SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 6 La salud
Unidad 1 pp.92-93 ¿Qué te duele?
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
Activity
no.
Saying what hurts and asking others.
Reinforcement: 8W4 (Word endings); 8C4 (Poems, jokes and songs).
Starter 1: Parts of the body: match with the appropriate definite article.
Starter 2: Parts of the body: anagram game.
Quick-fire test of four phrases learnt.
doler
Pronouns me and te
2.1c knowledge of language
1a
2.2e ask and answer questions
3c
2.2g write clearly and coherently
3d
3c apply grammar
3b
4f language for interest / enjoyment
2a
B Personal and social life
AT1/1-2
Recognise parts of the body and conjugations of doler.
1b, 3a
AT2/2
Tell others to move different parts of their bodies; say
what part of your body is hurting and ask others.
Recognise parts of the body and conjugations of doler.
2c, 3c
AT3/1-3
AT4/2
1a, 2a, 3b
Write sentences to explain what hurts based on a series of 3d
pictures.
Me duele(n) …
el brazo
el estómago la garganta
los oídos
la pierna
la cabeza
las muelas
la mano
el pie
la espalda
Use Text salad to jumble up lines from the song in 2a.
Cuaderno A, p.53
Cassette C, side 1 or CD3, tracks 14, 15, 16 and 17
Starter 2, Resource and Assessment File, p. 111
Hojas de trabajo, Resource and Assessment File, pp.114 and 115
Grammar, Resource and Assessment File, p.116
OHTs 31 and 32
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 6 La salud
Unidad 2 pp.94-95 ¿Qué te pasa?
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
Activity
no.
Asking / complaining about ailments using tener.
Reinforcement: 8S6 (Substituting and adding); 8L4 (Extending
sentences).
Starter 1: Use of tener: answer questions about home and family.
Starter 2: Tengo + ailment: guessing game (pairwork).
Test knowledge of tener and phrases learnt in the unit.
tener for ailments
2.1a identify patterns
Gramática
2.2a listen for gist /detail
1a, 2a, 2b
2.2c respond appropriately
3a. 3b
2.2e ask and answer questions
2c
B Personal and social life
AT1/2-3
Recognise various ailments/symptoms that use tener.
1a, 2a, 2b
AT2/2-3
Describe your own ailments/symptoms and ask others
about theirs.
Recognise various ailments/symptoms using tener.
1b, 2c
AT3/3
AT4/2
3b
Complete absence notes from parents to teachers using
3a
parts of phrases learnt in the unit.
¿Qué te pasa? Tengo …
fiebre
catarro
dolor de cabeza
una insolación
tos
gripe
dolor de garganta
una picadura
diarrea
dolor de estómago
Record parent / school secretary roleplay.
Cuaderno A, p.54
Cassette C, side 1 or CD3, tracks 18, 19 and 20
Hojas de trabajo, Resource and Assessment File, pp.114 and 115
OHTs 31 and 32
Flashcards 43-48
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 6 La salud
Unidad 3 pp.96-97 En la farmacia
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
AT2/2-4
AT3/3
AT4/4
Activity
no.
Buying things at the chemist’s and giving medical advice.
Launch: 9L6 (Formality of language). Reinforcement: 8S3 (Modal
verbs).
Starter 1: Illnesses using tener: miming activity.
Starter 2: Medicinal items: jumbled phrases game.
Discuss and practise deber.
Present tense of deber
Demonstrative adjective este
Adjectives
2.2a listen for gist /detail
1a. 1b. 1c
2.2d pronunciation and intonation
1a
2.2e ask and answer questions
2a, 3c
3b sounds and writing
1a
3c apply grammar
3c
4d make link with English
1a
B Personal and social life
Recognise various medicinal products and their
containers; understand medical complaints and advice.
Buy and sell items in a chemist’s.
Understand medical complaints and advice.
Give written medical advice.
¿Tiene algo para (la diarrea) ?
1a, 1b, 1c
2a, 3c
3a, 3d
2b
Deme …
un tubo (grande)
Este jarabe es …
una caja de aspirinas
Esta pomada es …
una caja de pastillas
Estas aspirinas son …
una botella de jarabe para la tos
un tubo de pomada
un paquete de tiritas
un tubo de crema antiséptica
Design a poster promoting a medicinal product.
Cuaderno A, p.55
Cassette C, side 1 or CD3, tracks 21, 22, 23 and 24
Starter 2, Resource and Assessment File, p.111
OHTs 31 and 32
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 6 La salud
Unidad 4 pp.98-99 Hace dos años que
estudio español
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
AT2/3
AT3/3-5
AT4/3
Activity
no.
Saying how long you have been doing something; general advice.
Launch: 8L2 (Media listening skills) Reinforcement: 8W8 (Nonliteral meanings); 8S1 (Sequencing); 8S7 (Present, past, future); 8C3
(Daily life and young people).
Starter 1: Idioms with hacer: brainstorm.
Starter 2: Conjugation of – ar verbs.
Discuss strategies for understanding questions.
Hace … que + verb
2.1a identify patterns
Gramática
2.2e ask and answer questions
3a
2.2g write clearly and coherently
3b, 3c
3b sounds and writing
1
3d use a range of vocab / structures
3c
B Personal and social life
Understand people saying how long they have been doing 2
something.
Say how long you have been doing various things and
3a
ask others.
Recognise various activities; understand an interview
1, 4b
about skateboarding.
Write sentences saying how long you have been doing
3b, 3c
various things.
¿Cuánto tiempo hace …
que juegas … al fútbol? / al voleibol? / al tenis? / al hockey?
que practicas … la equitación? / la gimnasia? / el judo?
que vives en Londres?
que estudias en Francia?
Hace un mes
que juego al baloncesto / al golf / al rugby.
dos meses
que practico el ciclismo / la equitación.
un año
que vivo en Escocia
dos años
que estudio español
cinco años
diez años
Wordprocess activity 3c; write interview in the style of Sergio’s in 4b.
Cuaderno A, p.56
Cassette C, side 1 or CD3, tracks 25 and 26
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
Módulo 6 La salud
Unidad 5 pp.100-101 No hay que comer
chocolate todos los días
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
AT3/3-5
AT4/4-5
Activity
no.
Talking about healthy living.
Reinforcement: 8S2 (Connectives in extended sentences); 8S3 (Modal
verbs); 8S7 (Present, past, future); 8L2 (Media listening skills).
Starter 1:Recognising irregular verbs.
Starter 2: Hay que and Tienes que: gap-filling activity.
Discuss the formation and use of the immediate future.
The immediate future
Hay que and Tienes que
2.1d work out meaning
1a, 3
2.2j adapt previously learned language
4b
2.2k deal with unfamiliar language
4a
3e different countries / cultures
4a
4c use more complex language
4b
A Everyday activities
Understand people giving advice and saying what they
1b, 3
are going to do to improve their health.
Give advice about healthy living.
1c
Understand people giving advice and saying what they
1a, 4a
are going to do to improve their health.
Write sentences, giving advice on living healthily and
2, 4b
saying what you are going to do in the summer.
(No) Hay que beber dos litros de agua al día.
(No) Tienes que hacer deporte tres veces a la semana.
Design a poster about healthy living; wordprocess activity 4b.
Cuaderno A, p.57
Cassette C, side 2 or CD3, tracks 27 and 28
Starters 1 and 2, Resource and Assessment File, p.112
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Verde
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 2007)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Resources
Homework
Notes
AT1/4
AT2/5
AT3/5
AT4/5
Activity
no.
Reading a longer interview with a sporting champion.
Reinforcement: 8S7 (Present, past, future); 8S8 (Using highfrequency words); 8T3 (Language and text types); 8L2 (Media
listening skills).
Starter 1: Write sentences in the immediate future.
Discuss strategies for tackling a longer text.
Hace … que … .
Immediate future (first person)
2.1d work out meaning
1a
2.2b skim and scan
1a
3d use a range of vocab / structures
3, 4
4b communicate in pairs etc
3
4f language for interest / enjoyment
1a
4g use TL for engaging topics
all
B Personal and social life; D The world of work
Identify key information in a similar interview with
another professional cyclist.
Make resolutions (not) to do various things in the future.
Understand vocabulary relating to health and fitness.
2
Write sentences, resolving (not) to do various things in
the future.
Cassette C, side 2 or CD3, tracks 32 and 33
4
3
1b