SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 2 La comida
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
AT1/3-4
AT2/3
AT3/4
AT4/4
Unidad 1 pp.24-25 ¿Qué comes?
Saying what you eat and when; expressing opinions.
Launch: 8W1 (Adding abstract words); 8W2 (Connectives).
Reinforcement: 8S6 (Substituting and adding)
Starter 1: Write down two likes and two dislikes.
Starter 2: Food vocabulary: missing vowels game.
Discuss ways to make writing more complex / interesting.
Me encanta(n) … / (No) Me gustan … / Odio
1a sounds and writing
1a
2a listen for gist and detail
1a, 2a
2b correct pronunciation/intonation
1b, 2b
2f adapt language for different contexts
3c
2g dealing with the unpredictable
1b, 2b
2i report main points
1a, 2a
4c comparing cultures
3a
5h use TL for real purposes
1b, 2b, 3c
A Everyday activities
Identify various food items and understand people
outlining their likes/dislikes.
Say what food you like/dislike/usually eat for each meal.
Understand an email about a typical Spanish diet and
mealtimes.
Give information about your diet and mealtimes.
¿Qué desayunas/comes/cenas/tomas?
Desayuno /Como/Ceno/Tomo…
¿Te gusta …?
Me encanta(n)…
Me gusta(n)(mucho)…
No me gusta(n) nada…
ICT Opportunities
Extension (B)
Resources
Homework
Notes
Activity
no.
normalmente
siempre
a veces
1a, 2a
1b, 2b
3a
3b, 3c
(de) primer plato
(de) segundo plato
(de) postre
el arroz
la fruta
la tarta
los mariscos
la ensalada
la carne
el helado los huevos
las verduras
las salchichas
el pollo
la sopa
el pescado
Cuaderno B, p.13
Cassette A, side 2 or CD1, tracks 18 and 19
Starter 2, Resource and Assessment File, p.24,
Hojas de trabajo, Resource and Assessment File, pp.26 and 27
OHTs 7 and 8, Flashcards 1-7 and 15, 18 (¡Listos! 1)
SCHOOL:
YEAR:
¡Listos! 2 Rojo
Módulo 2 La comida
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/3-4
responding
Speaking
AT2/3-4
Reading and
AT3/3
responding
Writing
AT4/4
Key language
DATE:
CLASS:
Unidad 2 pp.26-27 ¿Qué te gusta comer?
Activity
no.
Saying what type of food you like and why.
Launch: 8L4 (Extending sentences) Reinforcement: 8W4 (Word endings)
Starter 1: Match the definite article with the noun.
Starter 2: Categorise adjectives according to gender.
Complete sentences with adjectives.
Agreement of adjectives
soler
2a listen for gist and detail
1a, 2a,
2c ask and answer questions
1b, 2b
2f adapt language for different contexts
3c
2h scanning written texts
3a
2i report main points
1a, 1b, 2a
3d use reference materials
3b, 3c
4b communicating with native speakers
2b, 3c
4c compare cultures
3b
5c express opinions
1b, 2b, 3c
5e range of resources
1b
A Everyday activities; E The international world
Understand people explaining why they like / dislike different
cuisines / dishes.
Say why you like certain foods and ask others .
Understand opinions about different cuisines.
1a, 2a
1b, 2b
3a
Write sentences about different cuisines and explain your own 3b, 3c
likes / dislikes.
¿Qué tipo de comida te gusta? Me gusta / Prefiero la comida …
caribeña / china / india / vegetariana / italiana / mexicana / rápida
¿Por qué? Porque es (está) / son (están) …
delicioso/a(s) / dulce(s) / grasiento/a(s) / nutritivo/a(s) / rico/a(s) /
sabroso/a(s) / salado/a(s) / sano/a(s) / picante(s)
¿Cuál es tu plato preferido? Mi plato preferido es …
las chuletas / el flan / las gambas / los perritos calientes / las salchichas
ICT Opportunities
Extension (B)
Resources
Homework
Notes
¿Sueles comer …? Sí, suelo comer … / No, no suelo comer …
Using Excel, draw bar graph / pie chart to show results of survey in 1b
Cuaderno B, p.14
Cassette A, side 1 or CD1, tracks 20 and 21,
Starter 2, Resource and Assessment File, p.24 , Grammar, Resource and
Assessment File, p.28, Flashcards 8-11
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 2 La comida
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
AT1/1-3
AT2/3
AT3/AT4/4
Unidad 3 pp.28-29 De compras
Activity
no.
Talking about the weights and prices (€) of fruit and vegetables
Reinforcement: 8W1 (Adding abstract words); 8L3 (Relaying gist and
detail); 8S6 (Substituting and adding).
Starter 1: Fruit and vegetable vocabulary: matching game.
Starter 2: Numbers (100-500): listening game.
Brainstorm on the euro.
1a sounds and writing
1a
2a listen for gist and detail
1a, 2a, 3a
2b correct pronunciation and intonation
1b,
2c ask and answer questions
2b, 3b, 4
A Everyday activities
Identify fruits and vegetables, weights and prices in
euros.
Buy fruit and vegetables from a market stall and ask
about prices.
-
1a, 2a, 3a
Write a dialogue between the holder of a fruit and
vegetable stall and a customer.
¿Qué desea?
las cebollas
las lechugas
Deme un kilo de / un cuarto kilo de / las manzanas
medio kilo de / un kilo y medio de / las naranjas
dos kilos de …
las patatas
4
1b, 2b, 3b
-
las peras
los plátanos
los tomates
las uvas
las zanahorias
¿Cuánto cuesta(n)… ?
¿Algo más?
Cuesta(n) … euro(s).
Nada más, gracias.
Cuaderno B, p.15
Cassette A, side 2 or CD1, tracks 22, 23, 24 and 25
Starter 1, Resource and Assessment File, p.25
Hojas de trabajo, Resource and Assessment File, pp.26 and 27
OHTs 9 and 10
Flashcards 12-16
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 2 La comida
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
AT1/1-4
AT2/1-4
AT3/3
AT4/1-3
Unidad 4 pp.30-31 Cien gramos de jamón
y una barra de pan
Activity
no.
Buying food and drink in a shop
Reinforcement: 8W1 (Adding abstract words); 8L1 (Listening for
subtleties); 8L3 (Relaying gist and detail).
Starter 1: Numbers: gap-filling board activity.
Starter 2: Numbers: listening game.
Discuss number patterns.
Numbers 31-1000
1a sounds and writing
1a, 2c
2b correct pronunciation and intonation
1c,
A Everyday activities
Identify numbers up to 1000; recognise grocery items,
1a, 1c, 2b,
prices and quantities.
2c
Correctly pronounce numbers up to 1000; ask for what
1c, 3
you want in a grocery shop.
Recognise numbers and quantities up to 1000; identify
2a
different food items and containers.
Write a shopping list.
4
cero
noventa
una barra de pan
diez
cien
una botella de limonada
quince
ciento diez
una caja de pasteles
veinte
doscientos
un cartón de leche
veinticinco
trescientos
una docena de huevos
treinta
cuatrocientos
una lata de sardinas
treinta y cinco
quinientos
un paquete de galletas
cuarenta
seiscientos
doscientos gramos de queso
cincuenta
setecientos
doscientos cincuenta gramos de
sesenta
ochocientos
chorizo
setenta
novecientos
quinientos gramos de jamón
ochenta
mil
Cuaderno B, p.16
Cassette A, side 2 or CD1, tracks 26, 27 and 28
Hojas de trabajo, Resource and Assessment File, pp.26 and 27
OHTs 9 and 10
Flashcards 18-25
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 2 La comida
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
AT1/4
AT2/4
AT3/3-4
AT4/-
Unidad 5 pp.32-33 ¡Que aproveche!
Activity
no.
Say that you are hungry / thirsty and order tapas and drinks.
Launch: 8T1 (Meanings in context); 8C5 (Colloquialisms); 8W5
(Verbs [future]). Reinforcement: 8T6 (Text as model and source);
8L1 (Listening for subtleties)
Starter 1: Pronunciation game (g, j, ll) or revision of tener.
Starter 2: Brainstorm expressions using tener (pairwork).
Recap Para mí / ti / él etc. Discuss memorising techniques.
Phrases with tener
Pronouns with prepositions
1a sounds and writing
1a
2b correct pronunciation and intonation
2
2c ask and answer questions
2
2f adapt language for different contexts
2
3a memorising
1b
4a working with authentic materials
1c, 2, 3
4c compare cultures
1a
5e range of resources
3
A Everyday activities
Understand people saying whether they are
1a, 1c
hungry/thirsty; identify different drinks and tapas.
Order tapas and drinks.
2
Recognise tener hambre / sed and identify items on a
1b, 3
tapas and drinks menu.
¿Tienes hambre/sed ?
las aceitunas
agua con / sin gas
Tengo hambre/sed.
los calamares
la cerveza
No tiene mucha
el chorizo
la naranjada
hambre.
las gambas
¿Qué va(n) a tomar?
el jamón serrano
el flan
¿Qué va(n) a beber?
las patatas bravas
el helado de vainilla /
Para mí / él / ella,…
la tortilla española fresa / chocolate
¿Va(n) a tomar algo más?
La cuenta, por favor.
Create a tapas bar menu using a graphics / desktop publishing package.
Cuaderno B, p. 17
Cassette A, side 2 or CD1, tracks 29 and 30
OHTs 11 and 12, Flashcards 5, 10, 11, 17 and 19, 21 (¡Listos! 1)
SCHOOL:
YEAR:
DATE:
CLASS:
¡Listos! 2 Rojo
Módulo 2 La comida
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
AT1/4
AT2/4
AT3/4
AT4/4
Unidad 6 pp.34-35 La comida sana
Activity
no.
Talking about healthy eating.
Launch: 8T3 (Language and text types). Reinforcement: 8W5 (Verbs
[present]); 8S5 (Negative forms and words).
Starter 1: Conjugation of comer and beber.
Starter 2: Expressions of frequency: jumbled sentence game.
Quick-fire conjugation of comer and beber; discussion about –er
verbs.
Present tense singular of comer and beber
Expressions of frequency (una vez al año, algunas veces a la semana).
2j redraft writing
4b
3d use knowledge of English
1
4a working with authentic materials
1
5e range of resources
3
5h use of TL for real purposes
1, 3
A Everyday activities
Identify major food groups and expressions of
2
frequency.
Ask how often someone eats a particular food.
3
Understand a more complex text about healthy eating;
1, 4a
understand short texts about dietary preferences.
State how often you eat certain foods.
4b
¿Con qué frecuencia comes carne (roja)?
una vez a la semana / al año
algunas veces a la semana / al mes
todos los días
¿Comes pescado?
No como (carne) y no bebo (leche).
No me gusta(n) mucho (las verduras)
Prefiero el pan integral.
Using Excel, draw bar graph or pie chart to show results of survey in 3.
Cuaderno B, p.18
Cassette A, side 2 or CD1, track 31
SCHOOL:
YEAR:
DATE:
CLASS:
Activity
no.
¡Listos! 2 Rojo
Módulo 2 La comida
Unidad 7 pp.38-39 ¡Extra! ¡Feliz Navidad!
Learning objectives
Framework objectives
Understand a longer text about Christmas in Spain.
Launch: 8W7 (Dictionary detail); 9L4 (Questions/text as stimulus to
talk). Reinforcement: 8W1 (Adding abstract words); 9W8 (Using
grammar to understand words); 9T1 (Understanding complex
language); 9T3 (Authentic texts as sources).
Starter 1: Christmas vocabulary: glossary / dictionary practice.
Starter 2: Finding words in the text.
A volunteer explains the function of the passive.
2j redraft writing
3b
3b use context to interpret meanings
1, 3b
4c compare cultures
1
4d consider experiences in other countries
1
5d different types of language
1
5g listening/reading for enjoyment
1
C The world around us
Starters
Plenary
Grammar
Skills (Programmes of Study)
Contexts
Learning outcomes …
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework
Notes
AT1/4
AT2/4
AT3/4
AT4/4
Understand a conversation describing Christmas
celebrations in the UK.
Ask and answer questions about a festival celebrated at
home.
Recognise familiar vocabulary relating to food, gifts etc.
and deduce meaning of new words.
Write sentences describing a festival celebrated at home.
Cassette A, side 2 or CD1, tracks 33 and 34
2
3a
1
3b