SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 5 ¡Diviértete!
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
AT1/4
AT2/3
AT3/1-4
AT4/3-4
Unidad 1 pp.76-77 ¿Quieres ir al cine?
Activity no.
Making arrangements to go out
Launch: 8L6 (Expressions in speech). Reinforcement: 8S4 (Question
types); 8C5 (Colloquialisms).
Starter 1: Brainstorm places of interest in the town.
Starter 2: Telling the time: clock game.
Volunteers supply phrases used in telephone conversations.
2.1c knowledge of language
1
2.2a listen for gist /detail
2a, 3c
2.2e ask and answer questions
3b, 3d
2.2f initiate / sustain conversations
3b, 3d
2.2i reuse language they have met
5
B Personal and social life
Understand people discussing where to go and when
3a, 3c
and where to meet.
Ask and answer questions about where to go and when
3b, 3d
and where to meet.
Identify different entertainment venues; understand
1, 2
short dialogues relating to social arrangements
Write out dialogues relating to social arrangements.
4, 5
¿Quieres ir …? al club de jóvenes / al parque de atracciones / a la
pista de hielo / a la bolera / al cine
¿Dónde quedamos? En la plaza. / En tu casa. / En la estación.
¿Cuándo?A las siete. / Esta tarde. / Esta noche. / Esta mañana. /
Mañana por la mañana. / Mañana por la tarde.
Bueno. / Vale. / Buena idea.
Record a telephone conversation.
Cuaderno A, p.44
Cassette C, side 1 or CD3, tracks 2 and 3
Hojas de trabajo, Resource and Assessment File, pp.90-91
Flashcards, 39-42
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 5 ¡Diviértete!
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
AT1/2-4
AT2/2-4
AT3/1-4
AT4/4
Unidad 2 pp.78-79 ¿Qué tipo de películas
te gustan?
Activity no.
Giving opinions about types of films
Launch: 8W2 (Connectives); 9W1 (Word discrimination); 8L5
(Unscripted speech). Reinforcement: 8W1 (Adding abstract words); 9C3
(Youth attitudes to sport/culture).
Starter 1: Write down likes and dislikes.
Starter 2: Revision of preferir: expressing preferences.
Brainstorm film-related adjectives.
Adjectives
2.1c knowledge of language
1b
2.2d pronunciation and intonation
1a
2.2e ask and answer questions
2b, 3c
3b sounds and writing
1a, 1b
3f compare experiences
4a, 4b
4f language for interest / enjoyment
all
B Personal and social life
Understand people expressing and justifying opinions about
different types of films.
Ask for and express opinions on different types of films.
Recognise types of films and understand related adjectives.
1a, 2b, 3b
2b, 3c
1b, 3a, 4a
Write sentences expressing opinions on different types of
4b
film.
¿Qué tipo de películas prefieres?
cómicas
románticas
(No) Me gustan las películas …
de acción
de dibujos animados
Prefiero las películas…
de terror
de ciencia-ficción
… porque (no) son ….
ICT Opportunities
Reinforcement (A)
Resources
Homework
Notes
Email a link school, telling them about preferred types of films.
Cuaderno A, p.45
Cassette C, side 1 or CD3, tracks 4, 5 and 6
OHTs 25 and 26
SCHOOL:
YEAR:
DATE:
CLASS:
Activity
no.
¡Listos! 2 Verde
Módulo 5 ¡Diviértete!
Unidad 3 pp.80-81 Dos entradas, por favor
Learning objectives
Framework objectives
Starters
Buying cinema tickets.
Launch: 9T5 (Simple creative writing).
Starter 1: Telling the time: clock game.
Starter 2: Elicit useful phrases for buying tickets.
Brainstorm techniques for understanding posters and leaflets.
2.1d work out meaning
1, 3a
2.2a listen for gist / detail
2a, 2b
2.2j adapt previously learned language
4
4e use a range of resources
4
4f language for interest / enjoyment
all
4g use TL for engaging topics
all
B Personal and social life
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
AT2/3
AT3/3
AT4/2-4
Understand a short dialogue between a cinema-goer and 1, 2b
a box office assistant.
Buy and sell cinema tickets at a box office.
2c
Understand a dialogue at a cinema box office and
3a
identify different film classifications.
Design a film poster.
3b, 4
Dos entradas, por favor.
Apta para…
¿Para qué película? Para … .
todos los públicos
¿Para qué sesión?
mayores de 7 años
Para la sesión de las siete y media.
mayores de 18 años
¿Cuánto es? Son (once euros).
mayores de 13 años
Design a film poster.
Cuaderno A, p.46
Cassette C, side 1 or CD3, tracks 7 and 8
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 5 ¡Diviértete!
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
AT1/4
AT2/3-4
AT3/2-4
AT4/4
Unidad 4 pp. 82-83¡Es genial!
Activity
no.
Describing an event in the present tense.
Launch: 9S4 (Building answers from questions). Reinforcement:
8W5 (Verb tenses [present]); 8S7 (Present, past, future); 8T2
(Explanations in text); 8L6 (Expression in speech); 9C5 (Regions of
the country).
Starter 1: Weather idioms with hacer: brainstorming activity.
Starter 2: Revision of estar.
Revision of estar: dice game.
2.2e ask and answer questions
3
2.2f initiate / sustain conversations
3
2.2j adapt previously learned language
5
3e different countries / cultures
1
4b communicate in pairs etc.
3
4e use a range of resources
5
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 statements relating to
immediate circumstances.
Write a postcard using phrases learnt in the unit.
Estoy en …
Estoy con …
Hace …
el Museo del Prado
mis amigos
mal tiempo
el Parque Zoológico
mis padres
buen tiempo
las montañas
mi hermano
sol
el sur de España
mis hermanos
calor
frío
2
3
1, 4
5
Es …
divertido
aburrido
estupendo
fenomenal
genial
Wordprocess a description of a holiday destination drawn from
information on a postcard.
Cuaderno A, p.47
Cassette C, side 1 or CD3 , track 9
SCHOOL:
YEAR:
DATE:
CLASS:
Activity
no.
¡Listos! 2 Verde
Módulo 5 ¡Diviértete!
Unidad 5 pp. 84-85¿Qué hiciste el sábado?
Learning objectives
Framework objectives
Describing an event in the past.
Reinforcement: 8W5 (Verb tenses[preterite]); 8S7 (Present, past and
future).
Starter 1: Revision of the first-person preterite: matching game.
Starter 2: Revision of preterite –ir verbs: dice game.
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)
2.1a identify patterns
Gramática
2.2e ask and answer questions
2
2.2f initiate / sustain conversations
2
2.2h redraft to improve writing
3
3c apply grammar
2
4c use more complex language
3
B Personal and social life
Starters
Plenary
Grammar
Skills (Programmes of Study –
revised 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language..
AT1/2
AT2/5
AT3/AT4/5
Identify a range of basic nouns and interrogatives,
understand first-person preterite forms of verbs.
Say what you did on Saturday and ask others.
-
Comí
Homework
Notes
2
-
Copy and adapt sentences about a trip to a football
3
match or the cinema.
Salí de
a las cinco y media.
Fui en tren.
casa
a las once.
en autocar.
a la una.
en coche.
Vi un partido entreReal Madrid y Valencia
ICT Opportunities
Reinforcement (A)
Resources
1
Vi a Raúl
patatas fritas
Bebí un café con leche
una hamburguesa con cebolla
una Coca-Cola
un perrito caliente
una naranjada
Wordprocess an interview with a star about weekend.
Cuaderno A, p.48
Cassette C, side 1 or CD3, track 10
Grammar, Resource and Assessment File, p.92
OHTs 27 and 28
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 5 ¡Diviértete!
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
Unidad 6 pp. 88-89¡Extra! ¿Qué tal el fin
de semana?
Activity
no.
Reading accounts of people’s weekends in the preterite.
Reinforcement: 8W5 (Verbs [preterite]); 8S4 (Question types); 8S7
(Present, past and future).
Starter 1: Conjugating common verbs in the preterite.
Finding phrases in the text.
2.2b skim and scan
1a, 1b
2.2k deal with unfamiliar language
1a, 1b
3d use a range of vocab / structures
2
4b communicate in pairs etc.
2
4c use more complex language
2
4d make links with English
1a, 1b
B Personal and social life; C The world around us
AT1/-
Listen to the texts while reading.
AT2/5
Ask and answer questions about last weekend using the
2
preterite.
Recognise terms relating to weather and tourism;
1b
understand a range of preterite verbs.
Hacía…
Había mucha gente
Era fenomenal
buen tiempo
calor
sol
¡Era un desastre!
mal tiempo
frío
viento
Cassette C, side 1 or CD3, track 13
AT3/5
AT4/-
1a