SCHOOL:
DATE:
¡Listos! 1
Módulo 6 El tiempo libre
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/2
responding
Speaking
AT2/2
Reading and
AT3/3
responding
Writing
AT4/2-3
Key language
YEAR:
CLASS:
Unidad 1 pp98-99 ¿Qué deportes practicas?
Activity
no.
Talking about sports
Reinforcement: 7W1 (Everyday words); 7W5 (Verbs present (+ past)); 7S1
(Typical word order); 7S2 (Sentence gist).
Starter 1: Categorising sports (Sorting by type, e.g. Olympic sports, ball
games, etc.)
Starter 2: Verb revision (Conjugating jugar and practicar- translating
English sentences about sporting activities)
Throw-and-catch game: consolidating sports-related vocabulary
present tense of practicar and jugar (all forms)
1a sounds and writing
1
1c range of vocabulary
4, 6
2
Personal and social life
Identify and order names of sports, identify which verb is used
for each sport
Ask and answer questions about what sport you do
Understand a illustrate a paragraph about sports
1, 3
Write sentences about what sport stars do and about the sports
you do.
¿Qué deportes practicas?
4, 6
2
5
Practico/Practica/Practican …el atletismo, el golf, el ciclismo, la
equitación, la natación, el esquí,
el patinaje, la gimnasia, la vela
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
Juego/Juega/Juegan …al bádminton, al rugby, al baloncesto, al squash, al
cricket, al tenis, al fútbol, al voleibol, el hockey
ICT Pack: Activity 1, create a poster about a sporting family
Cuadernos A & B, p. 55, p. 62 (exs. 1, 2)
Te toca a ti A, p. 126 (ex. 1)
Cassette C, side 2 or CD 3, track 10
R&A File, Hojas de trabajo 1-2, pp. 88-89
SCHOOL:
DATE:
¡Listos! 1
Módulo 6 El tiempo libre
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/2-3
responding
Speaking
AT2/2
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/3
AT4/2-4
YEAR:
CLASS:
Unidad 2 pp100-101 ¿Qué te gusta hacer Activity
no.
en tu tiempo libre?
Talking about what you like doing in your free time
Reinforcement: 7W1 (Everyday words); 7W4 (Gender and plural); 7S8
(Punctuation).
Starter 1: Odd one out (Looking closely at nouns relating to hobbies as well
as miscellaneous subjects)
Starter 2: Squashed sentences (Insert spaces and punctuation into sentences
relating to free-time activities).
Pupils distinguish between facts and opinions as you read out statements.
(no) me gusta/me encanta/odio/prefiero + the infinitive
1b applying grammar
1b, 1c, 5
5c express feelings and opinions
3b, 5
Personal and social life
Order hobbies, understand opinions of hobbies, and what
someone thinks about different activities.
Ask and answer questions about hobbies you like doing, state
preferences
Understand and match texts about different activities to pictures
1a, 2, 3a
1c, 3b
4
Write a list of hobbies you like doing, and a paragraph about
1b, 5
what you like or do not like doing
¿Te gusta ir al cine?
Me gusta escuchar música.
Me encanta …/ No me gusta … / Odio / Detesto …/ Prefiero …
bailar, jugar con mi Playstation, cantar,
jugar con el ordenador,
cocinar, leer, escuchar música, mandar mensajes, hablar por teléfono,
montar a caballo, ir a la piscina, navegar por Internet, ir al cine /al
polideportivo, salir con mis amigos, ir de compras, tocar la guitarra / el
piano, jugar con los videojuegos, ver la televisión
Compilation of survey results in MS-Excel and creation of pie chart or bar
graph, TG p. 144
ICT Pack: Activity 2, listen and fill in a grid about free time activities
Cuadernos A & B, p. 56
Te toca a ti A, p. 126 (exs. 2, 3)
Cassette C, side 2 or CD 3, track 11
R&A File, Hojas de trabajo 3-5, pp. 90-92
OHTs 27 & 28
SCHOOL:
DATE:
¡Listos! 1
Módulo 6 El tiempo libre
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
AT4/2-4
YEAR:
CLASS:
Unidad 3 pp102-103 ¿Qué haces los Activity
no.
fines de semana?
Talking about what you do during the week and at weekends
Reinforcement: 7W5 (Verbs present (+ past)); 7S2 (Sentence gist); 7S5
(Basic negatives).
Starter 1: Find the Spanish (Translating short phrases relating to weekend
activities)
Starter 2: Verb revision (Changing hacer, ver, jugar and other –ar verbs
from the first to the third person)
Pupils test each other using the Palabras section
ver: veo, ves, ve
hacer: hago, haces, hace
regular -ar verbs (montar, tocar, arreglar)
mi, tu, su (possessives)
1b applying grammar
2, 3, 7
2f adapt language
2, 5
5i work in variety of contexts
4, 6
Personal and social life
Listen and match daily/weekend activities to pictures and people
1a, 1b, 4
Ask and answer questions about activities you do everyday and
at weekends
Read and fill gaps in a text about what you do every day
2, 5
6
Write sentences about what you do everyday and at weekends
3, 7
¿Que haces todos los días?
¿Qué haces los fines de semana?
Los fines de semana ...
Voy …a la pista de hielo, a un partido de fútbol, a un parque temático, a
casa de mis abuelos, a la playa, a la montaña, al campo, al cine, al
instituto, de compras
Hago …deporte, surfing, windsurf(ing), los deberes
Arreglo mi dormitorio, hago la cama, juego a las cartas, monto en bicicleta,
monto en monopatín, toco la guitarra, veo la televisión.
A veces, o
¡Es divertido!
ICT Pack: Activity 3, write a week’s worth of own diary entries.
Cuadernos A & B, p. 57
Cassette C, side 2 or CD 3, track 12; OHTs 29 & 30
SCHOOL:
DATE:
¡Listos! 1
Módulo 6 El tiempo libre
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/3
responding
Speaking
AT2/3
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/3
AT4/3
YEAR:
CLASS:
Unidad 4 pp104-105 Una cita Activity
no.
Arranging to go out
Reinforcement: 7S4 (Basic questions); 7S7 (Time and tenses); 7L4
(Classroom talk).
Starter 1: Time sequencing (Rearranging sentences relating to time and
hobbies into chronological order)
Starter 2: Re-ordering text (Pupils cut out part of a conversation from a
worksheet and reconstruct it)
Two pupils summarise the main points of the lesson
2a listen for gist and detail
2a, 2b
2d initiate and develop conversations
2c, 3b
5h use TL for real purposes
4a, 4b
Personal and social life
Listen to people arranging a meeting, identify details of where
1, 2a, 2b,
and when they are meeting
3a
Make up a phone conversation arranging where and when to go 2c, 3b
out
Understand and answer questions on text messages arranging a
4a
meeting
Write text messages arranging a meeting
4b
¿Digame? ¿Diga?
¿Quieres ir al cine/polideportivo?
¿Quieres jugar al fútbol/tenis/baloncesto?
¿Dónde nos encontramos?
En la plaza/En mi casa/En la entrada/En la estación/En el café
¿Cuándo?
Mañana, el sábado, esta mañana/tarde/noche
¿A qué hora?
A las siete y media.
Bueno/Vale/De acuerdo/(Está) bien.
un mensaje, un abrazo, un beso, besos, saludos
ICT Pack: Activity 4, make a recording about arranging a date with a friend.
Cuadernos A & B, p. 58
Te toca a ti B, p. 127 (ex. 1)
Cassette C, side 2 or CD 3, track 13
R&A File, Hoja de trabajo 6, p. 93
SCHOOL:
DATE:
¡Listos! 1
Módulo 6 El tiempo libre
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/2
responding
Speaking
AT2/2–3
Reading and
AT3/2-4
responding
Writing
AT4/3-5
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
YEAR:
CLASS:
Unidad 5 pp106-107 Este fin de semana Activity
no.
Saying what you are going to do at the weekend
Part-Launch: 7S7 (Time and tenses).Reinforcement: 7W5 (Verbs present
(+ past)); 7S1 (Typical word order); 7T1 (Reading using cues); 7T2
(Reading aloud).
Starter 1: Back-to-front sentences (Pupils read out sentences in the
immediate future from a back-to-front OHT)
Starter 2: Text scanning (Pupils scan a text to establish register and locate
time indicators)
Pupils work in groups to write sentences about a picture on p.107
ir (present tense, all forms) + a + infinitive (I am going to …)
1b apply grammar
2a, 2b
2f adapt language
3c
2h skim and scan texts for information
3a
The world around us
Verify what people are doing during the weekend
1b
Ask and answer questions about weekend activities
2a
Match pictures with captions, order pictures and answer
1a, 3a, 3b
questions on a letter about the weekend
Answer a letter talking about your weekend activities
3c
¿Qué vas a hacer este fin de semana?
Este fin de semana voy/va/van a ...
escuchar música, jugar con mi Playstation, ver un video/la televisión,
dormir, hacer muchas cosas, montar en bicicleta, jugar al tenis/fútbol con
mis amigos, hacer mis deberes, levantarme pronto, acostarme a las once
salgo con mis amigos
Querido/a ... Un saludo
El sábado/domingo por la mañana, por la tarde, por la noche
Después de ...
Compilation of survey results (ex. 2a) in MS-Excel and creation of pie chart
or bar graph, TG p. 152
ICT Pack: Activity 5, write a letter about your plans for the weekend
Cuadernos A and B, p. 59, p. 62 (ex. 3)
Te toca a ti B, p. 127 (exs. 2a, 2b)
Cassette C, side 2 or CD 3, track 14
Flashcards 87-96: jobs at home
SCHOOL:
DATE:
¡Listos! 1
Módulo 6 El tiempo libre
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/2-3
responding
Speaking
AT2/3
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/3
AT4/2-5
YEAR:
CLASS:
Unidad 6 pp108-109 ¿Ayudas en casa? Activity
no.
Saying how you help at home and how you are going to help at the weekend
Reinforcement: 7W1 (Everyday words); 7S5 (Basic negatives); 7C4
(Stories and songs).
Starter 1: Letter strings (Practising pronunciation of words containing the
letter strings rro, cho, go, rre, che, ge)
Starter 2: Opposites (Forming opposites of statements about household
chores)
Pupils test each other using the Resumen section
Infinitive, present tense and immediate future: cocinar, arreglar, fregar,
poner, hacer
1c use range of vocab and structures
2, 4c, 4d
2a listen for gist
3a
5a communicate in TL
2, 4c
Everyday activities
Understand house tasks, answer true/false questions about a
song, verify what people do to help at home
Ask and answer questions about how you help at home and how
you are going to help at the weekend
Understand short texts and match them to pictures
1, 3a, 4b
2, 4c
4a
Write a list of chores you do everyday, write about how you are 3b, 4d
going to help at the weekend
¿Ayudas en casa? El lunes ...
barro el patio
quito la mesa
lavo el coche,
arreglo mi dormitorio
saco la basura
paso la aspiradora,
cocino
ayudo un poco
plancho mi uniforme
pongo la mesa preparo
friego los platos, hago No hago nada.
la cena
la compra,
¿Cómo vas a ayudar?
Voy a preparar la cena el domingo.
Voy a ir al supermercado el sábado por la mañana.
Immediate future of all verbs listed above
Days of the week
ICT Pack: Activity 6, carry out a survey about how people help at home
Cuadernos A and B, pp. 60-61, 63
¡Extra!, PB, pp. 112-113
Cassette C, side 2 or CD 3, track 15; Song, PB p. 108; R&A File, Grammar
1-2, pp. 95-96; R&A File, Hoja de trabajo 7, p. 94
OHTs 31 & 32