Listos 2 verde Teacher’s Guide new PoS information
Covering the Programmes of Study
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 ¡Listos! 2 Verde, 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 ¡Listos! 2
Verde, pupils have the opportunity to progress in
the Key processes, Range and content, and
Curriculum opportunities prescribed in the
QCA Programmes of Study. For each area we
have indicated where these appear in the core
units of the Pupil’s Book. There are further
opportunities both in the Pupil’s Book and the
supplementary components. More detail is
provided in the grids at the beginning of each
module in this Teacher’s Guide.
2.
Key processes
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
b
c
d
e
identify patterns in the target langua ge
develop techniques for memorising words, phrases
and spellings
use their knowledge of English or another language
when learning the target language
use previous knowledge, context and other clues to
work out the meaning of what they hear or read
use reference materials such as dictionaries
appropriately and effectively
Module 1 Unit 2, Module 3 Unit 2, Module 4 Unit 4
Resumen (all modules)
Module 1 Unit 3, Module 3 Unit 1, Module 5 Unit 1
Module 2 ¡Extra!, Module 3 Unit 1, Module 6 Unit 5
Module 1 Unit 6, Module 2 Unit 1, Module 4 Unit 1
2.2 Developing language skills – pupils should be able to:
a
b
c
listen for gist or detail
skim and scan written texts for the main points or
details
respond appropriately to spoken and written
language
Module 2 Unit 4, Module 3 Unit 3, Module 5 Unit 3
Module 2 Unit 6, Module 4 ¡Extra!, Module 6 ¡Extra!
Module 1 Unit 1, Module 2 Te Toca a ti, Module 4 Resumen y
Prepárate
Listos 2 verde Teacher’s Guide new PoS information
d
e
f
g
h
i
j
k
use correct pronunciation and intonation
ask and answer questions
initiate and sustain conversations
write clearly and coherently, including an
appropriate level of detail
redraft their writing to improve accuracy and quality
re-use language that they have heard or read in their
own speaking and writing
adapt language they already know in new contexts
for different purposes
deal with unfamiliar language, unexpected responses
and unpredictable situations
Module 2 Unit 3, Module 3 Unit 2, Module 6 Unit 3
Module 1 Unit 4, Module 2 unit 2, Module 6 Unit 3
Module 2 unit 3, Module 5 Unit 5, Module 3 Unit 3
Module 1 Unit 2, Module 3 Unit 2, Module 4 Unit 3
Module 2 Unit 6, Module 5 Unit 5, Module 4 Unit 4
Module 2 Te Toca a ti, Module 3 Unit 4, Module 4 Unit 4
Module 2 Unit 6, Module 5 Unit 4, Module 6 Unit 5
Module 3 Unit 1, Module 4 Unit 1, Module 6 Unit 5
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
b
c
d
e
f
the spoken and written form of the target language
the interrelationship between sounds and writing in
the target language
the grammar of the target language and how to apply
it
a range of vocabulary and structures
learning about different countries and cultures
comparing pupils’ own experiences and perspectives
with those of people in countries and communities
where the target language is spoken
All modules
Module 1 Unit 1, Module 2 Unit 4, Module 6 Unit 4
Module 2 Unit 5, Module 3 Unit 3, Module 4 Unit 4
Module 4 Unit 5, Module 5 ¡Extra!, Module 6 ¡Extra!
Module 1 ¡Extra!, Module 2 Unit 5, Module 4 ¡Extra!
Module 1 Unit 3, Module 2 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:
a
b
c
d
e
f
g
hear, speak, read and write in the target
language regularly and frequently within the
classroom and beyond
communicate in the target language
individually, in pairs, in groups and with
speakers of the target language, including
native speakers, where possible, for a variety of
purposes
use an increasing range of more complex
language
make links with English at word, sentence and
text level
use a range of resources, including ICT, for
accessing and communicating information
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
use the target language in connection with
topics and issues that are engaging and may be
related to other areas of the curriculum
All modules
Module 2 Unit 1, Module 4 Unit 3, Module 5 Unit 4
Module 2 ¡Extra !, Module 4 Unit 5, Module 5 Extra !,
Module 2 Unit 6, Module 3 Unit 6, Module 5 ¡Extra !
Module 2 Unit 1, Module 4 Unit 1, Module 5 Unit 3
Module 1 ¡Extra !, Module 3 Unit 1, Module 3 ¡Extra!
Module 1 ¡Extra !, Module 3 ¡Extra!, Module 6 ¡Extra !
Listos 2 Verde Teacher’s Guide Replacement pages
1 Nos presentamos (Pupil’s Book pages 6-23)
Unit
Learning
targets
1 Son muy famosos
(pp. 6-7)
Talking about yourself:
Giving your name
Saying how old you are
Giving your nationality
Saying where you live
Describing yourself
Talking about other
people:
Asking what their name is
Asking how old they are
Asking where they come
from
Asking what they look
like
2 Soy el más inteligente
de la clase (pp. 8-9)
Making comparisons
Key framework PoS
objectives
Grammar
and key
language
Unchanged –
please refer to
original edition
Unchanged –
please refer to
original edition
2.2c respond appropriately
2.2d pronunciation and intonation
2.2e ask and answer questions
2.2j adapt previously learned
language
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
2.2g write clearly and coherently
2.2i reuse language they have met
4e use a range of resources
3 Mucho gusto
(pp. 10-11)
Introducing yourself
Introducing friends and
family
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
4 Estás en tu casa
(pp. 12-13)
Asking for what you need
Saying what you need
Saying that you are
missing something
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
5 Unos regalos
(pp. 14-15)
Buying gifts
Describing someone’s
personality
2.1d work out meaning
2.1e use reference materials
2.2a listen for gist / detail
3b sounds and writing
Listos 2 Verde Teacher’s Guide Replacement pages
Unit
Learning
targets
6 Muchas gracias por el
regalo
(pp. 16-17)
Writing a thank-you letter
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer to
original
edition
2.1c knowledge of language
2.1e use reference materials
2.2h redraft to improve writing
3b sounds and writing
3e different countries / cultures
4b communicate in pairs etc.
4e use a range of resources
Unchanged –
please refer to
original edition
Resumen y Prepárate
(pp. 18-19)
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! ¡Escríbeme
pronto !
(pp. 20-21)
Optional extension unit :
teenage magazine (Mega
Pop)
2.1d work out meaning
2 2a listen for gist / detail
2.2j adapt previously learned
language
2.2k deal with unfamiliar 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
Te Toca a ti
(pp. 108-109)
Self-access reading and
writing at two levels
Listos 2 Verde Teacher’s Guide Replacement pages
2 La comida (Pupil’s Book pages 24-41)
Unit
Learning
targets
1 ¿Qué comes?
(pp. 24-25)
Saying what you have to eat
Talking about meal times in
Spain and the UK
Talking about likes and
dislikes
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer
to original
edition
2.1a identify patterns
2.1c knowledge of language
2.1e use reference materials
2.2j adapt previously learned language
3f compare experiences
4b communicate in pairs etc.
4c use more complex language
4e use a range of resources
Unchanged –
please refer
to original
edition
2 ¿Qué te gusta comer?
(pp. 26-27)
Saying what type of food you
like
Saying why you like it
2.1e use reference materials
2.2a listen for gist / detail
2.2e ask and answer questions
3e different countries / cultures
3f compare experiences
3 De compras
(pp. 28-29)
Buying fruit and vegetables
Finding out how much
things cost
Quantities
Prices (euros)
Pronunciation practice; ll, j,
short vowels
4 Cien gramos de jamón y
una barra de pan
(pp. 30-31)
Buying food and drink in a
shop
Numbers 31-1000
Quantities
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
5 ¡Que aproveche !
(pp. 32-33)
Saying you are hungry and
thirsty
Ordering from a menu
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
6 La comida sana
(pp. 34-35)
Talking about healthy eating
2.2b skim and scan
2.2h redraft to improve writing
2.2j adapt previously learned language
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
2.2a listen for gist / detail
2.2f initiate / sustain conversations
2.2g write clearly and coherently
3b sounds and writing
Listos 2 Verde Teacher’s Guide Replacement pages
Unit
Learning
targets
Resumen y Prepárate
(pp.36-37)
Pupils’ checklist and
practice test
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer to
original edition
2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
Unchanged –
please refer to
original
edition
¡Extra! ¡Feliz Navidad !
(pp. 38-39)
Optional extension unit :
Christmas and New Year in
Spain
2.1d work out meaning
3e different countries / cultures
3f compare experiences
4c use more complex language
4f language for interest / enjoyment
Te Toca a ti
(pp. 110-111)
Self-access reading and
writing at two levels
2.1d work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i reuse language they have met
Listos 2 Verde Teacher’s Guide Replacement pages
3 De compras (Pupil’s Book pages 42-59)
Unit
Learning
targets
1 ¿Qué ropa llevan ?
(pp. 42-43)
Talking about clothes
Comparing prices
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer to
original
edition
2.1c knowledge of language
2.1d work out meaning
2.1e use reference materials
2.2k deal with unfamiliar language
4f language for interest /
enjoyment
Unchanged –
please refer to
original
edition
2 Me gusta aquella
camiseta roja
(pp. 44-45)
Talking about clothes you
like
Talking about clothes you
dislike
2.1a identify patterns
2.2d pronunciation and intonation
2.2g write clearly and coherently
3b sounds and writing
3c apply grammar
3 ¿Me lo puedo probar?
(pp. 46-47)
Shopping for clothes
2.2a listen for gist / detail
2.2f initiate / sustain conversations
2.2e ask and answer questions
3c apply grammar
4b communicate in pairs etc.
4 ¿Qué vas a llevar para ir
a la fiesta ?
(pp. 48-49)
Describing clothes
Asking about clothes
Saying what you going to
wear
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
5 ¿Llevas uniforme?
(pp. 50-51)
Talking about your school
uniform
Colours
2.1d work out meaning
2.2b skim and scan
3c apply grammar
3e different countries / cultures
3f compare experiences
4b communicate in pairs etc.
6 En la calle principal
(pp. 52-53)
Talking about types of shops
Saying where you can buy
things
2.1b memorising
2.1c knowledge of language
2.1d work out meaning
2.2k deal with unfamiliar language
3b sounds and writing
4d make links with English
Listos 2 Verde Teacher’s Guide Replacement pages
Unit
Learning
targets
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
Resumen y Prepárate
(pp.54-55)
please refer to
Pupils’ checklist and practice original edition
test
2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
Unchanged –
please refer
to original
edition
¡Extra! ¿Cuál es tu estilo ?
(pp. 56-57)
Optional extension unit :
style test
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
Te Toca a ti
(pp. 112-113)
Self-access reading and
writing at two levels
2.1d work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i reuse language they have met
Listos 2 Verde Teacher’s Guide Replacement pages
4 El turismo (Pupil’s Book pages 60-77)
Unit
Learning
targets
1 ¿Qué hay de interés?
(pp. 60-61)
Talking about what there is to
see
Naming places of interest
Talking about the weather
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer to
original
edition
2.1e use reference materials
2.2j adapt previously learned
language
2.2k deal with unfamiliar language
3b sounds and writing
3f compare experiences
4e use a range of resources
4f language of interest / enjoyment
Unchanged
– please
refer to
original
edition
2 Tus vacaciones
(pp. 62-63)
Saying where you go on
holiday
Saying how you get there
Saying who you go with
2.1c knowledge of language
2.2a listen for gist /detail
2.2e ask and answer questions
2.2f initiate / sustain conversations
2.2i reuse language they have met
3 ¿Qué haces?
(pp. 64-65)
Talking about where you go
on holiday
Talking about what you do on
holiday
Talking about how you get
there
4 Fulmos al parquet temético
(pp. 66-67)
2.1e use reference materials
2.2a listen for gist /detail
2.2g write clearly and coherently
2.2k deal with unfamiliar language
4b communicate in pairs etc.
4e use a range of resources
Saying where you and your
friends went
Saying when you went and at
what time of day
2.1a identify patterns
2.2h redraft to improve writing
2.2i reuse language they have met
3c apply grammar
4b communicate in pairs etc.
5 Mis vacaciones de año
pasado
(pp. 68-69)
Saying what you did on
holiday
2.2a listen for gist / detail
3c apply grammar
3d use a range of vocab / structures
4c use more complex language
4d make links with English
Resumen y Prepárate
(pp.70-71)
Pupils’ checklist and practice
test
2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
Listos 2 Verde Teacher’s Guide Replacement pages
Unit
Learning
targets
Key
framework
objectives
PoS
¡Extra! ¡Cuba!
(pp. 72-73)
Optional extension unit: Cuba
2.1d work out meaning
2.2b skim and scan
2.2k deal with unfamiliar language
3e different countries / cultures
3f compare experiences
4f language of interest / enjoyment
4g use TL for engaging topics
Te Toca a ti
(pp. 114-115)
Self-access reading and
writing at two levels
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
Listos 2 Verde Teacher’s Guide Replacement pages
5 ¡Diviértete! (Pupil’s Book pages 76-91)
Unit
Learning
targets
1 ¿Quieres ir al cine?
(pp. 76-77)
Arranging to go out with a friend
Arranging a time and place
Time of day
Key
framewor
k
objectives
PoS
Gramm
ar and
key
languag
e
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
2.2i reuse language they have met
Unchange
d – please
refer to
original
edition
2 ¿Qué tipo de películas te
gustan?
(pp. 78-79)
Saying what sort of films you like
/ dislike
Saying why you like them
2.1c knowledge of language
2.2d pronunciation and intonation
2.2e ask and answer questions
3b sounds and writing
3f compare experiences
4f language for interest / enjoyment
3 Dos entradas, por favor
(pp. 80-81)
Buying tickets at the cinema
Asking about film times
Discussing film categories
2.1d work out meaning
2.2a listen for gist / detail
2.2j adapt previously learned language
4e use a range of resources
4f language for interest / enjoyment
4g use TL for engaging topics
4 ¡Es genial!
(pp. 82-83)
Describing an event in the present
tense
2.2e ask and answer questions
2.2f initiate / sustain conversations
2.2j adapt previously learned language
3e different countries / cultures
4b communicate in pairs etc.
4e use a range of resources
5 ¿Qué hiciste el sábado?
(pp. 84-85)
Describing an event in the past
2.1a identify patterns
2.2e ask and answer questions
2.2f initiate / sustain conversations
2.2h redraft to improve writing
3c apply grammar
4c use more complex language
Resumen y Prepárate
(pp.86-87)
Pupils’ checklist and practice test
2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
Listos 2 Verde Teacher’s Guide Replacement pages
Unit
Learning
targets
¡Extra! ¿Qu étal era ?
(pp. 88-89)
Optional extension unit: using
the imperfect tense to describe
the weather
Te Toca a ti
(pp. 116-117)
Self-access reading and
writing at two levels
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer to
original edition
2.2b skim and scan
2.2k deal with unfamiliar language
3d use a range of vocab / structures
4b communicate in pairs etc.
4c use more complex language
4d make links with English
Unchanged –
please refer
to original
edition
2.1d work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i reuse language they have met
Listos 2 Verde Teacher’s Guide Replacement pages
6 La salud (Pupil’s Book pages 92-107)
Unit
Learning
targets
1 ¿Qué te duele?
(pp. 92-93)
Saying what is wrong with
you
Key
framework
objectives
PoS
Grammar
and key
language
Unchanged –
please refer to
original
edition
2.1c knowledge of language
2.2e ask and answer questions
2.2g write clearly and coherently
3c apply grammar
4f language for interest / enjoyment
Unchanged
– please
refer to
original
edition
2 ¿Qué te pasa?
(pp. 94-95)
Saying what is wrong with
you
Asking others what is wrong
with them
2.1a identify patterns
2.2a listen for gist /detail
2.2c respond appropriately
2.2e ask and answer questions
3 En la farmacia
(pp. 96-97)
Asking for things at the
chemist
Understanding the
pharmacist’s
recommendations
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
4 Hace dos años que studio
español
(pp. 98-99)
Talking about how long you’ve
been doing something
2.1a identify patterns
2.2e ask and answer questions
2.2g write clearly and coherently
3b sounds and writing
3d use a range of vocab / structures
5 No hay que comer
chocolate todos lo diás
(pp. 100-101)
Talking about a healthy lifestyle
Saying what you should /
shouldn’t do
2.1d work out meaning
2.2j adapt previously learned
language
2.2k deal with unfamiliar language
3e different countries / cultures
4c use more complex language
Resumen y Prepárate
(pp.102-103)
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! Entevista con una
deportista
(pp. 104-105)
Optional extension unit : using
‘Hay que …’ and the
immediate futyure
2.1d work out meaning
2.2b skim and scan
3d use a range of vocab / structures
4b communicate in pairs etc
4f language for interest / enjoyment
4g use TL for engaging topics
Listos 2 Verde Teacher’s Guide Replacement pages
Unit
Learning
targets
Te Toca a ti
(pp. 118-119)
Self-access reading and
writing at two levels
Key
framework
objectives
PoS
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