SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 5 ¡Diviértete!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
AT1/3-4
AT2/4
AT3/1
AT4/3-4
Unidad 1 pp.78-79 ¿Quieres ir al cine?
Activity
no.
Making arrangements to go out
Launch: 8L6 (Expressions in speech). Reinforcement: 9L1
(Listening for inferences); 9L2 (Recognising rhetorical devices).
Starter 1: Telling the time – clock game.
Starter 2: Unjumbling a telephone conversation.
Colloquial phrases: quick-fire drill.
conmigo, contigo
2.1c knowledge of language
1
2.2a listen for gist /detail
2a, 2b
2.2e ask and answer questions
2c
2.2f initiate / sustain conversations
2c, 3b
2.2k deal with unfamiliar language
2a
3b sounds and writing
2a
B Personal and social life
Understand people discussing where to go and when and 2a, 2b
where to meet.
Ask and answer questions about where to go and when
2c
and where to meet.
Identify different entertainment venues; understand short 1
dialogues relating to social arrangements
Write out dialogues relating to social arrangements.
3a, 3b
¿Diga? / ¿Dígame?
¿A qué hora?
¿Quieres salir/venir conmigo?
A (las siete).
No, no quiero salir contigo.
¿Dónde quedamos?
¿Adónde quieres ir?
¿Dónde nos encontramos?
la bolera
En la plaza.
el cine
Vale
el club de jóvenes
el parque de atracciones
la pista de hielo
Cuaderno B, p.43
Cassette C, side 1 or CD3, tracks 2 and 3
Hojas de trabajo, Resource and Assessment File, pp.90-91
Flashcards, 39-42, 53 (¡Listos! 1)
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 5 ¡Diviértete!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
AT1/4
AT2/4
AT3/2-3
AT4/4
Unidad 2 pp.80-81 ¿Qué tipo de películas
te gustan?
Activity
no.
Giving opinions about types of films
Launch: 8L5 (Unscripted speech); 9W1 (Word discrimination); 9L5
(Extended/frequent contributions to talk). Reinforcement: 8W1 (Adding
abstract words); 8W2 (Connectives); 8S6 (Substituting and adding); 8L4
(Extending sentences); 9C3 (Youth attitudes to sport/culture).
Starter 1: Film vocabulary: deducing meanings.
Starter 2: Film vocabulary: memory game.
Brainstorm film-related adjectives.
¿por qué? / porque
Revision of comparatives
2.1a identify patterns
¡Ojo!
2.2e ask and answer questions
2c
2.2g write clearly and coherently
2d, 3b
3f compare experiences
3a, 3b
4d make links with English
1
4e use a range of resources
1, 3a
B Personal and social life
Understand people expressing and justifying opinions about 2a, 2b
different types of films.
Ask for and express opinions on different types of films.
2c
Recognise types of films and forms of entertainment and
1, 3a
understand related adjectives.
Write sentences expressing opinions on and comparing
2d, 3b
different types of film and forms of entertainment.
¿Qué tipo de películas prefieres? (No) Me gustan las películas …
¿Te gustan las películas …?
Prefiero las películas …
cómicas
de guerra
de acción
románticas
de terror
de dibujos animados
de ciencia-ficción
policíacas
del oeste
¿Por qué te gustan las películas cómicas? Porque son (más / menos) …
aburrido/a(s)
emocionante(s)
inteligente(s)
animado/a(s)
gracioso/a(s)
interesante(s)
divertido/a(s)
infantil(es)
tonto/a(s)
Using Excel, draw bar graph or pie chart to show findings of survey in 2c
Cuaderno B, p.44
Cassette C, side 1 or CD3, tracks 4 and 5, OHTs 25 and 26
SCHOOL:
YEAR:
DATE:
CLASS:
Activity
no.
¡Listos! 2 Rojo
Módulo 5 ¡Diviértete!
Unidad 3 pp.82-83 Dos entradas, por favor
Learning objectives
Framework objectives
Buying cinema tickets.
Launch: 9T5 (Simple creative writing). Reinforcement: 8S8 (Using
high-frequency words and punctuation as clues); 8L3 (Relaying gist
and detail).
Starter 1: Film/book titles: deducing meanings.
Starter 2: Cinema-related language: gap-filling activity.
Brainstorm techniques for understanding posters.
2.1c knowledge of language
1a
2.2a listen for gist / detail
1b
2.2j adapt previously learned language
1c
3e different countries / cultures
1a, 1b, 2
4e use a range of resources
4
4f language for interest / enjoyment
4
B Personal and social life
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
AT1/4
AT2/4
AT3/2-4
AT4/4
Understand a short dialogue between a cinema-goer and
a box office assistant.
Buy and sell cinema tickets at a box office.
Understand a dialogue at a cinema box office and
identify different film classifications.
Design a film poster.
Dos entradas, por favor.
Para Quiero ser como Beckham.
Para la sesión de las siete y media.
¿Cuánto es ?
¿Qué pantalla es?
Apta para todos los públicos/mayores de … años.
Design a film poster.
Cuaderno B, p.45
Cassette C, side 1 or CD3, track 6
1b
1c
1a, 2, 3
4
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 5 ¡Diviértete!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
AT1/4
AT2/4
AT3/4
AT4/4
Unidad 4 pp.84-85 ¡Es genial!
Activity
no.
Describing an event in the present tense
Launch: 9S4 (Building answers from questions). Reinforcement: 8S4
(Question types); 8S7 (Present, past, future); 8L6 (Expression in
speech); 8C5 (Colloquialisms); 9L3 (Reporting and paraphrasing);
9C5 (Regions of the country).
Starter 1: Weather idioms with hacer: brainstorming activity.
Starter 2: Question words: use of accents.
Practise asking and answering questions.
2.2e ask and answer questions
2b
2.2f initiate / sustain conversations
2b, 2c
2.2j adapt previously learned language
2b, 2c
2.2k deal with unfamiliar language
1
3e different countries / cultures
1
4b communicate in pairs etc.
2b
B Personal and social life; C The world around us
Understand general questions relating to immediate
circumstances.
Ask and answer questions about immediate
circumstances.
Understand general questions (and answers) relating to
immediate circumstances.
Write out a dialogue about immediate circumstances.
¿Dónde estás?
¿Qué tiempo hace?
Estoy en (el parque zoológico)
Hace (mucho sol).
¿Con quién estás?
¿Cómo es?
Estoy aquí con (mi amigo).
¡Es (fenomenal)!
¿Por qué?
Cuaderno B, p.46
Cassette C, side 1 or CD3 , track 7.
2a
2b
1
2c
SCHOOL:
YEAR:
DATE:
CLASS:
Activity
no.
¡Listos! 2 Rojo
Módulo 5 ¡Diviértete!
Unidad 5 pp.86-87 ¿Qué hiciste el sábado?
Learning objectives
Framework objectives
Describing an event in the past.
Reinforcement: 8W2 (Connectives); 8W5 (Verb tenses); 8S2
(Connectives in extended sentences); 8S7 (Present, past and future).
Starter 1: Preterite (-ar verbs and ir): dice game.
Starter 2: Practice of –ir and -er verbs.
Discuss strategies for memorising irregular verbs.
Preterite tense: full forms of –er and –ir verbs
First person singular of some irregular verbs (ver, venir, hacer)
2.2f initiate / sustain conversations
1c
2.2g write clearly and coherently
3
2.2h redraft to improve writing
3
2i reuse language they have met
3
2.2j adapt previously learned language
3
3c apply grammar
1c
4c use more complex language
3
4g use TL for engaging topics
3
B Personal and social life
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
AT1/5
AT2/5
AT3/5
AT4/5
Identify a wide range of basic verbs, nouns and
interrogatives.
Use the preterite in the first and second person singular;
apply a wide range of basic verbs, nouns and
interrogatives.
Complete sentences about activities in the past with
appropriate first person preterite verbs.
Write sentences about activities and actions in the past
using the preterite.
Salí de casa a (las cinco y media).
Fui en (coche).
Vi un partido entre (el Arsenal y el Manchester United).
Llevé (una bufanda).
Comí (un perrito caliente).
Bebí (una Coca-Cola).
Fui a los servicios.
Hice una llamada con mi móvil ; Leí el programa.
Cuaderno B, p.47
Cassette C, side 1 or CD3, track 8
Grammar, Resource and Assessment File, pp.92 and 93
OHTs 27 and 28
1a
1c
1b, 2
3
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 5 ¡Diviértete!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
AT1/5
AT2/5
AT3/5
AT4/5
Unidad 6 pp.88-89 El estadio estaba lleno
Activity
no.
Describing what things were like.
Launch: 8T5 (Writing continuous text); 9W2 (Connectives in
complex sentences); 9S6 (Multiple-clause sentences); 9S7 (Different
tenses). Reinforcement: 8S7 (Present, past and future); 8S8 (Using
high-frequency words and punctuation clues).
Starter 1: Introducing the imperfect tense.
Starter 2: Imperfect: jumbled sentence activity.
A volunteer explains the function of the imperfect tense.
The imperfect tense
2.1a identify patterns
Gramática
2.2b skim and scan
2
2.2g write clearly and coherently
4
2.2k deal with unfamiliar language
2
3c apply grammar
3, 4
3d use a range of vocab / structures
3, 4
4c use more complex language
3, 4
B Personal and social life; C The world around us
Recognise terms relating to weather and places in the
town.
Ask and answer questions about a weekend using the
imperfect and preterite.
Understand a letter describing a weekend in the past,
including expressions in the imperfect.
Describe a weekend in the past, using the imperfect and
preterite and various expressions of time.
¿Adónde fuiste? Fui a ( Madrid).
Fui al … campo / centro comercial / cine / museo / parque
Fui a la … pista de hielo / piscina / plaza
¿Qué tiempo hacía? Hacía…
buen tiempo / calor / frío / mal tiempo / sol / viento
¿Qué había en (Madrid)? Había …
muchas tiendas, iglesias …
muchos cafés y restaurantes, museos, parques …
mucho tráfico
mucha gente
Cuaderno B, p.48
Cassette C, side 1 or CD3, track 9
Flashcards 52, 53, 54, 70 (¡Listos! 1)
1a
3
2
4
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 5 ¡Diviértete!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
Unidad 7 pp.92-93 ¡Extra! Ídolos del fútbol,
pasado y presente
Activity
no.
Reading a longer text about famous footballers.
Reinforcement: 8T3 (Language and text types); 8T6 (Text as model
and source); 8C2 (Famous people); 8C3 (Daily life and young people);
9W2 (Connectives in complex sentences); 9S6 (Multiple-clause
sentences).
Starter 1: Deducing meanings using cognates.
Consider different approaches to written work.
2.1c knowledge of language
1
3d use a range of vocab / structures
3a, 3b
4c use more complex language
3a, 3b
4d make links with English
1, 2
4e use a range of resources
3a, 3b
4f language for interest / enjoyment
1, 2
4g use TL for engaging topics
3a, 3b
B Personal and social life; D The world of work
AT1/6
Understand statements about the lives of two footballers.
2
AT2/AT3/6
Understand more complex passages about the lives of
two footballers.
Fill in a form with basic information about the
footballers; write a longer passage describing the life of
a different footballer.
Research and write a profile of a famous footballer.
Cassette C, side 1 or CD3, track 12
1
AT4/4-6
3a, 3b