SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Studyrevised 2007)
Contexts
Learning outcomes …
Listening and
AT1/2
responding
Speaking
AT2/3
Reading and
AT3/3
responding
Writing
AT4/2-4
Key language
Unidad 1 pp.6-7 Son muy famosos
Activity no.
Asking for and giving personal information
Launch: 8W4 (Word endings); 8S4 (Question types); 8S6 (Substituting and
adding); 8S7 (Present, past, future); 8C2 (Famous people).
Starter 1: Personal questions: ball/fluffy toy game.
Starter 2: Brainstorm interrogatives.
Write down four interview questions.
Tener / ser / vivir (singular forms)
2.2c respond appropriately
1a, 1c, 1d
2.2d pronunciation and intonation
1b
2.2e ask and answer questions
1c, 1d
2.2j adapt previously learned language
2b
3b sounds and writing
1b
3c apply grammar
2a
4b communicate in pairs etc.
1c, 1d
B Personal and social life
Understand statements and questions relating to personal
1b
information.
Ask and answer personal questions.
1c, 1d
Understand statements and questions relating to personal
1a, 2a
information.
Write sentences, giving personal information about others.
2b, 2c
¿Cómo te llamas? Me llamo … .
¿Tienes hermanos ?
¿Cuántos años tienes? Tengo … años. Sí, tengo un hermano / una hermana.
¿Cuál es tu nacionalidad? Soy … .
No, no tengo hermanos.
¿Dónde vives? Vivo en … .
Soy hijo único / Soy hija única.
¿De qué color son tus ojos?
Tengo los ojos …
azules
marrones grises
verdes
negros
¿Cómo es tu pelo?
Tengo el pelo …
rubio
corto
castaño
largo
negro
rapado
pelirrojo
liso
rizado
ondulado
¿Eres alto o bajo? Soy alto/Soy bajo.
¿Eres alta o baja? Soy alta/Soy baja.
ICT Opportunities
Reinforcement (A)
Resources
Homework
Notes
Write an interview with a famous person, with or without pictures.
Cuaderno A, p.3
Cassette A, side 1 or CD1, track 2
OHTs 1 and 2
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study revised 2007)
Contexts
Learning outcomes …
Listening and
AT1/2
responding
Speaking
AT2/3
Reading and
AT3/2-4
responding
Writing
AT4/3
Key language
ICT Opportunities
Reinforcement (A)
Resources
Homework
Notes
Unidad 2 pp.8-9 Soy el más inteligente de
la clase
Making comparisons
Reinforcement: 8W4 (Word endings).
Starter 1: Practising adjectival agreements and using the glossary.
Starter 2: Comparing people’s height.
Discuss the difference between comparatives and superlatives.
Comparatives (más + adjective + que)
Superlatives (el/la más + adjective)
Agreement of adjectives with nouns
2.1a identify patterns
2.1d work out meaning
2.2b skim and scan
2.2g write clearly and coherently
2.2i reuse language they have met
4e use a range of resources
B Personal and social life
Understand simple comparative statements.
Activity
no.
1
4
4
3c
4
4
1, 3b
Form simple comparative statements.
2
Understand simple comparative statements; understand a short
3a, 4
letter giving personal information.
Write sentences to compare classmates.
3c
Clara es más inteligente que Verónica.
Guapo/a
Divertido/a
Iván es más bajo que Diego.
Inteligente
Simpático/a
Mario es el más generoso de la clase.
Complete a template letter with supplied vocabulary.
Cuaderno A, p.4
Cassette A, side 1 or CD1, tracks 3 and 4
OHTs 1 and 2
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study revised 2007)
Contexts
Learning outcomes …
Listening and
AT1/2
responding
Speaking
AT2/3-4
Reading and
AT3/3
responding
Writing
AT4/4
Key language
ICT Opportunities
Reinforcement (A)
Resources
Homework
Notes
Unidad 3 pp.10-11 Mucho gusto
Introducing family members.
Reinforcement: 8W4 (Word endings).
Starter 1: Family members: gap-filling game.
Starter 2: Revision of the demonstrative pronoun éste.
Discuss formation of éste according to gender and number.
Demonstrative pronoun éste
2.1c knowledge of language
2.2f initiate / sustain conversations
2.2j adapt previously learned language
2.2h redraft to improve writing
3e different countries / cultures
3f compare experiences
B Personal and social life
Activity no.
1a
2c
3
3
1a
1a, 2c
Identify different members of the family and understand brief 2b
introductions.
Introduce members of the family.
2c
Understand introductions and written descriptions of family
1b, 1c, 2a
members.
Write sentences, introducing a famous family.
3
Te presento a mi familia.
Éste/Ésta es mi …
Éstos/Éstas son mis tíos. Se llaman …
madre
abuelo/a
Encantado/a.
¿Qué tal el viaje ?
padre
tío/a
Mucho gusto
hermano/a
primo/a
Write and wordprocess sentences about a famous family.
Cuaderno A, p.5
Cassette A, side 1 or CD1, tracks 5 and 6
Grammar, Resource and Assessment File, p.7
OHTs 3 and 4
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study revised 2007)
Contexts
Learning outcomes …
Listening and
AT1/1-3
responding
Speaking
AT2/3
Reading and
AT3/2
responding
Writing
AT4/2-3
Key language
Activity
no.
Unidad 4 pp.12-13 Estás en tu casa
Asking for and saying what you need
Launch: 8S5 (Negative forms and words).
Starter 1: Talking about likes and dislikes.
Starter 2: Practising hacer falta: card game.
Quick-fire drill around the class: ‘I need’, ‘you need’, etc.
Object pronouns: me hace(n) falta, etc.
2.2a listen for gist / detail
2.2e ask and answer questions
2.2j adapt previously learned language
3c apply grammar
3d use a range of vocab / structures
4d make links with English
A Everyday activities
1, 2, 3a
3b
5
Gramática
3b, 5
1
Understand people saying what they need/want; identify various
toiletry items.
Express your own needs/wishes and ask others about theirs.
Identify needs/wishes from written questions and answers.
gel de baño
gel de ducha
jabón
desodorante
colonia
Sí, me hace falta champú./ No, no me hace falta champú.
Homework
Notes
3b
4
Write sentences, saying what you need to take on holiday.
5
¿Necesitas una toalla? Sí, necesito una toalla. / No, no necesito una toalla.
¿Te hace(n) falta … ?
champú
pasta de dientes
un cepillo (de dientes)
ICT Opportunities
Reinforcement (A)
Resources
1,2, 3a
Draw and label pictures, showing what you need to take on holiday.
Cuaderno A, p.6
Cassette A, side 1 or CD1, tracks 7, 8 and 9
Starter 2, Resource and Assessment File, p.4
Hojas de trabajo, Resource and Assessment File, pp.5 and 6
OHTS 5 and 6
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study revised 2007)
Contexts
Learning outcomes …
Listening and
AT1/3
responding
Speaking
AT2/2-3
Reading and
responding
Writing
Key language
AT3/2
AT4/3-4
Homework
Notes
Activity
no.
Talking about buying gifts for people; describing personalities.
Launch: 8W5 (Verbs [present]). Reinforcement: 8W4 (Word endings).
Starter 1: Conjugating –ar verbs: gap-filling activity.
Starter 2: Indirect object pronouns: jumbled sentence exercise .
Volunteers explain the usage and positioning of indirect object pronouns.
Indirect object pronouns (me, te, le)
2.1d work out meaning
1
2.1e use reference materials
6
2.2a listen for gist / detail
1, 3a, 3b
3b sounds and writing
1
B Personal and social life
Identify people by name and family relationship, and recognise
various gift items.
Use indirect object pronouns to talk about buying gifts; describe
different personalities.
Identify different personality traits.
1, 3a, 3b
Describe friends’ personalities and identify suitable gifts.
¿Qué compras para tu… ? Le compro ….
Es ….
6
madre
padre
hermano/a
abuelo/a
ICT Opportunities
Reinforcement (A)
Resources
Unidad 5 pp.14-15 Unos regalos
una caja de chocolates
una camiseta
un CD
una gorra
una lata de galletas
2, 4
5
deportista
hablador(a)
serio/a
simpático/a
sociable
tranquilo/a
Cuaderno A, p.7
Cassette A, side 1 or CD1, tracks 12, 13 and 14
Hojas de trabajo, Resource and Assessment File, pp.5 and 6
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study revised 2007)
Contexts
Learning outcomes …
Listening and
AT1/2
responding
Speaking
AT2/3
Reading and
AT3/3-4
responding
Writing
AT4/2
Key language
Unidad 6 pp.16-17 Muchas gracias por
el regalo
Writing thank you letters
Launch: 8T3 (Language and text types); 8T4 (Dictionary use); 8T6 (Text as a
model and source).
Starter 1: Grouping adjectives under positive and negative headings.
Starter 2: Using the glossary
Write a list of three things learned.
2.1c knowledge of language
1a
2.1e use reference materials
2a
2.2h redraft to improve writing
2c
3b sounds and writing
1a
3e different countries / cultures
1a, 2a
4b communicate in pairs etc.
1b
4e use a range of resources
2c
B Personal and social life
Identify gift items, understand expressions of opinion and
recognise various letter-writing conventions.
Thank someone for a gift and express an opinion.
Recognise gift items, expressions of opinion and letter-writing
conventions; understand short letters accepting an invitation.
Thank someone for a gift / invitation.
Querido/a(s) … / ¡Hola …!
amigo/a(s) / familia / primo/a(s) / abuelo/a(s)/ tío/a(s)
(Muchas) gracias por…
el regalo
el póster
el dinero
la foto
el CD
el llavero
la camiseta
la invitación
Reinforcement (A)
Resources
Homework
Notes
Es muy/bastante …
interesante
aburrido/a
fantástico/a bueno/a
1a
1b
2a, 2b
1c
malo/a
Escríbeme pronto.
Eres/ Sois…
Recuerdos a todos.
simpático/a(s)
No me escribas nunca más.
antipático/a(s
Un saludo (cordial)
gracioso/a(s)
Besos y abrazos
Saludos
cruel(es)
¡Hasta pronto!
Adiós
Write and wordprocess two thank you letters. (1c)
Write and wordprocess a letter accepting an invitation. (2c)
Cuaderno A, p.8
Cassette A, side 1 or CD1, track 15
Hojas de trabajo, Resource and Assessment File, pp.5 and 6
Me encanta
Me gusta
No me gusta
Lo/La detesto
ICT Opportunities
Activity
no.
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 1 Nos presentamos
Learning objectives
Starters
Plenary
Grammar
Skills (Programmes of Study revised 2007)
Contexts
Learning outcomes …
Listening and
AT1/3-4
responding
Speaking
AT2/3-4
Reading and
AT3/4
responding
Writing
AT4/3-4
Key language
ICT Opportunities
Reinforcement (A)
Resources
Homework
Notes
Unidad 7 pp.20-21 ¡Extra!¡Escríbeme
pronto!
Activity
no.
Understanding personal information: introductory letters from penfriends.
Launch: 9W5 (Verbs [conditional]); 9T1 (Understanding complex language);
9T2 (Features for effect); 9T3 (Authentic texts as source); 8C3 (Daily life and
young people).
Starter 1: Write sentences using Me gusta / Me encanta / Estoy loco/a por.
Starter 2: Glossary practice.
Write a list of four things learned in Module 1.
2.1d work out meaning
1a
2 2a listen for gist / detail
2
2.2j adapt previously learned language
3
2.2k deal with unfamiliar language
1a
3e different countries / cultures
1a
4f language for interest / enjoyment
1a
4g use TL for engaging topics
all
B Personal and social life
Understand people’s descriptions of themselves and their
likes/dislikes.
Ask questions about and give personal details.
Understand people’s descriptions of themselves and their
likes/dislikes.
Write a letter to a Spanish magazine using a supplied template.
Cassette A, side 1 or CD1, track 15
2
1b
1a
3