
Saying where you live
Saying what languages you
speak
2.2a listen for gist / detail
2.2e ask and answer questions
2.2f initiate / sustain conversations
3d use a range of vocab / structures
4b communicate in pairs etc.
3 ¿Tienes hermanos?
(pp. 30-31)
Talking about your family
2.2a listen for gist / detail
2.2d pronunciation and intonation
2.2f initiate / sustain conversations
3b sounds and writing
3c apply grammar
3d use a range of vocab / structures
4g use TL for engaging topics
4 ¿Tienes un animal en
casa?
(pp. 32-33)
Talking about pets
2.2d pronunciation and intonation
2.2e ask and answer questions
2.2g write clearly and coherently
3b sounds and writing
3c apply grammar
3d use a range of vocab / structures
4f language of interest / enjoyment
Listos 1 Teacher’s Guide Replacement pages
Unit
Learning
targets
5 Los ojos y el pelo
(pp. 34-35)
Describing your eyes and
hair
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer to
original
edition
2.2a listen for gist / detail
2.2d pronunciation and intonation
2.2i reuse language they have met
3d use a range of vocab / structures
4b communicate in pairs etc.
Unchanged –
please refer to
original
edition
6 ¿Cómo eres?
(pp. 36-37)
Describing your size
Describing your colouring
2.2c respond appropriately
2.2g write clearly and coherently
3b sounds and writing
3c apply grammar
4c use more complex language
4e use a range of resources
Resumen y Prepárate
(pp.38-39)
Pupils’ checklist and practice
test
2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
¡Extra! Se hable español
(pp. 40-41)
Optional extension unit: a
map showing Spanish
speaking countries across
the world
2.1d work out meaning
2.2a listen for gist / detail
2.2c respond appropriately
3e different countries / cultures
4f language for interest / enjoyment
4g use TL for engaging topics
Te Toca a ti
(pp. 118-119)
Self-access reading and
writing at two levels
2.1d work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i reuse language they have met
Listos 1 Teacher’s Guide Replacement pages
3 ¡Vamos al instituto! (Pupil’s Book pages 44-61)
Unit
Learning
targets
1 Me ecanata la informática
(pp. 44-45)
Talking about school subjects
Expressing likes and dislikes
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer to
original
edition
2.1a identify patterns
2.1c knowledge of language
2.2a listen for gist / detail
2.2e ask and answer questions
3b sounds and writing
3c apply grammar
4d make links with English
Unchanged –
please refer to
original
edition
2 La historia es interesante
(pp. 46-47)
Giving opinions about school
and school subjects
2.1a identify patterns
2.1d work out meaning
2.2g write clearly and coherently
2.2j adapt previously learned
language
3c apply grammar
4b communicate in pairs etc.
3 ¿Qué hora es?
(pp. 48-49)
Asking the time
Saying the time
Talking about your school
timetable
2.2a listen for gist / detail
2.2e ask and answer questions
2.2h redraft to improve writing
3d use a range of vocab / structures
3e different countries / cultures
3f compare experiences
4d make links with English
4 La hora de comer
(pp. 50-51)
Talking about meal times
Saying what you have to eat
and drink
2.1d work out meaning
2.2a listen for gist / detail
2.2g write clearly and coherently
2.2i reuse language they have met
3d use a range of vocab / structures
3f compare experiences
Listos 1 Teacher’s Guide Replacement pages
Unit
Learning
targets
5 Mi instituto
(pp. 52-53)
Describing your school
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer to
original edition
2.1a identify patterns
2.2a listen for gist / detail
2.2b skim and scan
2.2e ask and answer questions
3d use a range of vocab / structures
3f compare experiences
3e different countries / cultures
Unchanged –
please refer
to original
edition
6 ¡Ya liegamos!
(pp. 54-55)
Saying how you get to school
2.1a identify patterns
2.2a listen for gist / detail
2.2g write clearly and coherently
3c apply grammar
4b communicate in pairs etc.
Resumen y Prepárate
(pp.56-57)
Pupils’ checklist and practice
test
2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
¡Extra! Un instituto en
España
(pp. 58-59)
Optional extension unit:
being at school in Spain
2.1d work out meaning
2.2a listen for gist / detail
2.2b skim and scan
2.2k deal with unfamiliar language
3f compare experiences
4f language for interest / enjoyment
4g use TL for engaging topics
Te Toca a ti
(pp. 120-121)
Self-access reading and
writing at two levels
2.1d work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i reuse language they have met
Listos 1 Teacher’s Guide Replacement pages
4 En Casa (Pupil’s Book pages 62-79)
Unit
Learning
targets
1 ¿Dónde vives?
(pp. 62-63)
Talking about your home
Saying where it is
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer to
original
edition
2.1c knowledge of language
2.2a listen for gist /detail
3c apply grammar
3d use a range of vocab / structures
4b communicate in pairs etc.
Unchanged
– please
refer to
original
edition
2 ¿Cómo es tu casa?
(pp. 64-65)
Describing your house
2.1e use reference materials
2.2d pronunciation and intonation
2.2e ask and answer questions
3b sounds and writing
3d use a range of vocab / structures
3 El plano de mi casa
(pp. 66-67)
Describing the rooms in your
house
2.1b memorising
2.2a listen for gist /detail
2.2d pronunciation and intonation
2.2g write clearly and coherently
2.2h redraft to improve writing
3b sounds and writing
3f compare experiences
4 Mi dormitorio
(pp. 68-69)
Describing your bedroom
2.1d work out meaning
2.1e use reference materials
2.2b skim and scan
2.2d pronunciation and intonation
2.2i reuse language they have met
4b communicate in pairs etc.
4f language of interest / enjoyment
5 Por la mañana
(pp. 70-71)
Talking about your daily
routine
2.1a identify patterns
2.2a listen for gist /detail
2.2e ask and answer questions
3b sounds and writing
3c apply grammar
3d use a range of vocab / structures
Listos 1 Teacher’s Guide Replacement pages
Unit
Learning
targets
6 Por la tarde
(pp. 72-73)
Talking about what you do after
school
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer to
original
edition
2.1d work out meaning
2.1e use reference materials
2.2e ask and answer questions
2.2j reuse language they have met
2.2k deal with unfamiliar language
3d use a range of vocab / structures
3f compare experiences
4e use a range of resources
Unchanged
– please
refer to
original
edition
Resumen y Prepárate
(pp.74-75)
Pupils’ checklist and practice test
2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
¡Extra! Mi casa
(pp. 76-77)
Optional extension unit: talking
about houses
2.1d work out meaning
2.2b skim and scan
3f compare experiences
4c use more complex language
4d make links with English
4f language for interest / enjoyment
Te Toca a ti
(pp. 122-123)
Self-access reading and
writing at two levels
2.1d work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i reuse language they have met
Listos 1 Teacher’s Guide Replacement pages
5 Mi pueblo (Pupil’s Book pages 80-97)
Unit
Learning
targets
1 Voy al polideportivo
(pp. 80-81)
Saying where you are going
Key
framewor
k
objectives
PoS
Gramm
ar and
key
languag
e
Unchanged
– please
refer to
original
edition
2.2a listen for gist /detail
2.2e ask and answer questions
2.2f initiate / sustain conversations
2.2g write clearly and coherently
3c apply grammar
Unchange
d – please
refer to
original
edition
2 ¿Por dónde se va al Corte
Inglés?
(pp. 82-83)
Giving directions
Understanding directions
2.2a listen for gist / detail
2.2d pronunciation and intonation
2.2g write clearly and coherently
3b sounds and writing
4b communicate in pairs etc.
3 Sube le avenida y cruza la
plaza …
(pp. 84-85)
Describing the location of places
in a town
Giving more detailed directions
2.2a listen for gist / detail
2.2e ask and answer questions
3c apply grammar
3d use a range of vocab / structures
4b communicate in pairs etc.
4 ¿Está cerca?
(pp. 86-87)
Talking about distance
2.1d work out meaning
2.2b skim and scan
2.2e ask and answer questions
2.2i reuse language they have met
3b sounds and writing
3d use a range of vocab / structures
Listos 1 Teacher’s Guide Replacement pages
Unit
Learning
targets
5 ¿Como es tu ciudad?
(pp. 88-89)
Talking about what your town
is like
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer to
original edition
2.1c knowledge of language
2.2b skim and scan
2.2k deal with unfamiliar language
3d use a range of vocab / structures
4d make links with English
4f language for interest / enjoyment
Unchanged –
please refer
to original
edition
6 ¿Qué tiempo hace?
(pp. 90-91)
Talking about the weather
2.1b memorising
2.1c knowledge of language
2.2a listen for gist / detail
2.2d pronunciation and intonation
2.2g write clearly and coherently
3b sounds and writing
Resumen y Prepárate
(pp.92-93)
Pupils’ checklist and practice
test
2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
¡Extra! Un paseo por
Barcelona
(pp. 94-95)
Optional extension unit: about
Barcelona
2.1d work out meaning
2.2a listen for gist / detail
2.2b skim and scan
2.2k deal with unfamiliar language
3e different countries / cultures
4c use more complex language
4e use a range of resources
4g use TL for engaging topics
Te Toca a ti
(pp. 124-125)
Self-access reading and
writing at two levels
2.1d work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2j adapt previously learned
language
2.2k Deal with unfamiliar language
2.2i reuse language they have met
Listos 1 Teacher’s Guide Replacement pages
6 El tiempo libre (Pupil’s Book pages 98-115)
Unit
Learning
targets
1 ¿Qué deportes?
(pp. 98-99)
Talking about sports
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer to
original
edition
2.1c knowledge of language
2.1d work out meaning
2.2a listen for gist / detail
2.2g write clearly and coherently
3b sounds and writing
3c apply grammar
Unchanged
– please
refer to
original
edition
2 ¿Que te gusta hacer en tu
tiempo libre?
(pp. 100-101)
Talking about what you like
doing in your free time
2.2a listen for gist /detail
2.2b skim and scan
2.2e ask and answer questions
2.2g write clearly and coherently
2.2i reuse language they have met
4d make links with English
3 ¿Qué haces los fines de
semana?
(pp. 102-103)
Talking about what you do
during the week
Talking what you do at the
weekends
2.1a identify patterns
2.1c knowledge of language
2.2d pronunciation and intonation
2.2g write clearly and coherently
3c apply grammar
3d use a range of vocab / structures
4b communicate in pairs etc.
4c use more complex language
4 Une cita
(pp. 104-105)
Arranging to go out
2.1d work out meaning
2.2a listen for gist /detail
2.2e ask and answer questions
2.2f initiate / sustain conversations
2.2j adapt previously-learnt language
4g use TL for engaging topics
5 Este fin de semana
(pp. 106-107)
Saying what you are going to do
at the weekend
2.1c knowledge of language
2.2b skim and scan
2.2g write clearly and coherently
2.2k deal with unfamiliar language
3c apply grammar
3d use a range of vocab / structures
4b communicate in pairs etc.
Listos 1 Teacher’s Guide Replacement pages
Unit
Learning
targets
Key
framework
objectives
PoS
6¿Ayudas en casa?
(pp. 108-109)
Saying how you help at home
Saying how you are going to
help at the weekend
2.1c knowledge of language
2.2d pronunciation and intonation
2.2h redraft to improve writing
3c apply grammar
3d use a range of vocab / structures
4b communicate in pairs etc.
4c use more complex language
4f language for interest / enjoyment
Resumen y Prepárate
(pp.110-111)
Pupils’ checklist and practice
test
2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
¡Extra! ¡Hasta luego !
(pp. 112-113)
Optional extension unit:
young Spanish people talking
about their routines and
interests
2.1d work out meaning
2.2a listen for gist / detail
2.2b skim and scan
2.2k deal with unfamiliar language
3e different countries / cultures
3f compare experiences
4d make links with English
4f language for interest / enjoyment
Te Toca a ti
(pp. 126-127)
Self-access reading and
writing at two levels
2.1e use reference materials
2.2c respond appropriately
2.2g write clearly and coherently
2.2j adapt previously learned
language
Grammar
and key
language