SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 1 Nos presentamos
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
AT3/2-3
responding
Writing
AT4/3
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
Unidad 1 pp.6-7 Son muy famosos
Activity no.
Asking for, giving and comparing personal information
Launch: 8W4 (Word endings); 8S4 (Question types); 8S6 (Substituting and
adding); 8S7 (Present, past, future); 8C2 (Famous people).
Starter 1: Asking about personal details.
Starter 2: Using comparatives.
A volunteer differentiates between comparatives and superlatives.
Comparatives and superlatives
1a sounds and writing
1a, 1b
2b correct pronunciation / intonation
1b
2c ask and answer questions
1a, 1b
5e range of resources
4b
B Personal and social life
Understand personal information and physical descriptions;
1a, 3b
recognise comparatives and superlatives.
Ask and answer personal questions.
1b
Understand personal information and physical descriptions;
1a, 2a, 2b,
recognise comparatives and superlatives.
3a, 4b
Give personal details and describe physical characteristics,
4a
using comparative and superlative statements.
Me llamo ….
Serena es más baja que Venus.
Soy (español/a).
Venus es más alta que Serena.
Soy de ….
Serena pesa menos que Venus.
Tengo … años.
Soy más/menos … que mis hermanos.
Mi cumpleaños es el … .
Es el cantante más famoso de los años
Tengo un hermano y una hermana.
70.
Soy (bastante) alto/a, bajo/a.
Everest es la montaña más alta del
Tengo los ojos marrones.
mundo.
Tengo el pelo castaño.
Use the Internet to research information about a famous person and write a
profile in Spanish.
Cuaderno B, p.3
Cassette A, side 1 or CD1, tracks 2 and 3
OHTs 1 and 2
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/2
responding
Speaking
AT2/4
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
AT3/4-5
AT4/3-5
Unidad 2 pp.8-9 Juego bien al fútbol
Activity
no.
Using adverbs to describe routine and free-time activities
Launch: 8W5 (Verbs [present]); 9W6 (Meaning of syllables).
Starter 1: Daily routine: verbs.
Starter 2: Forming adverbs from adjectives.
Discuss formation and use of adverbs.
Adverbs; present tense; immediate future (mainly receptive).
A Everyday activities
Recognise various present-tense verbs and adverbs; identify
1
various activities.
Ask and answer questions about your daily routine and free-time
4b
activities.
Understand a letter about routine activities and respond to related
3, 4a
questions.
Describe routine activities, with appropriate use of adverbs.
2, 4c
Juego (muy) bien al fútbol.
Juego (muy) mal al golf.
Toco la guitarra bastante bien.
Me levanto a la(s) … .
Voy al instituto (a pie).
desafortunadamente
Las clases terminan a la(s) … .
normalmente
Como (en casa).
rápidamente
Después de comer (hago los deberes).
tranquilamente
Juego (al baloncesto).
Me gusta (ir al cine).
bien/bueno
mal/malo
Cuaderno B, p.4
Cassette A, side 1 or CD1, tracks 4 and 5
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/3-4
responding
Speaking
AT2/ 3
Reading and
AT3/ 3
responding
Writing
AT4/ 4
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
Unidad 3 pp.10-11 Mucho gusto
Activity no.
Introducing family members
Reinforcement: 8W5 (Verbs [present]); 8S4 (Question types).
Starter 1: Family members: anagram game.
Starter 2: Revision of the demonstrative pronoun éste.
Discuss formation of éste according to gender.
Demonstrative pronouns
2d initiate/develop conversations
3
4c compare cultures
1a, 2, 4a
B Personal and social life
Identify different members of the family and understand
1a, 2, 4b
related personal information.
Introduce members of the family.
3
Understand introductions and written descriptions of family
1a, 1b, 1c,
members.
4a, 4b
Write a description of a family.
5
Te presento a mi familia.
encantado/a
mucho gusto
Éste/Ésta es mi …
Éstos/Éstas son mis …
¿Qué tal el viaje ?
padres
madre
abuelo/a
hermano/a(s)
padre
tío/a
hermano/a primo/a
Cuaderno B, p.5
Cassette A, side 1 or CD1, tracks 6, 7 and 8
Grammar, Resource and Assessment File, p.7
OHTs 3 and 4
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/1-4
responding
Speaking
AT2/4
Reading and
AT3/3
responding
Writing
AT4/4
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
Unidad 4 pp.12-13 Estás en tu casa
Activity
no.
Asking for and saying what you need
Launch: 8S5 (Negative forms and words); 8L1 (Listening for subtleties).
Starter 1: Talking about likes and dislikes.
Starter 2: Practising hacer falta: card game.
Discuss the position of the object pronoun in different sentences.
Object pronouns: me hace(n) falta, etc.
2c ask and answer questions
3b, 4a
2f adapt language for different contexts
4a, 4b
2i report main points
2, 3a
A Everyday activities
Understand people saying what they need/want; identify various
toiletry items.
Express your own needs/wishes and ask others about theirs.
Identify needs/wishes from written questions and answers.
Write sentences expressing people’s needs/wishes.
¿Quieres ducharte/bañarte?
una aspirina
Sí, quiero lavarme el pelo.
un cepillo (de dientes)
No, no quiero acostarme.
champú
colonia
¿Necesitas tomar algo?
un peine
Necesito champú.
una toalla
¿Te hace(n) falta … ?
Me hace(n) falta … .
Te hace(n) falta … .
Cuaderno B, p.6
Cassette A, side 1 or CD1, tracks 9, 10 and 11
Starter 2, Resource and Assessment File, p.4
Hojas de trabajo, Resource and Assessment File, pp.5 and 6
OHTS 5 and 6
1, 2, 3a
3b
4a
4b
jabón
gel de ducha
pasta de dientes
desodorante
un secador
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/4
responding
Speaking
AT2/3
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
AT3/3
AT4/4
Unidad 5 pp.14-15 Unos regalos
Activity
no.
Talking about buying gifts for people; describing personalities.
Launch: 8L3 (Relaying gist and detail). Reinforcement: 8W4 (Word
endings); 8S6 (Substituting and adding).
Starter 1: Conjugating –ar verbs: dice game.
Starter 2: Describing personalities: board activity.
Volunteers explain the usage and positioning of indirect object pronouns.
Indirect object pronouns
Adjectives
2a listen for gist and detail
1, 3a, 3b
B Personal and social life
Identify people by name and family relationship, and recognise
various gift items.
Use indirect object pronouns to talk about buying gifts; describe
different personalities.
Identify family members and their personality traits.
Describe different personalities.
Le compro … .
Les compro … .
una caja de chocolates
una gorra (de
una camiseta
Manchester United)
(de Londres)
un llavero
un CD de música clásica
una pluma
gel de baño perfumado
un teléfono móvil
una lata de té
un video de ‘Friends’
Cuaderno B, p.7
Cassette A, side 1 or CD1, tracks 12, 13 and 14
Hojas de trabajo, Resource and Assessment File, pp.5 and 6
1, 3b
2, 4
5
6
Es …
deportista
estudioso/a
hablador(a)
serio/a
simpático/a
sociable
trabajador(a)
tranquilo/a
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 1 Nos presentamos
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/3
responding
Speaking
AT2/3
Reading and
AT3/3-4
responding
Writing
AT4/4
Key language
Unidad 6 pp.16-17 Muchas gracias por
el regalo
Writing thank you letters
Launch: 8T3 (Language and text types); 8T4 (Dictionary use); 8T6 (Text as a
model and source); 9T4 (Using support materials).
Starter 1: Conjugation of ser.
Starter 2: Using the glossary.
Write a list of two things learned.
2e adapt language
3d use reference material
B Personal and social life
1c, 2c
2a
Identify gift items, understand expressions of opinion and
recognise various letter-writing conventions.
Thank someone for a gift and express an opinion.
Understand short letters accepting an invitation.
1a
Thank someone for a gift / invitation.
Querido/a(s) … / ¡Hola…!
amigo/a(s) / familia / primo/a(s)
abuelo/a(s)/ tío/a(s)
Estimado/a(s) señor(es), señora(s)
1c, 2c
(Muchas) gracias por…
el regalo
el póster
el dinero
la foto
el CD
el llavero
la camiseta
la invitación
Es muy/bastante …
interesante
aburrido/a
práctico/a
malo/a
fantástico/a
horrible
bueno/a
ICT Opportunities
Extension (B)
Resources
Homework
Notes
Activity
no.
1b
1a, 2a, 2b
Me encanta.
Me gusta mucho.
No me gusta nada.
Lo/La odio/detesto.
Eres/Es (usted)/Sois/Son (ustedes)…
antipático/a(s
simpático/a(s)
muy amable(s)
generoso/a(s)
roñoso/a(s)
poco amable(s)
Escríbeme pronto.
Recuerdos a todos.
No me escribas nunca más.
Un saludo (cordial)
Besos y abrazos
Saludos
¡Hasta pronto!
Adiós
Cuaderno B, p.8
Cassette A, side 1 or CD1, track 15
Hojas de trabajo, Resource and Assessment File, pp.5 and 6
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 1 Nos presentamos
Learning objectives
Starters
Plenary
Grammar
Skills (Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/4
responding
Speaking
AT2/3
Reading and
AT3/4
responding
Writing
AT4/4
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
Unidad 7 pp.20-21 ¡Extra!¡Escríbeme
pronto!
Activity
no.
Understanding personal information: introductory letters from penfriends.
Launch: 8C3 (Daily life and young people); 9W5 (Verbs [conditional]); 9W8
(Using grammar to understand words); 9T1 (Understanding complex
language); 9T2 (Features for effect); 9T3 (Authentic texts as sources).
Starter 1: Write sentences using Me gusta / Me encanta / Estoy loco/a por.
2e adapt language
3
2f adapt language for different contexts
3
2h scanning texts
1a
2i report main points
1a, 2
3b use context to interpret meaning
1a, 1b
4a working with authentic materials
1a
4d considering experiences in other countries
1a
5f using the TL creatively
3
B Personal and social life
Understand people’s descriptions of themselves and their
likes/dislikes.
Ask questions about and give personal details.
Understand people’s descriptions of themselves and their
likes/dislikes.
Write a letter to a Spanish magazine based on a given scenario.
Cassette A, side 1 or CD1, track 17
2
1c
1a, 1b
3