SCHOOL:
DATE:
¡Listos! 1
Módulo 3 ¡Vamos al instituto!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/1-3
responding
Speaking
AT2/1-2
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/3
AT4/3
YEAR:
CLASS:
Unidad 1 pp44-45 Me encanta la Activity
no.
informática
Talking about school subjects, expressing likes and dislikes
Launch: 7S6 (Compound sentences). Reinforcement: 7W1 (Everyday
words); 7W4 (Gender and plural); 7L3 (Gist and detail).
Starter 1: Sound spelling links (Identifying pronunciation of letter
strings fía, gía, geo, ción and gión.)
Starter 2: Opposites (Practising (No) me gusta- pupils write down the
opposites of the opinions expressed by Raúl on PB p.45)
Pupils prepare three questions to test what they have learnt.
gustar: (no) me gusta/me gustan
connectors: y, pero, también
1a sounds and writing
1a, 5a
2c ask and answer questions
4
5c express opinions
6
Everyday activities
Identify subjects, note people’s school subject preferences
1a, 1b, 3,
5a
2, 4
Say words for subjects, ask and answer questions on
opinions of school subjects
Read texts on school subjects and complete a grid of
5b
information
Write a text about subjects you like and dislike
6
las asignaturas: las ciencias, la informática, la tecnología, el inglés, la
educación física, las matemáticas, la música, el francés, la religión, el
español, la geografía, la historia
¿Te gusta la geografía?
¿Te gustan las ciencias?
(No) Me gusta la historia.
Me gusta mucho la música.
Me gusta bastante el inglés.
No me gusta la tecnología.
(No) Me gustan las matemáticas.
Me encantan el español y el francés.
No me gusta nada la educación física.
Odio la informática.
Detesto la religión.
Pero, también, y
ICT Pack: Activity 1, design a school timetable in a grid.
Cuadernos A & B, pp. 25 & 33 (ex. 1)
Te toca a ti A, p. 120 (ex. 1)
Cassette B, side 1 or CD 2, track 2
R&A File, Hojas de trabajo 1-3, pp. 37-38
Flashcards 1-12: subjects
OHTs 13 & 14
SCHOOL:
DATE:
¡Listos! 1
Módulo 3 ¡Vamos al instituto!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/2-3
responding
Speaking
AT2/2-3
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/2-3
AT4/2-3
YEAR:
CLASS:
Unidad 2 pp46-47 La historia es Activity
no.
interesante
Giving opinions about school subjects
Launch: 7T7 (Improving written work). Reinforcement: 7W4 (Gender
and plural); 7W5 (Verbs present (+ past)); 7T2 (Reading aloud).
Starter 1: Cognates (Discuss contextsof adjectives used to describe
academic subjects and deduce meanings)
Starter 2: Spot the mistake (Looking at adjectival agreements in
statements of opinion about school subjects)
Pupils talk about school subjects and correct each other’s mistakes
Adjective agreement: masc. + fem, sing. + plural
es/son + school subject
Present tense: pensar and preferir (all forms)
1b grammar
2, 5a
2c ask and answer questions
5a, 5b
5c express opinions
2, 4,
Everyday activities
Compare phrases with pictures, listen for gist
1a, 3a
Express opinions about different subjects, read a dialogue
4, 5b
with correct intonation and expression
Matching half-sentences to form opinions, true or false
1b, 3b
exercise on written dialogue
Write sentences with your own opinions about different
2, 5a
subjects, create a dialogue on school subjects
¿Te gusta el instituto?
¿Te gustan las matemáticas?
Las matemáticas son aburridas.
Los profesores son buenos.
Los alumnos son simpáticos.
Prefiero las ciencias.
Pienso que el francés es difícil.
Me gusta el inglés.
Odio el inglés.
Es/Son …aburrido/a-aburridos/as, inteligente- inteligentes, bueno/abuenos/as, interesante-interesantes, difícil-difíciles, relajante-relajantes,
divertido/a-divertidos/as, simpático/a-simpáticos/as, fácil-fáciles, útilútiles
ICT Pack: Activity 2, listen to opinions about subjects and fill in grid.
Cuadernos A & B, pp. 25 & 33 (ex. 2)
Cassette B, side 1 or CD 2, track 3
R&A File, Grammar 1, p. 44
SCHOOL:
DATE:
¡Listos! 1
Módulo 3 ¡Vamos al instituto!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/2-3
responding
Speaking
AT2/2-3
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/2-3
AT4/3-4
YEAR:
CLASS:
Unidad 3 pp48-49 ¿Qué hora es? Activity
no.
Asking and telling the time, talking about your school timetable
Launch: 7T4 (Using resources); 7T6 (Texts as prompts); 7C3 (Contact
with native speakers).
Starter 1: Noughts and crosses (Practising numbers 1-30)
Starter 2: Time sequencing (Rearranging times into chronological order)
True-or-false game relating to pupils’ school timetable
or throw-and-catch game (translating expressions of time into English).
Empezar: empieza/empiezan
Terminar: termina/terminan
Telling the time: es la ..., son las ..., a las ...
1c variety of vocabulary and structures
7a, 7b
2c ask and answer questions
2, 4, 6
4d consider experiences in other countries
5, 7a
Everyday activities
Listen for 12-hour clock times and check answers, listen for
1, 3b, 5
information on school timetables
Say and ask times, ask and answer question on the school
2, 4, 6
timetable
Understand times, answer true or false questions on a text
3a, 7a
about a school day
Write an e-mail about oneself, including information on the
4, 7b
school timetable
¿Qué hora es? Es la una. Son las dos.
Son las cuatro y media. Son las dos y cinco. Son las tres y veinte. Son las
cinco y veinticinco.
Son las cinco menos veinte. Son las diez menos cinco. Son las tres y
cuarto. Son las seis menos cuarto.
¿A qué hora empieza(n)/termina(n) …? ¿Tienes clases por la tarde?
Las clases empiezan a las ocho y media y terminan a las dos.
Tenemos recreo a las diez y media.
Empieza a las diez y media y termina a las once.
Tenemos media hora de recreo.
El viernes tenemos ciencias a las nueve. El miércoles... etc.
No hay recreo. (No) Tenemos clases por la tarde.
Después tenemos inglés. Tenemos muchos deberes.
MS Word: produce timetable as in ex. 5, TG p. 72
ICT Pack: Activity 3, record the times shown on various clocks
Cuadernos A & B, p. 27
Te toca a ti A, p. 120 (exs. 2, 3a, 3b)
Cassette B, side 1 or CD 2, track 4
R&A File, Hojas de trabajo 3-5, pp. 39-41
SCHOOL:
DATE:
¡Listos! 1
Módulo 3 ¡Vamos al instituto!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/2-3
responding
Speaking
AT2/2-3
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/3
AT4/3-4
YEAR:
CLASS:
Unidad 4 pp50-51 La hora de comer Activity
no.
Talking about mealtimes, saying what you have to eat and drink
Part-Launch: 7S7 (Time and tenses).Reinforcement: 7W5 (Verbs
present (+ past)); 7S3 (Adapting sentences); 7T6 (Texts as prompts).
Starter 1: Guess the gender (Deducing gender of assorted food and drink
items)
Starter 2: Squashed sentences (Inserting spaces and punctuation inot
sentences relating to food and meals )
Pupils translate phrases into Spanish based on language from the spread.
Epressions of frequency: normalmente, generalmente, siempre, a veces,
nunca
2a listen for gist and detail
2a, 2b, 3a
4b
2f adapt language
3a
4c compare cultures
Everyday activities
Identify mealtimes, identify what people have for meals and 1a, 2a,
how often, notice differences between countries
2b, 3a
Ask and answer questions about your own and someone
1b, 3b
else’s mealtimes
Understand descriptions of what and how often someone
4a
eats
Write a short text about what someone eats and drinks,
2c, 4b
Write a text about your own mealtimes
¿Qué comes/bebes/tomas?
el desayuno, la comida, la merienda, la cena
un bocadillo, un agua mineral, una ensalada, un café con leche, unos
espaguetis, una Coca Cola, fruta, una limonada, una hamburguesa, una
naranjada, unas patatas fritas, un zumo de naranja, una pizza,
una tostada
Como a las dos.
normalmente, siempre, nunca, generalmente, a veces
ICT Pack: Activity 4, create a poster about what you usually eat and
drink
Cuadernos A & B, p. 28, p. 33 (ex.3)
Cassette B, side 1 or CD 2, track 5
R&A File, Hoja de trabajo 5, p. 42
Flashcards 13–22: food and drink
SCHOOL:
DATE:
¡Listos! 1
Módulo 3 ¡Vamos al instituto!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/2–3
responding
Speaking
AT2/2-3
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/3-4
AT4/2-4
YEAR:
CLASS:
Unidad 5 pp52-53 Mi instituto Activity
no.
Describing your school
Reinforcement: 7W6 (Letters and sounds); 7S5 (Basic negatives); 7T5
(Assembling text).
Starter 1: Sound spelling links (Practising pronunciation of words
containing the sounds ay and h)
Starter 2: Match up (Matching halves of sentences describing a school,
paying attention to gender agreement )
Pupils change one part of a sentence to alter its meaning
hay/no hay
2f adapt language
4b, 4c
2h scan texts
4a
4d consider experiences in other countries
2b, 2c, 2d
Everyday activities
Matching different types of schools and school facilities with
pictures, noting where subjects are taught
Ask and answer questions about types of school, uniform
and school facilities
Understand short descriptions of schools
1a, 2a,
2b, 2c, 3a
1b, 2d, 3b
4a
Correct wrong sentences, write a short letter about school
4b, 4c
¿Dónde estudias?
Estudio en un instituto/colegio mixto/masculino/femenino.
(No) Es un instituto moderno. (No) Hay uniforme.
¿Qué tiene tu instituto?
Mi instituto tiene …
Hay/No hay …
unas aulas (de inglés), unas laboratorios (de idiomas/ciencias), una
biblioteca, un patio, una cafetería, unas pistas polideportivas, un
comedor, una sala de profesores, el despacho de la directora, un salón
de actos, un gimnasio, unos servicios
¿Dónde estudias historia?Estudio historia en el aula de historia.
los alumnos, los profesores
ICT Pack: Activity 5, write a short description of a school.
Cuadernos A & B, p. 29
Cassette B, side 1 or CD 2, track 6
SCHOOL:
DATE:
¡Listos! 1
Módulo 3 ¡Vamos al instituto!
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/2
responding
Speaking
AT2/3
Reading and
AT3/2-3
responding
Writing
AT4/2-3
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
YEAR:
CLASS:
Unidad 6 pp54-55 ¡Ya llegamos! Activity
no.
Saying how to get to school
Launch: 7L5 (Spontaneous talk). Reinforcement: 7W6 (Letters and
sounds); 7L1 (Sound patterns).
Starter 1: Letter strings (Pupils match transport vocabulary to written
letter strings as you read it out)
Starter 2: Battleships (Recapping transport vocabulary and conjugations
of llegar)
Pupils form five sentences about different times in the school day,
llegar: present tense, all forms
en + transport, a pie
time expressions: pronto/a tiempo/tarde
2c ask and answer questions
1c
2f adapt language
1c, 3a, 3b
Everyday activities
Match means of transport to pictures, understand and check
the meanings phrases
Do a survey about transport used to get to school
Match short captions with pictures showing time expressions
1a, 2b
1c
2a
Complete sentences with time expressions and means of
1b, 3a, 3b
transport, conjugate llegar and fill gaps, write a short
paragraph about family transport
¿A qué hora llegas/llega al instituto?
Llego/Llega a las ocho y media. Llego pronto/a tiempo/tarde.
¿Cómo llegas? Llego a pie.
Llego en autobús, metro, coche, bici, moto, tren.
Microsoft Excel: survey (ex. 1c) + produce pie charts or bar graphs, TG
p. 81.
ICT Pack: Activity 6, carry out a survey on how friends get to school
Cuadernos A & B, pp. 30-32, 34
Te toca a ti B, p. 121
¡Extra!, PB, pp. 58-59 (Extension)
Cassette B, side 1 or CD 2, tracks 7
R&A File, Hoja de trabajo 6, p. 43
R&A File, Skills 1, p. 45
Flashcards 23-29: types of transport
OHTs 15 & 16