SCHOOL:
DATE:
¡Listos! 1
Módulo 1 ¡Bienvenidos!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/1-2
responding
Speaking
AT2/2
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/1-2
AT4/2
YEAR:
CLASS:
Unidad 1 pp6-7 ¡Hola! Activity
no.
Saying your name, asking someone’s name, greeting someone and asking
how someone is
Launch: 7W1 (Everyday words); 7S4 (Basic questions); 7L1 (Sound
patterns); 7C5 (Social conventions).
Starter 1: Find the meaning (Techniques for deducing meaning of
unfamiliar words)
Starter 2: Letter strings (Pronunciation of Spanish names)
Pupils prepare three questions to test what they have learnt.
tú vs. usted/ustedes
Sounds: ci and ca
1a sounds and writing
2a
2b correct pronunciation and intonation
6a
2c ask and answer questions
3a, 5
Personal and social life
Recognise greetings and introductions, recognise different
Spanish names
Say your name, ask other people’s name, greet people and
ask how they are
Understand written greetings and introductions
Copy phrases giving greetings and introductions
¡Hola!
¿Qué tal?
¿Cómo te llamas?
¿Cómo está usted?
Me llamo Neus
¿Cómo estás?
¿Y tú?
¡Adiós!
Bien
Regular
¡Hasta luego!
Mal
Fatal
1, 2a, 2b,
4, 6a
3a, 5, 6b
1, 4
3b, 7
Buenos días
Buenas tardes
Buenas noches
Create a disk of personal information, to be completed during the next
units, TG p. 15
ICT Pack: Activity 1, listen and write down how people are feeling in a
grid
Cuadernos A & B, p. 2
Cassette A, side 1 or CD 1, track 2
R&A File, Grammar 1, p. 7
SCHOOL:
DATE:
¡Listos! 1
Módulo 1 ¡Bienvenidos!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/1-2
responding
Speaking
AT2/1
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/2
AT4/2
YEAR:
CLASS:
Unidad 2 pp8-9 En la mochila Activity
no.
Saying what you have in your rucksack, naming classroom items and
saying what you need.
Launch: 7W3 (Classroom words); 7W4 (Gender and plural); 7S5 (Basic
negatives); 7S8 (Punctuation).
Starter 1: Squashed sentences (Inserting spaces and punctuation in
familiar phrases)
Starter 2: Odd one out (Looking at gender of classroom objects)
Spot the mistake – recapping genders of classroom objects.
gender
indefinite article: un, una (a/an) + unos, unas (some)
numbers 1–10
1b grammar
1b, 6
2b correct pronunciation and intonation
1a, 3
5a communicate in target language
2
Everyday activities
Recognise the names of objects in a bag, identify numbers
from 1-10
Ask about and identify various objects in a bag, memorise
them
Identify various classroom objects from a list
1a, 1c, 3,
4
1b, 2
5
Write a list of objects in your rucksack and how many
6
there are
¿Tienes un cuaderno?
No tengo una regla.
En mi mochila, tengo …
una agenda, un bolígrafo, una carpeta, un cuaderno, un libro, un
diccionario, un estuche, una goma, un lápiz, una pluma, una regla, un
sacapuntas
dos/unos cuadernos, tres/unas gomas
números 1–10: uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez
MS Power Point: presentation of what students do and don’t have in their
school bag, TG p. 18
ICT Pack: Activity 2, design a poster about items in a rucksack
Cuadernos A & B: p. 3
Te toca a ti A, p. 116 (exs. 3, 4)
Cassette A, side 1 or CD 1, track 3
Song, PB p. 8
OHTs 1 & 2
SCHOOL:
DATE:
¡Listos! 1
Módulo 1 ¡Bienvenidos!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/1-2
responding
Speaking
AT2/1-2
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
YEAR:
CLASS:
Unidad 3 pp10-11 ¿Cuántos años tienes? Activity
no.
Talking about age and asking someone else’s age
Part-Launch:7W5 (Verbs present (+ past)).Launch: 7S3 (Adapting
sentences).
Starter 1: Match up (Forming sentences about classroom objects using
Tengo and Necesito)
Starter 2:Snakey card game (Numbers 11-20)
Throw-and-catch game (practising personal information questions)
tener: tengo, tienes, tiene
numbers 11–20
sounds: ‘c’ followed by e/i or a/o/u
1a sounds and writing
1, 2
2d initiate / develop conversations
6a
Personal and social life
Understand numbers from 11–20 in the context of quantities
and ages
Use numbers from 1–20, participate in dialogues asking
about and giving age
1, 4, 5, 7
2, 3, 6a
AT2
AT4/2
Write short phrases giving quantities and ages
6b, 8
¿Cuántos años tienes?
números 11–20: once, doce, trece,
Tengo quince años.
catorce, quince, dieciséis,
Luis tiene 14 años.
diecisiete, dieciocho, diecinueve,
veinte
lápices, bolígrafos, cuadernos, sacapuntas, gomas
MS Excel: results of the survey in 6a to produce a pie chart or bar chart
of the average class age, TG p. 20
Cuadernos A & B, p. 4
Cassette A, side 1 or CD 1, track 4
SCHOOL:
DATE:
¡Listos! 1
Módulo 1 ¡Bienvenidos!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/1-2
responding
Speaking
AT2/1-2
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/1
AT4/2
YEAR:
CLASS:
Unidad 4 pp12-13 ¡Feliz cumpleaños! Activity
no.
Talking about dates and birthdays
Launch:7W8 (Finding meanings). Reinforcement: 7W1 (Everyday
words).
Starter 1: Cognates (Deducing English translations for months of the
year)
Starter 2: Word classification (Sorting words into groups: numbers,
names, months, objects)
Discuss techniques for improving listening skills
possessives: mi, tu, su
numbers 21–31
1a sounds and writing
1, 4, 6, 9
1b grammar
10, 11a
2c ask and answer questions
11a
Personal and social life
Listen, repeat and identify dates and months
1, 3, 4, 6,
9
2, 5, 8,
11a
7a, 7b
Ask when someone’s birthday is and give your birthday,
count up to 31
Recognise numbers to 31 and months in their written form,
and write the date
Write days, months and sentences about when birthdays are
10, 11b
¿Cuándo es tu cumpleaños?
Mi cumpleaños es el trece de julio.
El cumpleaños de Marcos es el siete de marzo.
Meses del año: enero, febrero, marzo, abril, mayo, junio, julio, agosto,
septiembre, octubre, noviembre, diciembre
números 21–31: veintiuno, veintidós, veintitrés, veinticuatro, veinticinco,
veintiséis, veintisiete, veintiocho, veintinueve, treinta, treinta y uno
el primero (vs. uno)
MS Publisher: create attractive birthday cards in Spanish using the
templates or send birthday cards via the Internet, TG, p. 23
ICT Pack: Activity 3, design a worksheet to learn numbers and dates
ICT Pack: Activity 4, write personal information about three people
Cuadernos A & B, pp. 5-6
Te toca a ti A & B, pp. 116 (exs. 1&2) & 117 (exs. 2a, 2b)
Cassette A, side 1 or CD 1, track 5
Song, PB p. 12
R&A File, Hoja de trabajo 1, page 4
SCHOOL:
DATE:
¡Listos! 1
Módulo 1 ¡Bienvenidos!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/1
responding
Speaking
AT2/1
Reading and
responding
Writing
Key language
AT3/2
AT4/1-2
YEAR:
CLASS:
Unidad 5 pp14-15 En clase Activity
no.
Understanding classroom instructions and naming things in the
classroom, days of the week
Launch: 7W2 (High-frequency words); 7S2 (Sentence gist); 7L6
(Improving speech).
Starter 1: Unjumble the sentence (Familiarisation with classroom
language)
Starter 2: Back-to-front sentences (Identifying classroom phrases on a
reversed OHT)
Pupils write down five nouns learnt during the lesson
Definite article: el/la, los/las
Gender: masculine and feminine words
1a sounds and writing
5
5a communicate in the target language
2
5b use everyday classroom events
1a, 1b
Everyday activities
Understand basic classroom instructions and identify things
in your classroom, days of the week
Identifying different objects in the classroom, say common
phrases used in the classroom
Understand basic classroom instructions
Homework
Notes
2, 4
1b
Write short phrases about your favourite TV programme
6a, 6b
each day of the week
la mesa (del profesor), la pizarra, la puerta, la silla, la ventana, el
ordenador, el cuaderno, el libro
Abrid los libros.
Mirad la pizarra.
Voy a pasar lista.
Escuchad la cinta.
Sentaos.
Levantaos.
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
1a, 3, 5
¡Silencio, por favor!
Escribid en los cuadernos.
Mirad la página 10.
Trabajad en el ordenador.
Tira el chicle a la papelera.
días del a semana: lunes, martes, miércoles, jueves, viernes, sábado,
domingo
ICT Pack: Activity 5, draw and label a plan of a classroom
Cuadernos A & B, p. 7
Cassette A, side 1 or CD 1, track 6
R&A File, Hoja de trabajo 2, p. 5
R&A File, Skills 1, p. 8
OHTs 3 & 4
SCHOOL:
DATE:
¡Listos! 1
Módulo 1 ¡Bienvenidos!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/1-2
responding
Speaking
AT2/1-2
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
YEAR:
CLASS:
Unidad 6 pp16-17 ¿Cómo se escribe? Activity
no.
Saying the alphabet and spelling words out, and more classroom
instructions
Launch: 7W6 (Letters and sounds); 7S9 (Using simple sentences); 7T2
(Reading aloud).
Starter 1: Letter strings (Dictate names of Spanish cities for pupils to
write down)
Starter 2: Alphabet practice (Pupils dictate spellings of words for their
partners to write down)
Say and spell language from p.17. Pupils spot errors.
1a sounds and writing
1, 4
2c ask and answer questions
2, 3b, 6a
5a communicate in the target language
6b, 7
Everyday activities
Understand simple dialogue about familiar names and note
down spellings, understand simple classroom exchanges
Participate in simple dialogue about spellings of familiar
names and asking for things
3a, 5
2, 3b, 6a,
6b, 7
AT2
AT4/1
Make up an alphabet of Spanish words
4
¿Cómo se escribe tu nombre?
¿Cómo se dice ‘biro’ en español?
No comprendo.
¿Puedes repetir?/ ¿Puede repetir?
Me hace falta papel.
Necesito un bolígrafo.
Déjame un libro, por favor.
Toma / Tome
He terminado.
¿Qué hago ahora?
Word-process the alphabet of Spanish words in ex. 4, TG p. 28
ICT Pack: Activity 6, record names, including how to spell them
Cuadernos A & B, pp. 8 & 12 (ex. 1)
Te toca a ti B, p. 117 (ex. 1)
Cassette A, side 1 or CD 1, track 7
Song, PB p. 16
R&A File, Skills 2, p. 9
SCHOOL:
DATE:
¡Listos! 1
Módulo 1 ¡Bienvenidos!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/1-2
responding
Speaking
AT2/1
Reading and
AT3/2
responding
Writing
AT4/1-3
Key language
YEAR:
CLASS:
Unidad 7 pp18-19 ¡Conéctate! Activit
y no.
Naming parts of a computer and phrases for using a computer
Reinforcement: 7W8 (Finding meanings); 7W3 (Classroom words).
Starter 1: Cognates (Deducing meaning of ICT vocabulary)
Starter 2: Odd one out (Looking at genders of nouns relating to ICT)
Two pupils summarise what they have learnt during the lesson
ser: es, son
1b grammar
1
1c range of vocabulary
2
5a communicate in the target language
2, 3b,
6a
Everyday activities
Recognise parts of a computer and understand simple
instructions for using computers
Noughts and crosses: saying parts of the computer
Read and identify basic commands for using the computer
1, 4b
2
4a
Work out anagrams regarding parts of a computer and write
3, 6
an e-mail to a friend in Spanish
los auriculares, el botón, la contraseña, el disquete, el disco
compacto, el micrófono, el número de identidad, el ordenador, la
pantalla, el ratón, la tecla, el teclado
Busca en la red
Entra al sistema
Sal del sistema
Salva el trabajo
Imprime el trabajo
un correo electrónico
Escribe la dirección
el disco compacto/el disquete
Envía
Mete
Reinforcement (A)
Extension (B)
E-mail: send the message prepared for activity 5 to a Spanish-speaking
friend, TG p. 31
Cuadernos A&B, pp. 9-11, 13 & 14
¡Extra!, PB, pp. 22-23 (Extension)
Resources
Cassette A, side 1 or CD 1, tracks 8
ICT Opportunities
Homework
Notes