SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 6 La salud
Unidad 1 pp.96-97 ¿Qué te duele?
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
Activity
no.
Saying what hurts and asking others.
Launch: 8C4 (Poems, jokes, songs and stories); 9L6 (Formality of
language). Reinforcement: 8W4 (Word endings); 8T4 (Dictionary
use); 9W4 (Main inflections); 9T4 (Using support materials).
Starter 1: Parts of the body: match with the appropriate definite article.
Starter 2: Parts of the body: vocabulary practice.
Discuss the agreement of doler with the noun that follows.
doler
2.1a identify patterns
Gramática
2.1c knowledge of language
1a
2.1e use reference materials
4
2.2k deal with unfamiliar language
2a, 4
4f language for interest / enjoyment
2a
A Everyday activities
AT1/1-4
Recognise parts of the body and conjugations of doler.
AT2/3
AT3/1-6
Say what part of your body is hurting and ask others.
Recognise parts of the body and conjugations of doler;
understand a short passage about outdoor activities.
Write sentences to explain what hurts.
3c
¿Qué te/le duele?
Me duele(n) …
el brazo
el estómago
los oídos
la cabeza
la garganta
el pie
el dedo
la mano
la pierna
la espalda
las muelas
la rodilla
Cuaderno B, p.53
Cassette C, side 1 or CD3, tracks 13, 14, 15 and 16
Hojas de trabajo, Resource and Assessment File, pp.114 and 115
OHTs 29 and 30
AT4/2
1b, 2a, 2b,
3a
2c, 3b
1a, 4
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 6 La salud
Unidad 2 pp.98-99 Me siento mal
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
Activity
no.
Asking / complaining about ailments using tener and estar.
Reinforcement: 8L3 (Relaying gist and detail); 8S6 (Substituting and
adding); 8T5 (Writing continuous text); 9T5 (Simple creative writing);
9L3 (Reporting and paraphrasing).
Starter 1: Use of tener: write down four possessions.
Starter 2: Tengo and estoy: match verb and ailment.
Discuss the various verbs used in relation to ailments.
tener for ailments
estar for ailments
2.2a listen for gist /detail
1a, 3
2.2b skim and scan
5a
2.2g write clearly and coherently
5b, 5c
2.2i reuse language they have met
5c
2.2j adapt previously learned language
5c
A Everyday activities
AT1/2-5
Recognise various ailments/symptoms that use tener.
AT2/3
Describe your own ailments/symptoms and ask others
1b, 4a
about theirs.
Recognise various ailments/symptoms, including those
2, 5a
using tener and estar.
Write out a dialogue as practised in the speaking
4b, 5b, 5c
exercise; write an absence note to a teacher.
¿Qué te pasa?
Estoy …
Tengo … Tengo…
¿Qué tal?
constipado/a catarro
una insolación.
enfermo/a
fiebre
una picadura.
Me siento mal.
mareado/a
gripe
la pierna rota.
No me siento bien.
tos
dolor de cabeza.
Cuaderno B, p.54
Cassette C, side 1 or CD3, tracks 17 and 18
Hojas de trabajo, Resource and Assessment File, pp.114 and 115
OHTs 31 and 32
Flashcards 43-48
AT3/2-6
AT4/2-6
1a, 3
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 6 La salud
Unidad 3 pp.100-101 En la farmacia
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
responding
AT1/1-4
Speaking
AT2/3-4
Reading and
responding
Writing
AT3/3
Key language
AT4/3-4
Buying things at the chemist’s and giving medical advice.
Reinforcement: 8S3 (Modal verbs); 9S3 (Different tense modals);
9L6 (Formality of language).
Starter 1: Illnesses: revision activity.
Starter 2: Match the demonstrative adjective with the medical item.
Conjugation of deber: dice game.
Present tense of deber
2.2a listen for gist /detail
1b, 3b
2.2d pronunciation and intonation
1a
2.2e ask and answer questions
2a, 3c
3b sounds and writing
1a
3c apply grammar
3c, 3d
4d make link with English
1a
A Everyday activities
Recognise various medicinal products and their
1a, 1b, 3b
containers; understand customers’ medical complaints
and the chemist’s advice.
Buy and sell items in a chemist’s, explaining symptoms
2a, 3c
and giving appropriate advice.
Understand customers’ medical complaints and the
3a
chemist’s advice.
Write out a dialogue between customer and chemist and 2b, 3d
give written medical advice.
¿Tiene algo para la diarrea / el dolor de estómago? Deme …
una caja de…
aspirinas
pastillas
ICT Opportunities
Extension (B)
Resources
Homework
Notes
Activity
no.
un tubo de…
crema antiséptica
pomada
una botella de jarabe para la tos
un paquete de tiritas
¿Qué debo hacer? Debes …
tomar … este jarabe / esta pomada / estas pastillas.
ir… al médico / al dentista / a la cama.
ponerte una tirita.
Cuaderno B, p.55
Cassette C, side 1 or CD3, tracks 19, 20 and 21
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 6 La salud
Unidad 4 pp.102-103 Hay que practicar
mucho
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
AT2/4
AT3/3-4
AT4/4
Activity
no.
Saying how long you have been doing something; general advice.
Launch: 8L2 (Media listening skills) Reinforcement: 8W5 (Verbs);
8L3 (Relaying gist and detail); 8T5 (Writing continuous text); 9S6
(Multiple-clause sentences); 9L3 (Reporting and paraphrasing).
Starter 1: Conjugation of present-tense –ar verbs.
Starter 2: Conjugation of jugar: gap-filling activity.
Drill ¿Cuánto tiempo hace que …? around the class.
Hace … que + verb
Hay que … / Tienes que … / Debes …
2.1a identify patterns
Gramática
2.2c respond appropriately
3, 4b
2.2g write clearly and coherently
4c
3b sounds and writing
1
3c apply grammar
3, 4c
3d use a range of vocab / structures
3, 4c
A Everyday activities
Understand people saying how long they have been
2
doing something.
Say how long you have been doing various things and
3
ask others.
Recognise various activities; understand an interview
1, 4a, 4b
about skateboarding.
Complete sentences saying what you should / should not 4c
do with appropriate verbs.
¿Cuánto tiempo hace que … ?
Hace dos años que …
juegas al fútbol / baloncesto / tenis
Hay que practicar mucho.
estudias español / francés
Tienes que llevar ropa cómoda.
vives en Londres
Debes entrenar muchas horas.
llevas el pelo corto / largo
Cuaderno B, p.56
Cassette C, side 1 or CD3, tracks 22 and 23
SCHOOL:
YEAR:
DATE:
CLASS:
Activity
no.
¡Listos! 2 Rojo
Módulo 6 La salud
Unidad 5 pp.104-105 Hay que comer fruta
todos los días
Learning objectives
Framework objectives
Talking about healthy living.
Launch: 9T6 (Adapting for audience) Reinforcement: 8S3 (Modal
verbs); 8S5 (Negative forms and words); 8S7 (Present, past, future);
8S8 (Using high-frequency words and punctuation clues).
Starter 1: Categorising verbs by their endings.
Starter 2: Hay que and Tienes que: gap-filling activity.
Discuss ways of leading a healthy lifestyle.
Revising the immediate future
2.1d work out meaning
1
2.2j adapt previously learned language
3, 5b
2.2k deal with unfamiliar language
4
4c use more complex language
5b
A Everyday activities
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised in 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
AT1/-
-
AT2/4
AT3/4-5
Give advice about healthy living.
2
Understand and give opinions on various pieces of
1, 4, 5a
advice.
Complete and compose sentences to give advice on
3, 5b
living healthily; describe your own lifestyle.
(No) Debes …
(No) Hay que …
(No) Tienes que …
AT4/4-5
… beber dos litros de agua al día.
… comer cinco raciones de fruta
o verdura al día.
… desayunar todos los días.
… dormir ocho horas al día.
-
… hacer deporte tres veces a la
semana.
… organizar bien los estudios.
… comer chocolate todos los días.
… cenar muy tarde.
(No) Estoy de acuerdo.
ICT Opportunities
Extension (B)
Resources
Homework
Notes
Cuaderno B, p.57
Starter 1, Resource and Assessment File, p.112
Grammar, Resource and Assessment File, pp.116 and 117
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 6 La salud
Unidad 6 pp.108-109 ¡Extra! Entrevista con
una deportista
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
AT1/6
AT2/6-7
AT3/6
AT4/6-7
Activity
no.
Reading a longer interview with a sporting champion.
Reinforcement: 8S4 (Question types); 8L2 (Media listening skills);
9S4 (Building answers from questions); 9S7 (Different tenses in
sentences); 9T5 (Simple creative writing); 9L2 (Recognising rhetorical
devices); 9L4 (Questions/text as stimulus to talk).
Starter 1: Recognising verbs of varying tenses.
Starter 2: Write down four questions suitable for an interview.
Discuss strategies for tackling a long text.
Review of structures – further examples of preterite and imperfect
Questions
2.1d work out meaning
1a, 1b
2.2e ask and answer questions
3a
2.2f initiate / sustain conversations
3a
2h redraft to improve writing
3b
3d use a range of vocab / structures
3a, 3b
4b communicate in pairs etc
3a
4f language for interest / enjoyment
1a
4g use TL for engaging topics
3a, 3b
B Personal and social life; D The world of work
Understand a similar interview with another professional
cyclist.
Talk about your own sporting activities and interview
others about theirs.
Understand a wide range of personal details.
1a, 2
3a
1a, 1b
Write out an interview conducted with a classmate about 3b
his/her sporting activities.
Tuve una caída.
Me ayudó un chico.
Me casé.
Cassette C, side 2 or CD3, tracks 26 and 27