SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 2 La comida
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
AT1/3
AT2/2-3
AT3/2-4
AT4/1
Unidad 1 pp.24-25 ¿Qué comes?
Saying what you eat and when.
Reinforcement: 8S6 (Substituting and adding); 8T4 (Dictionary use).
Starter 1: Likes and dislikes: OHP activity.
Starter 2: Food vocabulary: anagram game.
Compare and contrast mealtimes in Spain and the UK.
Me encanta(n) … / (No) Me gustan … / Odio …
2.1a identify patterns
1b
2.1c knowledge of language
1a
2.1e use reference materials
3a
2.2j adapt previously learned language
3b
3f compare experiences
1b
4b communicate in pairs etc.
1b, 2b
4c use more complex language
2b, 3b
4e use a range of resources
3b
A Everyday activities
Identify various food items and understand people
1a, 2a
outlining their likes/dislikes.
Say what food you like/dislike/usually eat for each meal. 1b, 2b
Understand an email about a typical Spanish diet and
3a, 3b
mealtimes.
Complete an email about diet and mealtimes with
3b
supplied vocabulary.
¿Qué comes de primer plato?
¿Qué tomas de postre?
¿Qué comes de segundo plato?
(No) Como/Ceno/Tomo…
huevos
verduras
sopa
ICT Opportunities
Reinforcement (A)
Resources
Homework
Notes
Activity
no.
ensalada
carne
helado
fruta
tarta
pescado
pollo
patatas fritas
Create Excel chart representing a class survey on dietary preferences.
Set up an email link with another Spanish class or a school in Spain.
Cuaderno A, p.13
Cassette A, side 2 or CD1, tracks 16 and 17
Starter 2, Resource and Assessment File, p.24,
Hojas de trabajo, Resource and Assessment File, pp.26 and 27
OHTs 7 and 8, Flashcards 1-7 and 15, 18 (¡Listos! 1)
SCHOOL:
YEAR:
¡Listos! 2 Verde
Módulo 2 La comida
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study
– revised 2007)
Contexts
Learning outcomes …
Listening and
AT1/3
responding
Speaking
AT2/2-4
Reading and
AT3/2-4
responding
Writing
AT4/1
Key language
DATE:
CLASS:
Unidad 2 pp.26-27 ¿Qué te gusta comer?
Activity
no.
Saying what type of food you like and why.
Launch: 8W1 (Adding abstract words); 8L4 (Extending sentences).
Reinforcement: 8W4 (Word endings).
Starter 1: Definite articles: gap-filling activity.
Starter 2: Adjectival agreements: OHP activity.
Practise adjectival agreements in pairs.
Adjectival agreements (-o/-a/-os/-as)
2.1e use reference materials
2a
2.2a listen for gist / detail
1a, 2a
2.2e ask and answer questions
1b. 2b
3e different countries / cultures
1a, 2a
3f compare experiences
1b, 2b
A Everyday activities; E The international world
Understand people explaining why they like / dislike different
cuisines / dishes.
Say why you like certain foods and ask others.
Understand opinions about different cuisines.
1a, 2a
1b, 2b
3a, 3b
Write sentences about different cuisines using a supplied
3c
template and explain your own likes / dislikes.
¿Qué tipo de comida te gusta?
¿Por qué?
Me gusta / Prefiero la comida …
Porque es (está) / son (están) …
caribeña
italiana
delicioso/a(s)
nutritivo/a(s
china
mexicana
dulce(s)
rico/a(s)
india
rápida
grasiento/a(s)
sano/a(s)
vegetariana
¿Cuál es tu plato preferido? Mi plato preferido es…
chuletas / flan / gambas / sardinas
ICT Opportunities
Reinforcement (A)
Resources
Homework
Notes
Create a bar graph / pie chart in Excel to show results of survey in 1b.
Record pupils explaining their likes / dislikes.
Cuaderno A, p.14
Cassette A, side 2 or CD1, tracks 18 and 19
Grammar, Resource and Assessment File, p.28
Flashcards 8-11
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 2 La comida
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Resources
Homework
Notes
AT1/1-4
AT2/3-4
AT3/AT4/3-4
Unidad 3 pp.28-29 De compras
Activity
no.
Talking about the weights and prices (€) of fruit and vegetables
Launch: 8L3 (Relaying gist and detail).
Reinforcement: 8S6 (Substituting and adding).
Starter 1: Numbers (100-500): ball game.
Starter 2: Listening skills: fruit / vegetable vocabulary and quantities.
Practise counting and shopping-related questions.
2.2a listen for gist / detail
1a, 2a, 3a
2.2d pronunciation and intonation
1b
2.2e ask and answer questions
2b, 3b
2.2f initiate / sustain conversations
3b
3b sounds and writing
1b
A Everyday activities
Identify fruits and vegetables, weights and prices in
euros.
Buy fruit and vegetables from a market stall and ask
about prices.
-
1a, 1b, 2a,
3a
2b, 3b
-
Write a dialogue between a stall holder and a customer
4
using a supplied template.
¿Qué desea? Deme…
los plátanos
los tomates
las peras
las lechugas
cuarto kilo de
un kilo de
las uvas
las cebollas
medio kilo de
dos kilos de …
las patatas
las naranjas
¿Cuánto cuesta? Cuesta … euro(s).
Record dialogues written in activity 4.
Cuaderno A, p.15
Cassette A, side 2 or CD1, tracks 20, 21, 22 and 23
Starter 1, Resource and Assessment File, p.25
Hojas de trabajo, Resource and Assessment File, pp.26 and 27
OHTs 9 and 10
Flashcards 12-16
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 2 La comida
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Resources
Homework
Notes
AT1/2-4
AT2/2-4
AT3/2
AT4/2-3
Unidad 4 pp.30-31 Cien gramos de jamón
y una barra de pan
Buying food and drink in a shop; numbers 31-1000.
Launch: 8L1 (Listening for subtleties).
Reinforcement: 8L3 (Relaying gist and detail).
Starter 1: Numbers: listening game.
Starter 2: Numbers: maths ‘bee’.
Discuss strategies for understanding large numbers.
2.2a listen for gist / detail
2.2f initiate / sustain conversations
2.2g write clearly and coherently
3b sounds and writing
A Everyday activities
Activity
no.
1a, 2b, 2c
3
4
1a
Identify numbers up to 1000. Recognise grocery items,
1a, 1b, 2c
prices and quantities.
Correctly pronounce numbers up to 1000; ask for what
1c, 3
you want in a grocery shop.
Recognise numbers and quantities up to 1000; identify
2a
different food items and containers.
Write a shopping list for a picnic.
4
cero
noventa
¿Qué desea?
diez
cien
quince
ciento diez
una botella de limonada
veinte
doscientos
doscientos gramos de queso
veinticinco
trescientos
quinientos gramos de jamón
treinta
cuatrocientos
una barra de pan
treinta y cinco
quinientos
un cartón de leche
cuarenta
seiscientos
un paquete de galletas
cincuenta
setecientos
una caja de pasteles
sesenta
ochocientos
una lata de sardinas
setenta
novecientos
ochenta
mil
¿Algo más?
Sí, … . / No, nada más, gracias.
Cuaderno A, p.16
Cassette A, side 2 or CD1, tracks 24, 25 and 26
Hojas de trabajo, Resource and Assessment File, pp.26 and 27
Flashcards 18-25
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 2 La comida
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Resources
Homework
Notes
AT1/3-4
AT2/3-4
AT3/2-3
AT4/-
Unidad 5 pp.32-33 ¡Que aproveche!
Say that you are hungry / thirsty; order tapas and drinks.
Launch: 8C5 (Colloquialisms); 8W5 (Verbs [future]).
Reinforcement: 8S5 (Negative forms and words).
Starter 1:Ordering from a menu: OHP activity.
Starter 2: Brainstorm expressions using tener (pairwork).
Recap Tengo hambre / sed / Para mí / ti / él etc.
Phrases with tener
2.2i reuse language they have met
2.2j adapt previously learned language
2.2k deal with unfamiliar language
3c apply grammar
3e different countries / cultures
4f language for interest / enjoyment
A Everyday activities
Activity
no.
2
2
1a
2
1a
1a
Understand people saying whether they are hungry /
1a, 1c
thirsty; identify different drinks and tapas.
Order tapas and drinks.
2
Recognise tener hambre / sed and identify items on a
1b, 3
tapas and drinks menu.
¿Qué va(n) a tomar?
aceitunas
flan
¿Qué va(n) a beber?
calamares
el helado de vainilla /
Para mí / él / ella,…
chorizo
fresa / chocolate
gambas
jamón serrano
agua con / sin gas
¿Va(n) a tomar algo más? patatas bravas
cerveza
No, nada más.
tortilla española naranjada
Create a tapas bar menu using a graphics / desktop publishing package.
Cuaderno A, p. 17
Cassette A, side 2 or CD1, tracks 27, 28 and 29
Starter 1, Resource and Assessment File, p.25
OHTs 11 and 12
Flashcards 5, 10, 11, 17 and 19, 20 (¡Listos! 1)
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 2 La comida
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Resources
Homework
Notes
AT1/3
AT2/3
AT3/2-4
AT4/2-4
Unidad 6 pp.34-35 La comida sana
Activity
no.
Talking about healthy eating.
Reinforcement: 8W5 (Verbs [present]); 8S5 (Negative forms and
words); 8T3 (Language and text types).
Starter 1: Conjugation of comer and beber.
Starter 2: Revision of –er verbs: dice game
Brainstorm personal pronouns; volunteers discuss the conjugation of
–er verbs.
The imperative: come, bebe
Expressions of frequency (una vez al año, algunas veces a la semana).
2.2b skim and scan
1a
2.2h redraft to improve writing
4b
2.2j adapt previously learned language
4b
4c use more complex language
3, 4b
4d make links with English
1
4e use a range of resources
1, 4b
4f language for interest / enjoyment
1, 4b
4g use TL for engaging topics
all
A Everyday activities
Identify major food groups and expressions of
frequency.
Ask whether someone eats particular foods every day.
Understand a text about healthy eating; understand short
texts about dietary preferences.
Design a poster telling people how often to eat / drink
particular things.
Come (fruta) …
algunas veces al mes
Bebe (leche) …
algunas veces a la semana
todos los días
2
3
1, 4a
4b
Using Excel, draw a bar graph or pie chart to show the results of the
survey (activity 3); design a poster (activity 4b).
Cuaderno A, p.18
Cassette A, side 2 or CD1, track 30
SCHOOL:
YEAR:
DATE:
CLASS:
Activity
no.
¡Listos! 2 Verde
Módulo 2 La comida
Unidad 7 pp.38-39 ¡Extra! ¡Feliz Navidad!
Learning objectives
Framework objectives
Understand a text about Christmas in Spain.
Launch: 8C4 (Poems/jokes/songs). Reinforcement: 8S4 (Question
types); 8T3 (Language and text types); 8T4 (Dictionary use).
Starter 1: Christmas vocabulary: glossary / dictionary practice.
Starter 2: Brainstorm useful festival-related words.
Discuss strategies for tackling longer texts.
2.1d work out meaning
1
3e different countries / cultures
all
3f compare experiences
1, 3a
4c use more complex language
3b
4f language for interest / enjoyment
all
C The world around us
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Resources
Homework
Notes
AT1/4
AT2/4
AT3/4
AT4/3-4
Understand a conversation describing Christmas
celebrations in the UK.
Ask and answer questions about a festival celebrated at
home.
Recognise familiar vocabulary relating to food, gifts,
dates, etc. and deduce meaning of new words.
Answer questions about a festival celebrated at home.
Cassette A, side 2 or CD1, tracks 33 and 34
2
3a
1
3b