3. A Comer - Sion Manning RC Girls School
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SCHOOL: YEAR: DATE: CLASS: ¡Viva! 2 Módulo 3 ¡A comer! Unidad 1 pp. 52–53 ¿Qué te gusta comer? Programme of Study GV3 Opinions and discussions LC2 Transcription LC8 Writing creatively Lesson starters 1 To predict and practise pronunciation of Spanish food and drink vocabulary. 2 To review food and drink vocabulary from exercise 1. Alternative: Use ActiveTeach p.052 Flashcards to practise language for talking about what food you like. Plenary Pupils write down six phrases for expressing their likes/dislikes in the context of food. Learning objectives Saying what food you like Using a wider range of opinions Grammar el agua (feminine) Me gusta(n) + definite article FCSE links Unit 6 – Food and Drink (Food/drink vocabulary items, Opinions about food and drink, Food and drink habits) Learning outcomes… Listening L4 Listen to people say what they like and don’t like to eat and drink, and match audio to photos Listen to and understand four speakers answering the questions ¿Qué (no) te gusta comer o beber? Speaking L3-4 Talk about liking and disliking certain foods Carry out a survey of food preferences Reading L4 Read texts in which animals describe what they like to eat, and match text to photos Writing L4 Write an imagined dialogue between two animals about food preferences Key language ¿Qué te gusta comer/beber? ¿Qué no te gusta comer/beber? Prefiero… Odio… Me gusta(n) (mucho)… Me encanta(n)… No me gusta(n) (nada)… el agua el arroz la carne los caramelos la fruta las hamburguesas los huevos la leche el marisco el pescado el queso las verduras ¡Qué asco! ¡Qué rico! PLTS Cross-curricular Grammar practice Differentiation Resources Homework Notes ¡No, gracias! S Self-managers – Reinforcement: Pupils practise agreeing ad disagreeing Te toca a ti page 124 Cuaderno 2A, page 23 Extension: Pupils read the five texts aloud around the class. Each pupil reads a sentence and then translates it into English. Te toca a ti page 125 Cuaderno 2B, page 23 Audio files: 30_Module3_Unit1_Ex1 31_Module3_Unit1_Ex3 Workbooks: Cuaderno 2A & 2B, page 23 ActiveTeach: Starter 2 resource p.052 Flashcards ActiveLearn: Listening A, Listening B Reading A, Reading B, Vocabulary SCHOOL: YEAR: DATE: CLASS: ¡Viva! 2 Módulo 3 ¡A comer! Unidad 2 pp. 54–55 ¿Qué desayunas? Programme of Study GV2 Grammatical structures (negatives) LC1 Listening and responding Lesson starters Plenary Learning objectives Grammar FCSE links Learning outcomes... Listening L2-5 Speaking L4 Reading L2-5 Writing Key language L5 LC7 Literary texts 1 To revise telling the time in Spanish. 2 To review the spelling of items of food and drink from ¡Viva! 1. Alternative: Use ActiveTeach p.054 Flashcards to practise language for talking about breakfast, lunch and dinner. Ask pupils to discuss what they have learned in this unit and how it can tie in with other areas/topics. Alternative: Use ActiveTeach p.054 Class game to review breakfast, lunch and dinner vocabulary. Describing mealtimes Using negatives negatives: no, nunca, no… nada Unit 6 – Food and Drink (Food/drink vocabulary items, Opinions about food and drink, Food and drink habits) Listen to and understand a list of food items Listen to and understand people discuss mealtimes and food preferences Use audio to fill gaps in a transcript Create a dialogue about what to eat and drink for each meal and when Identify food and drink items from photos Read and understand texts describing different eating habits Write creatively about a celebrity’s eating habits ¿Qué desayunas? Desayuno… café cereales churros Cola Cao™ té tostadas yogur zumo de naranja No desayuno nada. ¿Qué comes? Como… un bocadillo fruta paella ¿Qué cenas? Ceno… patatas fritas pescado con arroz pollo con ensalada No como…/Nunca como… ¿A qué hora desayunas/comes/cenas? Desayuno/como/ceno a las… PLTS Cross-curricular Grammar practice Differentiation Resources Homework Notes Ayer desayuné/comí/cené… T Team workers English: checking grammar Gramática ex 5 Reinforcement: Pupils practise speaking opinions on food in pairs Te toca a ti page 124 Cuaderno 2A, page 24 Extension: Pupils ask and answer questions in pairs based on the texts in exercise 5 Te toca a ti page 125 Cuaderno 2B, page 24 Audio files: 32_Module3_Unit2_Ex2 33_Module3_Unit2_Ex3 34_Module3_Unit2_Ex6 Workbooks: Cuaderno 2A & 2B, page 24 ActiveTeach: p.054 Flashcards p.054 Video: Episode 5 p.054 Video 5 transcript p.054 Video worksheet 5 p.054 Class game p.055 Extension worksheet p.055 Grammar presentation ActiveLearn: Listening A, Listening B Reading A, Reading B, Vocabulary SCHOOL: YEAR: DATE: CLASS: ¡Viva! 2 Módulo 3 ¡A comer! Unidad 3 pp. 56–57 En el restaurante Programme of Study GV4 Accuracy (grammar) LC3 Conversation (using modes of address) LC4 Expressing ideas (writing) Lesson starters 1 To review the spelling of food and drink items, and to check understanding of prices in Spanish. 2 To consolidate and revise vocabulary learned so far. Alternative: Use ActiveTeach p.056 Flashcards to practise restaurant food vocabulary. Plenary Pupils work in pairs and script a dialogue using the menu on p. 056 of the pupil book. Learning objectives Ordering a meal Using usted / ustedes Grammar familiar/polite ‘you’: tú / usted / ustedes using the present and the preterite together FCSE links Unit 6 – Food and Drink (Eating out) Learning outcomes… Listening L5 Listen to and understand conversations in a restaurant Speaking L5 Create dialogues based in a restaurant Reading L5 Read and understand a dialogue in a restaurant Match text to photos Read and understand forum posts about restaurant experiences Writing L5 Write about an ideal meal Key language Buenos días. ¿Qué va a tomar (usted)? ¿Qué van a tomar (ustedes)? ¿Y de segundo? ¿Para beber? ¿Algo más? Tengo hambre. Tengo sed. de primer/segundo plato de postre Voy a tomar… chuletas de cerdo ensalada mixta filete helado de chocolate/fresa/vainilla huevos fritos pan pollo con pimientos sopa tarta de queso tortilla española cola Nada más, gracias. PLTS Cross-curricular Grammar practice Differentiation Resources Homework Notes La cuenta, por favor. S Self-managers English: writing for a variety of purposes Gramática ex 1 Reinforcement: Pupils read the three texts aloud around the class. Each pupil reads a sentence and then translates it into English. Te toca a ti page 124 Cuaderno 2A, page 25 Extension: Teach the pupils how to ask for and say prices Te toca a ti page 125 Cuaderno 2B, page 25 Audio files: 35_Module3_Unit3_Ex1 36_Module3_Unit3_Ex3 Workbooks: Cuaderno 2A & 2B, page 25 ActiveTeach: Starter 1 resource p.056 Flashcards p.056 Grammar practice p.056 Class game p.057 Learning skills worksheet ActiveLearn: Listening A, Listening B Reading A, Reading B, Vocabulary SCHOOL: DATE: ¡Viva! 2 Módulo 3 ¡A comer! Unidad 4 pp. 58–59 ¿Qué vamos a comprar? Programme of Study GV1 Tenses (near future) Lesson starters Plenary Learning objectives Grammar FCSE links Learning outcomes… Listening L4-5 Speaking L3-5 Reading Writing Key language L4-5 L5 PLTS Cross-curricular YEAR: CLASS: LC5 Accurate pronunciation and intonation LC8 Writing creatively 1 To revise the near future tense. 2 To practise food vocabulary. Alternative: Use ActiveTeach p.058 Flashcards to practise Mexican food vocabulary. Get pupils to create anagrams of six ingredients for their partners. Discussing what to buy for a party Using the near future near future tense (full paradigm) Unit 6 – Food and Drink (Shopping for food) Listen to people discuss party preparations using the near future tense Match audio to pictures Follow two people’s work through a multiple-choice questionnaire on the theme of Mexican food Play a memory game focusing on ingredients brought to a party Answer a multiple-choice questionnaire on the theme of Mexican food Read and understand an invitation to a Mexican-themed party Choose a theme for a party and write a creative invitation día hora lugar ¿Qué vas a traer/comprar? Voy a traer… fajitas guacamole quesadillas Voy a comprar… una botella de… 200 gramos de… un kilo/medio kilo de… un paquete de… aguacates limonada queso tomates tortillas una cebolla una lechuga un pimiento verde/rojo C Creative thinkers English: correct grammatical terms Grammar practice Differentiation Resources Homework Notes Gramática ex 1 Reinforcement: Pupils translate into English sentences 1–5 from exercise 1 Te toca a ti page 124 Cuaderno 2A, page 26 Extension: More able pupils follow up exercise 6 by discussing each other’s party. Te toca a ti page 125 Cuaderno 2B, page 26 Audio files: 37_Module3_Unit4_Ex2 38_Module3_Unit4_Ex4 Workbooks: Cuaderno 2A & 2B, page 26 ActiveTeach: Starter 2 resource p.058 Grammar presentation p.058 Grammar practice p.058 Flashcards p.058 Video: Episode 6 p.058 Video 6 transcript p.058 Video worksheet 6 p.059 Thinking skills worksheet p.059 Class game ActiveLearn: Listening A, Listening B Reading A, Reading B Grammar, Vocabulary SCHOOL: YEAR: DATE: CLASS: ¡Viva! 2 Módulo 3 ¡A comer! Unidad 5 pp. 60–61 ¡Fiesta Programme of Study GV1 Tenses (past, present and near future) LC4 Expressing ideas (speaking) LC6 Reading comprehension Lesson starters 1 To practise pronunciation. 2 To practise conjugating verbs in different tenses. Plenary The class divides into groups of four to play ‘Just a minute’. Alternative: Use ActiveTeach p.061 Class game to practise three tenses. Learning objectives Giving an account of a party Using three tenses together Grammar near future tense (full paradigm) FCSE links Unit 8 – Celebrations (Parties) Learning outcomes… Listening L6 Listen to a text about weekend activities that uses various tenses Listen to and understand a girl talking about parties Speaking L6 Give a short talk about weekend activities and parties Reading L6 Read a text about weekend activities and match them to photos Read and understand texts that use present, preterite and near future Writing L6 Write a text about a theme party Key language normalmente/generalmente los fines de semana/los viernes el fin de semana/año/ viernes pasado el fin de semana/año que viene el próximo viernes PLTS Cross-curricular Grammar practice Differentiation Resources I Independent enquirers – Gramática ex 2 Reinforcement: Pupils underline the time expressions in the text from exercise 5 Te toca a ti page 124 Cuaderno 2A, page 27 Extension: Pupils use their answers from example 7 to ask and answer extra questions Te toca a ti page 125 Cuaderno 2B, page 27 Audio files: 39_Module3_Unit5_Ex1 40_Module3_Unit5_Ex4 Workbooks: Cuaderno 2A & 2B, page 27 ActiveTeach: Starter 1 resource p.060 Grammar presentation p.060 Grammar practice p.061 Class game ActiveLearn: Listening A, Listening B Reading A, Reading B, Grammar Homework Notes SCHOOL: YEAR: DATE: CLASS: ¡Viva! 2 Módulo 3 ¡A comer! Unidad 6 pp. 62–63 Speaking Skills: ¿Y tú? ¿Qué opinas? Programme of Study GV3 Developing vocabulary LC3 Conversation (dealing with the unexpected) LC5 Speaking coherently and confidently Lesson starters 1 To develop coping strategies when speaking in Spanish. 2 To get pupils to appreciate the value of fillers when they are speaking in Spanish. Plenary Pupils play ‘Splat’ using the Plenary resource. Learning objectives Using coping strategies when speaking Responding to what people say Grammar – FCSE links – Learning outcomes… Listening L3-5 Listen to and understand people talking about breakfast preferences Listen to people at a party, focusing on phrases for situations when you can’t understand what someone says Listen to a variety of statements and give reactions to a partner Speaking L3-5 Ask and answer questions about meals Practise phrases for situations when you can’t understand what someone says Ask, answer and comprehend a set of given questions Reading L2-5 Match common ‘filler’ expressions to their English equivalents Match listed questions and statements with an appropriate reaction Writing Key language A ver… Bueno/Vale… Depende… Eh… No sé… Pues… Lo siento, pero no entiendo. ¿Puedes hablar más despacio, por favor? ¿Puedes repetir? ¿Qué significa…? PLTS Cross-curricular Grammar practice Differentiation ¡No me digas! E Effective participators English: using language confidently – Reinforcement: Te toca a ti page 124 Extension: Resources Homework Notes Te toca a ti page 125 Audio files: 41_Module3_Unit6_Ex2 42_Module3_Unit6_Ex4 43_Module3_Unit6_Ex8 ActiveTeach: Plenary resource SCHOOL: YEAR: DATE: CLASS: ¡Viva! 2 Módulo 3 ¡A comer! Extension pp. 64–65 ¿Qué comemos? Programme of Study GV2 Grammatical structures (direct object pronouns) LC3 Conversation LC5 Speaking coherently and confidently Lesson starters 1 To introduce expressions of frequency. 2 To revise food vocabulary and gender. Plenary In pairs, pupils prepare a visual summary of the use of direct object pronouns and give some examples. Learning objectives Learning about food in other countries Using direct object pronouns Grammar direct object pronouns FCSE links Unit 6 – Food and Drink (Food/drink vocabulary items, Opinions about food and drink, Food and drink habits) Learning outcomes… Listening L5-6 Listen to people discuss diet and traditional food in various Hispanophone countries Speaking L3-4 Create an interview about diet and traditional foods in Central and South America Prepare a presentation about favourite foods and food experiences Reading L3-6 Read and understand a text about dishes in Central and South America Match dishes to illustrated English descriptions Read and understand texts about eating out in different regions of Spain Writing Key language No new key language. Pupils consolidate language from the chapter. PLTS R Reflective learners Cross-curricular English: making presentations Grammar practice Gramática ex 2 Differentiation Reinforcement: Te toca a ti page 124 Extension: Te toca a ti page 125 Cuaderno 2B, page 28 Resources Audio files: 45_Module3_Exten_Ex1 44_Module3_Exten_Ex6 Workbooks: Cuaderno 2B, page 28 ActiveTeach: p.064 Grammar presentation p.064 Grammar practice p.065 Grammar worksheet Homework Notes SCHOOL: YEAR: DATE: CLASS: ¡Viva! 2 Módulo 3 ¡A comer! Zona Proyecto pp. 72–73 ¡Listos para cocinar! Programme of Study GV4 Accuracy (grammar, spelling and punctuation) LC4 Expressing ideas (writing) LC5 Speaking coherently and confidently Lesson starters 1 To review food vocabulary. 2 To reinforce positive and negative opinions and exclamations. Plenary Pupils taste different foods blindfolded and try to guess the Spanish names of each food. Learning objectives Creating a crazy recipe Making a cookery video Grammar – FCSE links Unit 6 – Food and Drink (Food/drink vocabulary items) Learning outcomes… Listening L5 Listen to a contest in the style of Ready, Steady, Cook! Listen to the judges in the contest giving their opinions Speaking L2-6 Brainstorm a list of ingredients for a TV cookery contest Act out a script for a TV cookery contest Reading L5 Read and understand a strip cartoon about a contest in the style of Ready, Steady, Cook! Find the Spanish equivalents of listed English sentences Writing L6 Write their own script for a TV cookery contest Key language – PLTS T Team workers Cross-curricular D&T: cooking Grammar practice – Differentiation Resources Audio files: 47_Module3_Proj_Ex1 48_Module3_Proj_Ex3 Homework Notes
