Listos 2 Rojo Teacher’s Guide new PoS information
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 ¡
, 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 ¡
pupils have the opportunity to progress in the Key processes, Range and content , and units of the Pupil’s Book. There are further opportunities both in the Pupil’s Book and the
Curriculum opportunities prescribed in the
QCA Programmes of Study. For each area we have indicated where these appear in the core
2.
Key processes supplementary components. More detail is provided in the grids at the beginning of each module in this Teacher’s Guide.
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 identify patterns in the target language b develop techniques for memorising words, phrases
Module 1 Unit 2, Module 3 Unit 2, Module 4 Unit 6
Resumen (all modules ) and spellings c use their knowledge of English or another language when learning the target language
Module 1 Unit 3, Module 3 Unit 1, Module 5 Unit 1
Module 2 ¡Extra!
, Module 4 Unit 1, Module 6 Unit 5 d use previous knowledge, context and other clues to work out the meaning of what they hear or read e use reference materials such as dictionaries appropriately and effectively
Module 1 Unit 6, Module 4 Unit 1, Module 6 Unit 1
2.2 Developing language skills – pupils should be able to: a listen for gist or detail b skim and scan written texts for the main points or details c respond appropriately to spoken and written language
Module 2 Unit 4, Module 3 Unit 2, Module 5 Unit 1
Module 2 Unit 1, Module 4 ¡Extra!
, Module 6 ¡Extra!
Module 1 Unit 2, Module 2 Te Toca a ti, Module 6 Unit 4

Listos 2 Rojo Teacher’s Guide new PoS information i d use correct pronunciation and intonation e ask and answer questions f initiate and sustain conversations re-use language that they have heard or read in their own speaking and writing
Module 2 Unit 3, Module 2 Unit 4, Module 6 Unit 3
Module 1 Unit 4, Module 3 unit 5, Module 6 Unit 3
Module 2 unit 3, Module 5 Unit 5, Module 6 ¡Extra! g write clearly and coherently, including an Module 1 Unit 3 , Module 3 Unit 1 , Module 4 Unit 4 appropriate level of detail h redraft their writing to improve accuracy and quality Module 2 Unit 6, Module 5 Unit 5, Module 6 ¡Extra !
Module 3 Unit 4, Module 2 Te Toca a ti , Module 4 Unit 5 j adapt language they already know in new contexts for different purposes
Module 3 ¡Extra!, Module 5 Unit 5, Module 6 Unit 5 k deal with unfamiliar language, unexpected responses and unpredictable situations
Module 3 Unit 1, Module 4 Unit 1, Module 5 Unit 6
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 the spoken and written form of the target language b the interrelationship between sounds and writing in the target language
All modules
Module 1 Unit 1, Module 6 Unit 3, Module 6 Unit 4 c the grammar of the target language and how to apply it d a range of vocabulary and structures e learning about different countries and cultures f comparing pupils’ own experiences and perspectives with those of people in countries and communities where the target language is spoken
Module 2 Unit 2, Module 3 Unit 3, Module 4 Unit 3
Module 4 Unit 6, Module 5 Unit 6, Module 6
Module 1
¡Extra!
, Module 2 Unit 5, Module 4
Module 1 Unit 3, Module 2 Extra!
¡Extra!
¡Extra!
, Module 3 Unit 5
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:
All modules a hear, speak, read and write in the target language regularly and frequently within the classroom and beyond b communicate in the target language individually, in pairs, in groups and with speakers of the target language, including
Module 2 Unit 2, Module 4 Unit 3, Module 5 Unit 4 native speakers, where possible, for a variety of purposes c use an increasing range of more complex language d make links with English at word, sentence and text level e use a range of resources, including ICT, for accessing and communicating information f 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
Module 2
Module 2 Unit 6, Module 3 Unit 6, Module 5
Module 2 Unit 1, Module 4 Unit 2, Module 5 Unit 3
Module 1
¡Extra !
, Module 4 Unit 5, Module 5
¡Extra !,
¡Extra !
Module 3 Unit 1, Module 3
Extra !,
¡Extra!
Module 1 ¡Extra !, Module 3 ¡Extra!, Module 5 ¡Extra !
g use the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum

Listos 2 Rojo Teacher’s Guide Replacement pages
1 Nos presentamos
Unit
Learning targets
1 Son muy famosos
(pp. 6-7)
Talking about yourself and other people
Making comparisons
2 Juego bien al fútbol
(pp. 8-9)
Saying how you do something
Talking about what you are going to do
3 Mucho gusto
(pp. 10-11)
Making introductions
4 Estás en tu casa
(pp. 12-13)
Asking for what you need
Saying what you need
5 Unos regalos
(pp. 14-15)
Buying gifts
Describing someone’s personality
Key framework objectives
Unchanged – please refer to original edition
PoS
2.2d
pronunciation and intonation
2.2e
ask and answer questions
3b sounds and writing
3c apply grammar
4b communicate in pairs etc.
2.1a identify patterns
2.1d
work out meaning
2.2b skim and scan
2.2c
respond appropriately
2.2i reuse language they have met
2.1c knowledge of language
2.2f
initiate / sustain conversations
2.2g write clearly and coherently
2.2j adapt previously learned language
3f compare experiences
2.2a
listen for gist / detail
2.2e ask and answer questions
2.2j adapt previously learned language
3c apply grammar
4d make links with English
2.1d
work out meaning
2.1e use reference materials
2.2a
listen for gist / detail
3b sounds and writing
Grammar and key language
Unchanged – please refer to original edition

Listos 2 Rojo Teacher’s Guide Replacement pages
Unit
Learning targets
6 Muchas gracias por el regalo
(pp. 16-17)
Writing a thank-you letter
Resumen y Prepárate
(pp. 18-19)
Pupils’ checklist and practice test
¡Extra! ¡Escríbeme pronto !
(pp. 20-21)
Optional extension unit : a bulletin board on a website
Te Toca a ti
(pp. 112-113)
Self-access reading and
writing at two levels
Key framework objectives
Unchanged – please refer to original edition
PoS
2.1e use reference materials
2.2a
listen for gist / detail
2.2i reuse language they have met
3e different countries / cultures
2.1b memorising
2.1e use reference materials
2.2c
respond appropriately
2.2i reuse language they have met
2.1d
work out meaning
2.2b skim and scan
2.2j adapt previously learned language
3e different countries / cultures
4f language for interest / enjoyment
4g use TL for engaging topics
2.1d
work out meaning
2.2c
respond appropriately
2.2g write clearly and coherently
2.2i reuse language they have met
Grammar and key language
Unchanged – please refer to original edition

Listos 2 Rojo Teacher’s Guide Replacement pages
2 La comida
Unit
Learning targets
1 ¿Qué comes?
(pp. 24-25)
Saying what you have to eat
Talking about meal times in
Spain and the UK
Key framework objectives
Unchanged – please refer to original edition
2 ¿Qué te gusta comer?
(pp. 26-27)
Saying what type of food you like and why
Using ¿
and
3 De compras
(pp. 28-29)
Buying fruit and vegetables
Finding out how much things cost
PoS
2.1e use reference materials
2.2b skim and scan
2.2d pronunciation and intonation
2.2k deal with unfamiliar language
3b sounds and writing
3f compare experiences
4e use a range of resources
2.1a identify patterns
2.1c knowledge of language
2.2a
listen for gist / detail
2.2e
ask and answer questions
2.2j adapt previously learned language
3c apply grammar
4b communicate in pairs etc.
2.2a
listen for gist / detail
2.2d
pronunciation and intonation
2.2e
ask and answer questions
2.2f
initiate / sustain conversations
3b sounds and writing
Grammar and key language
Unchanged – please refer to original edition
4 Cien gramos de jamón y una barra de pan
(pp. 30-31)
Buying food and drink in a shop
Numbers 31-1000
2.2a
listen for gist / detail
2.2d
pronunciation and intonation
2.2f
initiate / sustain conversations
3b sounds and writing
3d use a range of vocab / structures

Listos 2 Rojo Teacher’s Guide Replacement pages
Unit
Learning targets
5 ¡Que aproveche !
(pp. 32-33)
Saying you are hungry and thirsty
Ordering tapas and drinks
Key framework objectives
Unchanged – please refer to original edition
6 La comida sana
(pp. 34-35)
Talking about healthy eating
Resumen y Prepárate
(pp.36-37)
Pupils’ checklist and practice test
PoS
2.1b memorising
2.2e
ask and answer questions
2.2j adapt previously learned language
3c apply grammar
3e different countries / cultures
4e use a range of resources
4f language for interest / enjoyment
2.2h redraft to improve writing
4c use more complex language
4d make links with English
4e use a range of resources
4f language for interest / enjoyment
4g use TL for engaging topics
2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
Grammar and key language
Unchanged – please refer to original edition
¡Extra! ¡Feliz Navidad !
(pp. 38-39)
Optional extension unit :
Christmas
Te Toca a ti
(pp. 114-115)
Self-access reading and
writing at two levels
2.1d
work out meaning
2.2h redraft to improve writing
3e different countries / cultures
3f compare experiences
4c use more complex language
4f language for interest / enjoyment
2.1d
work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i
reuse language they have met

Listos 2 Rojo Teacher’s Guide Replacement pages
3 De compras
Unit Key framework Learning targets
1 ¿Qué ropa llevan ?
(pp. 42-43)
Talking about clothes
Comparing prices objectives
Unchanged – please refer to original edition
2 Me gusta aquella camiseta roja
(pp. 44-45)
Talking about what clothes you like and what suits you
3 ¿Me lo puedo probar?
(pp. 46-47)
Shopping for clothes
PoS
2.1c knowledge of language
2.1d work out meaning
2.2g write clearly and coherently
2.2k deal with unfamiliar language
4f language for interest / enjoyment
2.1a identify patterns
2.2a
listen for gist / detail
2.2d pronunciation and intonation
3b sounds and writing
3c apply grammar
2.2a
listen for gist / detail
2.2f initiate / sustain conversations
2.2k deal with unfamiliar language
3c apply grammar
Grammar and key language
Unchanged – please refer to original edition
4 ¿Qué vas a llevar para ir a la fiesta ?
(pp. 48-49)
Describing clothes
Asking what someone is wearing
Saying what you are wearing
2.1a identify patterns
2.2a
listen for gist / detail
2.2i reuse language they have met
3d use a range of vocab / structures
4c use more complex language

Listos 2 Rojo Teacher’s Guide Replacement pages
Unit
Learning targets
5 ¿Llevas uniforme?
(pp. 50-51)
Talking about your school uniform
6 En la calle principal
(pp. 52-53)
Talking about types of shops
Saying where you can buy things
Key framework objectives
Unchanged – please refer to original edition
PoS
2.2b
skim and scan
2.2e
ask and answer questions
3f compare experiences
3e different countries / cultures
4b communicate in pairs etc.
2.1c knowledge of language
2.1d
work out meaning
2.2k deal with unfamiliar language
4d make links with English
Grammar and key language
Unchanged – please refer to original edition
Resumen y Prepárate
(pp.54-55)
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! ¿Cuál es tu estilo ?
(pp. 56-57)
Optional extension unit : personal style
Te Toca a ti
(pp. 116-117)
Self-access reading and
writing at two levels
2.1d
work out meaning
2.2b
skim and scan
2.2c respond appropriately
2.2i reuse language they have met
4d make links with English
4f language for interest / enjoyment
4g use TL for engaging topics
2.1d
work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i
reuse language they have met

Listos 2 Rojo Teacher’s Guide Replacement pages
4 El turismo
Unit
Learning targets
1 ¿Qué hay de interés?
(pp. 60-61)
Asking what is of interest in a place and what you can do there
Key framework objectives
Unchanged – please refer to original edition
2 Tus vacaciones
(pp. 62-63)
Talking about where you can go and what you can do on holiday
3 ¿Dónde fuiste ?
(pp. 64-65)
Saying where you went, what for and who with
4 ¿Adónde fueron?
(pp. 66-67)
Talking about where other people went
PoS
2.1a identify patterns
2.1d work out meaning
2.1e
use reference materials
2.2b skim and scan
2.2d
pronunciation and intonation
2.2k deal with unfamiliar language
3f compare experiences
2.1c knowledge of language
2.2a
listen for gist /detail
2.2e
ask and answer questions
3f compare experiences
4e use a range of resources
2.1d work out meaning
2.1e
use reference materials
3b sounds and writing
3c apply grammar
3e different countries / cultures
4b communicate in pairs etc.
2.2a
listen for gist /detail
2.2f initiate / sustain conversations
2.2g write clearly and coherently
3e different countries / cultures
4f language of interest / enjoyment
Grammar and key language
Unchanged
– please refer to original edition
5 ¿Lo pasaste bien?
(pp. 68-69)
Saying what you did on holiday
2.1b memorising
2.2e
ask and answer questions
2.2i reuse language they have met
2.2j adapt previously learned language
3c apply grammar
4c use more complex language

Listos 2 Rojo Teacher’s Guide Replacement pages
Unit
Learning targets
6 Fueron de excursión
(pp. 70-71)
Saying what other people did on holiday
Key framework objectives
Unchanged – please refer to original edition
PoS
2.1a identify patterns
2.2g write clearly and coherently
3b sounds and writing
3d use a range of vocab / structures
Grammar and key language
Unchanged
– please refer to original edition
Resumen y Prepárate
(pp.72-73)
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! ¡Cuba!
(pp. 74-75)
Optional extension unit: Cuba
Te Toca a ti
(pp. 118-119)
Self-access reading and
writing at two levels
2.1d work out meaning
2.1e use reference materials
2.2b
skim and scan
2.2a listen for gist / detail
2.2k deal with unfamiliar language
3e different countries / cultures
4d make links with English
2.1d
work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i
reuse language they have met

Listos 2 Rojo Teacher’s Guide Replacement pages
5 ¡Diviértete!
Unit
Learning targets
Key framewor k objectives
PoS
1 ¿Quieres ir al cine?
(pp. 78-79)
Making arrangements to go out
2 ¿Qué tipo de películas te gustan?
(pp. 80-81)
Saying what sort of films you like
Justifying an opinion
Unchanged
– please refer to original edition
2.1c knowledge of language
2.2a
listen for gist /detail
2.2e
ask and answer questions
2.2f
initiate / sustain conversations
2.2k deal with unfamiliar language
3b sounds and writing
2.1a identify patterns
2.2e
ask and answer questions
2.2g write clearly and coherently
3f compare experiences
4d make links with English
4e use a range of resources
3 Dos entradas, por favor
(pp. 82-83)
Buying cinema tickets
4 ¡Es genial!
(pp. 84-85)
Describing an event in the present tense
2.1c knowledge of language
2.2a
listen for gist / detail
2.2j adapt previously learned language
3e different countries / cultures
4e use a range of resources
4f language for interest / enjoyment
2.2e
ask and answer questions
2.2f
initiate / sustain conversations
2.2j adapt previously learned language
2.2k deal with unfamiliar language
3e different countries / cultures
4b communicate in pairs etc.
Gramm ar and key languag e
Unchange d – please refer to original edition

Listos 2 Rojo Teacher’s Guide Replacement pages
Unit
Learning targets
5 ¿Qué hiciste el sábado?
(pp. 86-87)
Describing an event in the past
Key framework objectives
Unchanged – please refer to original edition
6 El estadio estaba lleno
(pp. 88-89)
Describing what events were like
Resumen y Prepárate
(pp.90-91)
Pupils’ checklist and practice test
PoS
2.2f
initiate / sustain conversations
2.2g write clearly and coherently
2.2h redraft to improve writing
2i reuse language they have met
2.2j adapt previously learned language
3c apply grammar
4c use more complex language
4g use TL for engaging topics
2.1a identify patterns
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
4c use more complex language
2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
Grammar and key language
Unchanged – please refer to original edition
¡Extra! Ídolos del fútbol, pasado y presente
(pp. 92-93)
Optional extension unit: two famous footballers, Maradona and Raúl
Te Toca a ti
(pp. 120-121)
Self-access reading and
writing at two levels
2.1c
knowledge of language
3d use a range of vocab / structures
4c use more complex language
4d make links with English
4e use a range of resources
4f language for interest / enjoyment
4g use TL for engaging topics
2.1d
work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i
reuse language they have met

Listos 2 Rojo Teacher’s Guide Replacement pages
6 La salud
Unit
Learning targets
1 ¿Qué te duele?
(pp. 96-97)
Saying what’s wrong
Key framework objectives
Unchanged – please refer to original edition
2 Me siento mal
(pp. 98-99)
Saying you’re not feeling well
3 En la farmacia
(pp. 100-101)
At the chemist
PoS
2.1a identify patterns
2.1c
knowledge of language
2.1e use reference materials
2.2k deal with unfamiliar language
4f language for interest / enjoyment
2.2a
listen for gist /detail
2.2b
skim and scan
2.2g
write clearly and coherently
2.2i
reuse language they have met
2.2j adapt previously learned language
2.2a
listen for gist /detail
2.2d pronunciation and intonation
2.2e
ask and answer questions
3b sounds and writing
3c apply grammar
4d make link with English
Grammar and key language
Unchanged
– please refer to original edition
4 Hay que practicar mucho
(pp. 102-103)
Talking about how long you’ve been doing something
Saying what you should or shouldn’t do
5 Hay que comer fruta todos lo diás
(pp. 104-105)
Talking about a healthy lifestyle
2.1a identify patterns
2.2c respond appropriately
2.2g
write clearly and coherently
3b sounds and writing
3c apply grammar
3d use a range of vocab / structures
2.1d
work out meaning
2.2j adapt previously learned language
2.2k deal with unfamiliar language
4c use more complex language
.

Listos 2 Rojo Teacher’s Guide Replacement pages
Unit
Learning targets
Resumen y Prepárate
(pp.106-107)
Pupils’ checklist and practice test
Key framework objectives
¡Extra! Entevista con una deportista
(pp. 108-109)
Optional extension unit : interview with a professional cyclist
Te Toca a ti
(pp. 122-123)
Self-access reading and
writing at two levels
PoS
2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
Grammar and key language
2.1d
work out meaning
2.2e
ask and answer questions
2.2f initiate / sustain conversations
2.2h redraft to improve writing
3d use a range of vocab / structures
4b communicate in pairs etc
4f language for interest / enjoyment
4g use TL for engaging topics
2.1d
work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i
reuse language they have met