YEAR 7 Spanish Scheme of Work
Useful information
Year 7 will spend the first term building up a good understanding of phonics, practising key skills such as dictionary, reading and listening skills. They will
also spend the first term building up their conversational skills, expressing and justifying their opinion and asking questions. Throughout the year, all
opportunities to expose students to the culture within the Spanish-speaking world should be taken.
They will loosely follow Mira 1 throughout the year but some units have been modified to allow access to higher levels.
Students will have the opportunity to attain level 4 by Christmas and level 5 by the end of the year, although we would anticipate these would be the most
able.
The scheme of work contains suggested learning activities which are pre-made. Teachers are free to teach in the combination they see most appropriate
for their classes as long as the objectives are met. The overview suggests the approximate amount of time to spend on each sub-topic.
Resources can be found in staff share ---- Modern foreign languages --- Spanish – Key Stage 3 – year 7 and then the relevant folder.
All topic areas will have power points to introduce the new vocabulary. These can be found in the shared area and will not be listed on the SoW. Where
listening exercises are mentioned, there may also be a supporting power point or worksheet in share.
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All students will receive an exercise book. This should either be left blank or covered with appropriate paper. Any students who graffiti on their
exercise books should be asked to cover it.
Students will be given a tick sheet. Whenever they speak in TL, they will award themselves a tick and 10 ticks will lead to a credit. It is the
student’s responsibility to tell their teacher when they have 10 ticks. When students have achieved 60 ticks, they will be sent a postcard.
Students will also be given a vocabulary support sheet to stick in their books.
The front of their exercise books should be kept neat and contain written tasks and vocabulary. The back of their book can be used for less formal
tasks in lessons.
All work should have an underlined date and title.
Homework should be clearly labelled as such.
All students should be encouraged to refer to the vocabulary in their books or use a dictionary before asking the teacher for help with
vocabulary.
All worksheet should be stuck in if they provide new vocabulary or show the student’s work. Re-enforcement tasks do not need sticking in. Please
get students in to good habits of regularly sticking in work.
The year will consist of 3 “international dimension” weeks of study, where all students in Key Stage 3 will learn about other cultures. The countries
studied will be rotated on a 3 year programme in order to avoid repetition.
KWh Swanwick Hall School 2012
National Curriculum for Modern Foreign Languages.
1.1 Linguistic competence
1.2 knowledge about
language
1.3 Creativity
1.4 Intercultural
understanding
2.1 Developing languagelearning strategies
2.2 Developing language
skills
a. Developing the skills of listening, speaking, reading and writing in a range of situations and contexts.
b. Applying linguistic knowledge and skills to understand and communicate effectively.
a. Understanding how a language works and how to manipulate it.
b. Recognising that languages differ but may share common grammatical, syntactical or lexical features.
a. Using familiar language for new purposes and in new contexts.
b. Using imagination to express thoughts, ideas, experiences and feelings.
a. Appreciating the richness and diversity of other cultures.
b. Recognising that there are different ways of seeing the world and developing an international outlook.
Pupils should be able to:
a. identify patterns in the target language.
b. develop techniques for memorising words, phrases and spellings.
c. use their knowledge of English or another language when learning the target language.
d. use previous knowledge, context and other clues to work out the meaning of what they hear and read.
e. use reference materials such as dictionaries appropriately and effectively.
Pupils should be able to:
a. listen to gist or detail.
b. skim and scan written texts for the main points of details.
c. respond appropriately to spoken and written language.
d. use correct pronunciation and intonation.
e. ask and answer questions.
f. initiate and sustain conversations.
g. write clearly and coherently, including an appropriate level of detail.
h. redraft their writing to improve accuracy and quality.
i. reuse language that they have heard or read in their own speaking and writing.
j. adapt language they already know in new contexts for different purposes.
k. deal with unfamiliar language, unexpected responses and unpredictable situations.
3 Range and content
The study of languages should include:
a. the spoken and written forms of the target language.
b. the interrelationship between sounds and writing in the target language.
c. the grammar of the target language and how to apply it.
d. a range of vocabulary and structures.
e. learning about different countries and cultures.
f. comparing pupils’ own experiences and perspectives with those of people in countries and communities where the target language is
spoken.
4 Curriculum opportunities
The curriculum should provide opportunities for pupils to:
a. hear, speak, read and write in the target language regularly and frequently within the classroom and beyond.
b. communicate in the target language individually, in pairs, in groups and with speakers of the target language, including native speakers
where possible, for a variety of purposes.
c. use an increasing range of more complex language.
d. make links with English at word, sentence and text level.
e. use a range of resources, including ICT, for accessing and communicating information in the target language.
f. f. listen to, read or view a range of materials, including authentic materials in the target language, both to support learning and for
personal interest and enjoyment.
g. use the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum.
KWh Swanwick Hall School 2012
Autumn 1 Introduction Mira 1 page 6
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to introduce themselves in simple Spanish
and greet others
To be able to ask where someone lives and say where
they live
¿Cómo te llamas? Me llamo... ¡Hola! Buenos días/ Buenas tardes/ Buenas noches ¿Qué tal? Bien/ Regular/
fatal/ Fenomenal ¿Cómo estás? ¿Y tú? ¡Adiós! ¡Hasta luego! ¿Dónde vives? Vivo en ..
Pronunciation rules
Starters/plenaries
Find the coin – class game PPT
Fastest finger first
Tasks/work sheets
Song – Mira 1 pg 7
Whole class - detective game: Split the class in to boys against girls. Send one player from each team outside. Whilst they are out the room, assign one girl
to be Dora (or some other Spanish name) and one boy to be Diego. The two players come in and ask students on their team “Cómo te llamas?” as quickly as they can. First to find
Dora or Diego wins. All other students must answer with a full sentence “Me llamo plus their real name”
Role play – use mood cards to add interest for spectators
Level
Extension
NC
1-2
Workbook A, p2 Pupil’s Book, Te toca a ti, p. 114, exs 1 and 4 Workbook B, p2
2.1 a 2.1b 2.1d
2.2a
2.2d
3a
3b
3e
Suggested homework
SMSC
Number of lessons
MYLO greetings
5
Autumn 1 the importance of MFL
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To discuss the importance of learning a foreign language
and to consider how it may be beneficial for the future
Starters/plenaries
Tasks/work sheets
Look at use of foreign words in the English language
Class discussion - why should we learn a foreign language
Produce a display piece to show the benefits of learning a foreign language in the modern world.
Level
Extension
NC
Number of lessons
Suggested homework
SMSC
1
The international world
Autumn 1 Phonics and classroom talk
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To develop an understanding of the rules of Spanish
pronunciation
To be able to follow routine classroom instructions
To be able to form key classroom questions
Starters/plenaries
Syllable bingo
Level
Suggested homework tasks
Extension
1.2a 2.1a 2.1c 3a 3b 4a
NC
KWh Swanwick Hall School 2012
Asking questions
Pronunciation rules
Tasks/work sheets
Tongue twisters
Regions in Spain – pronunciation practice
Role play
Simple classroom talk – tool kit phrases
Number of lessons
Suggested homework
SMSC
3
Autumn 1 Dictionary skills and cognates
OBJECTIVES
KEY LANGUAGE COGNATES
GRAMMAR/SKILLS
To be able to use a bilingual dictionary confidently
To understand that nouns in Spanish have a gender and
to use a dictionary to help identify this
To understand the use of cognates in order to help
decipher meaning
Enero febrero marzo abril mayo junio julio agosto septiembre octubre noviembre diciembre
Use of capital letters
Gender of nouns
The definite article
Cognates
Starters/plenaries
Tasks/work sheets
Reading passage – animal cognates
Es possible/horrible
Cognates – building words
200 + words – ción ending rule
Level
Extension
NC
Number of lessons
1-3
2
Suggested homework
SMSC
1.2 b 2.1 a 2.1c 2.1e 3b 3c 4d
Autumn 1 key infinitives + me gusta
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to talk freely about their likes and dislikes
using gustar
To be able to use porque and some simple adjectives
to justify their opinion
¿Te gusta ….? Me gusta .. no me gusta … bailar cantar leer ver nadar estudiar jugar comer beber vivir
porque interesante divertido aburrido gracioso escuchar
Me gusta
No me gusta + infinitives
Justification
Starters/plenaries
Tasks/work sheets
pesimista / optimista
Key infinitive – create an action to remember each
Level
Extension
NC
Number of lessons
2-4
3
Suggested homework
SMSC
1.1b 1.3a 1.3b 2.1 e 2.2 a 2.2 d 2.2e 2.2k 4b 4f
Autumn 1 en mi mochila
Mira 1 page 12-13
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to say what items they have for school
To be able to ask someone else if they have an item
To be able to say what they need
To be able to ask if someone needs something
¿Tienes …? ¿Necesitas…? ero Tengo … necesito un cuaderno un diccionario un libro un monedero un lápiz
un estuche un móvil un sacapuntas una goma una regla una agenda una mochila una calculadora sí no y
(no) tengo (no) necesitio
The indefinite article
Dictionary skills
Extending sentences
Starters/plenaries
Tasks/work sheets
Anagrams – items in bag
007
Reading match up
Beat the clock
Snakes and ladders
Level
1-3
KWh Swanwick Hall School 2012
Number of lessons
2
Suggested homework tasks
Extension Workbook A, p. 5 Workbook B, p. 5 Pupil’s Book, Te toca a ti, p. 115, ex. 2
2.1c
2.1d
2.2a
2.2j
3c
4b
NC
Suggested homework
SMSC
Autumn 1 numbers, age and birthday
Mira 1 page 8-10
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to count 1-100 in Spanish
To be able to ask someone their age
To be able to say how old they are
To be able to speculate how old they think someone else is
To be able to say when their birthday is
1-100 ¿Cuántos años tienes? Tengo … años creo que … en mi opinión Tiene … ¿Cuándo es tu
cumpleaños? Mi cumpleaños es …
Tener 1st 2nd and 3rd person
Starters/plenaries
Tasks/work sheets
Beat the clock – team game
La pregunta del día - ¿Cuántos años tiene?
Age battleships – pair work
Age listening ex. Pg 8 mira 1
Age Dominoes – group task
Level
Extension
NC
Numeracy
1-4
Workbook A, p. 3/4
Workbook B, p. 3/4 Pupil’s Book, Te toca a ti, p. 114, ex. 2
2.1c
2.2d
2.2f
3b
Numbers and simple arithmetic
4b
Suggested homework
SMSC
Number of lessons
MYLO age and birthday
3
Autumn 1 favourites
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
¿Cuál es tu … favorito/a? Mi color favorito es mi número favorito mi grupo favorito mi animal favorito mi comida
favorita mi película favorita es mi libro favorito es ..
Gender of nouns
Word order
Starters/plenaries
Tasks/work sheets
Worksheet – complete favourites
La pregunta del día - ¿Te gusta Ice age?
Level
Extension
NC
Number of lessons
2- 4
Pupil’s Book, Te toca a ti, p. 115, exs 1 and 3
1.3 b 2.1 a 2.1 b 2.2 f 2.2 j 4a 4d
KWh Swanwick Hall School 2012
Suggested homework
SMSC
1
Autumn 2 ¿Qué hiciste?
OBJECTIVES
KEY LANGUAGE
To be able to give a little detail about what they did on a
certain day
¿Qué hiciste el sábado / el domingo / ayer? Comí … Bebí .. Leí..
Starters/plenaries
Level
Extension
NC
GRAMMAR/SKILLS
vi … visité .. mandé mensajes
The preterite – common 1st
person
Tasks/work sheets
Number of lessons
2-5
1
Suggested homework
SMSC
1.3b 2.1b 2.1 e 2.2 b 2.2 c 2.2 d 3a 3d 4a 4b
Autumn 2 - fue ...
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to express their opinion about something in
the past
To justify their opinion using common adjectives
¿Cómo fue? Fue … aburrido interesante divertido horrible delicioso
justification
Starters/plenaries
Level
Extension
NC
Tasks/work sheets
Number of lessons
2-5
1.3b 2.1b 2.1 e 2.2 b 2.2 c 2.2 d 3a 3d 4a 4b
1
Suggested homework
SMSC
Autumn 2 - ¿Qué esudias? Mira 1 page 24
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To recognise the most common school subjects
To be able to say what they like to study
To be able to say what their favourite subject is
(no) estudio … dibujo español inglés francés teatro historia música tecnología geografía
educación física religión ciencias matemáticas ¿Cuál es tu asignatura favorita? Mi asignatura favorita es
–ar verbs 1st/2nd/3rd persons (using estudiar)
Using los to say 'every' (every Thursday,
etc.)
Starters/plenaries
Tasks/work sheets
Lights out
Morpions
True or false
Survey – favourite subject
Beat the teacher
Pairs – school subjects
Treasure hunt
Level
Extension
NC
Numeracy
Number of lessons
2-4
Workbook A, p. 12 Pupil’s Book p. 116, exs 1 and 2 Workbook B, p. 12
2.1d
2.2e
3b
3c
4b
4d
4f
Percentages
KWh Swanwick Hall School 2012
Suggested homework
SMSC
2
Autumn 2 - me gusta el español
Mira 1 page 30
OBJECTIVES
KEY LANGUAGE
To be able to express their opinion about their school
subjects
To be able to justify their opinion about different subjects
¿Te gusta …. ? ¿Te gustan…? Me gusta(n) aburrido importante interesante fácil difícil útil porque
son Me gusta el inglés porque es muy importante. Me gusta el español porque la profesora es divertida
Starters/plenaries
Tasks/work sheets
Bingo
Battleships
Worksheets – likes and dislikes
Level
Extension
NC
GRAMMAR/SKILLS
es
Me gusta(n)
Justification
Adjectival agreement
Number of lessons
4
Workbook A, p. 15 Workbook B, p. 15 Pupil’s Book p. 117, ex. 2
2.1e
3c
4f
1
Suggested homework
SMSC
Autumn 2 - los profesores Mira 1 page 29
OBJECTIVES
KEY LANGUAGE
To be able to describe their teachers’ personalities
To be able to say whether they enjoy a subject or not
depending on the teacher
El profesor la profesora de .. es severo/a aburrido/a divertido/a simpático/a antipático/a
muy me gusta español porque el profesor es …
Starters/plenaries
Tasks/work sheets
La pregunta del día - ¿Te gusta el ingles?
Task magic – adjectives
Listening song – gap fill
Level
Extension
NC
GRAMMAR/SKILLS
3-4
Workbook A, p. 14 Workbook B, p. 14 Pupil’s Book, Te toca a ti, p. 117, ex. 3
2.2d
2.2h
3b
3c
3d
4b
Suggested homework
SMSC
un poco bastante
The definite article
Adjectival agreement
Qualifiers
Justification
Number of lessons
Learn presentation
2
Autumn 2 - ¿Qué comes? Mira 1 page 32
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
to be able to say what they eat at break
to be able to say what they drink at break
Como …. Bebo … un bocadillo un plátano una hamburguesa una pizza una manzana unas patatas fritas
agua mineral un zumo de naranja una limonda una Coca-Cola
-er verbs present tense
Starters/plenaries
Tasks/work sheets
Buckaroo
Hay un error
Anagrams
Vocabulary intro – flashcards
Task magic - match up
Food and drink snakes
Gem hunt
Design a menu
Level
Extension
NC
Number of lessons
3
Workbook A, p. 16 Pupil’s Book, Te toca a ti, p. 116, ex. 3 Workbook B, p. 16
2.1b
2.1d
KWh Swanwick Hall School 2012
2.1e
2.2h
3b
3c
4e
Suggested homework
SMSC
1
Spring 1 - ¿tienes hermanos? Mira 1 page 42
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to ask someone what siblings they have
To be able to say whether they have any siblings
To be able to talk about their siblings in simple terms
¿Tienes hermanos? Sí, tengo … una hermana/dos hermanas un hermano/tres hermanos No tengo
ermanos/hermanas. Soy hijo único/hija única. ¿Cómo se llama(n) … ? Mi hermano/a se llama … Mis hermanos/as
se llaman … ¿Cuántos años tiene …? Tiene …
tener (1st, 2nd, 3rd persons singular)
negative forms: no + tener
possessive adjectives: mi(s), tu(s),
su(s)
Starters/plenaries
Tasks/work sheets
Survey
Whole class battleships
True or false
Level
Extension
NC
numeracy
Number of lessons
2-3
Workbook A, p. 22 Workbook B, p. 22
2.1c
2.1d
2.2e
2.2h
2.2j
3c
4b
2
Suggested homework
SMSC
Percentages
Spring 1 - en mi familia Mira 1 page 44
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
to recognise a variety of family members
to be able to say who their family consists of
En mi familia hay x personas. mi madre/padre mi abuelo/abuela mi tío/tía mi primo/prima Mi madre se llama … Tiene
años.
Extended speech
Starters/plenaries
Tasks/work sheets
Trapdoor family
Word snake
Design a family tree
Telepathy
Human bingo
Survey – details about family
Snakes and ladders
¿Quién es …? Thinking skills
Level
Extension
NC
2-3
Workbook A, p. 23 Pupil’s Book p.118, ex. 2 Workbook B, p. 23 Pupil’s Book, p. 119, ex. 1
2.1b
2.1d
2.1e
2.2a
2.2g
4e
Suggested homework
SMSC
Number of lessons
MYLO family
2
Spring 1 - appearance – hair and eyes Mira 1 page 50
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To add more detail to descriptions of people by
describing hair and eye colour
¿De qué color son tus ojos? Tengo los ojos …. Verdes marrones azules grises ¿Cómo es tu pelo?
Tengo el pelo … rizado negro rubio castaño pelirrojo liso corto blanco ondulado. Tengo barba. Tengo bigote.
Tengo gafas.
Word order
Starters/plenaries
Tasks/work sheets
True or false
Task magic
Partner noughts and crosses
Level
2-3
KWh Swanwick Hall School 2012
Number of lessons
2
Extension
NC
Workbook A, p. 26 Pupil’s Book p.118 Workbook B, p. 26
2.2d
2.2j
3c
4c
Suggested homework
SMSC
4f
Spring 1 - appearance – ¿cómo eres? Mira 1 page 48
OBJECTIVES
KEY LANGUAGE
To be able to describe themselves
To be able to describe someone else
Soy / es alto/a bajo/a Delgado/a gordo/a guapo/a feo/a
gracioso/a etc ¿Eres grande? ¿Es bonita?
Starters/plenaries
Score swap
Reading passage
2-4
Workbook A, p. 25 Workbook B, p. 25 Pupil’s Book, Te toca a ti, p. 119, ex. 2
2.1c
Dictionary skills
Adjectival agreement
Questions without interrogatives
Tasks/work sheets
Family crossword
True or false
Level
Extension
NC
GRAMMAR/SKILLS
muy bastante un poco pero me gusta … porque es …
2.2b
2.2c
2.2d
2.2e
3c
3d
Suggested homework
SMSC
Number of lessons
Describe a celebrity
1
Spring 1 - ASSESSMENT: mi monstruo
Spring 2 - ¿Qué hiciste?
OBJECTIVES
Starters/plenaries
KEY LANGUAGE
GRAMMAR/SKILLS
Tasks/work sheets
Level
Extension
NC
Number of lessons
1
Suggested homework
SMSC
Spring 2 - ¿Qué hora es? Mira 1 page 80
OBJECTIVES
KEY LANGUAGE
To understand what time it is
To be able to tell the time
Es la una. Son las …. y cinco y diez y cuarto y veinte y veinticinco y media menos veinticinco meno veinte
menos cuarto menos diez menos cinco
Starters/plenaries
Tasks/work sheets
Numbers – darts game
Buckaroo
Connect 4
Pairs
Worksheet
What time is it Mr Wolf ?
Level
Extension
NC
Numeracy
GRAMMAR/SKILLS
Number of lessons
Suggested homework
SMSC
12 hour clock / mental arithmetic
KWh Swanwick Hall School 2012
MYLO time
1
Spring 2 - ¿Tienes animales? Mira 1 page 46
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To recognise a variety of animals
To be able to say what pets they have
To be able to describe their pet (colours and size)
pequeño/a bonito/a feo/a grande un gato un pájaro un perro una cobaya un caballo un conejo un pez un
ráton un hámster una tortuga una serpiente no tengo animales se llama
Plurals
Word order: adjectives
Starters/plenaries
Tasks/work sheets
La pregunta del día - ¿Cuál es tu animal favorito?
Bells game
True or false
Adjectives worksheet
Task magic
¿Qué hay en la caja?
Level
Extension
NC
2-3
Workbook A, p. 24 Pupil’s Book p118, exs 1 and 3 Workbook B, p. 24
2.1a
2.2a
3b
3c
Suggested homework
SMSC
Number of lessons
Missing pet poster
1
Spring 2 - unas palabras importantes
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
Starters/plenaries
Tasks/work sheets
Diamond 9 – me gustaría…
¿Qué falta?
Pairs
Level
Extension
NC
Number of lessons
3
Suggested homework
SMSC
Spring 2 - las formas
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To recognise a selection of common shapes
To be able to describe a piece of work in detail using
shapes and adjectives
Colours
Adjectival agreement
Plurals
Starters/plenaries
Tasks/work sheets
Colours Telepathy
Which colour?
Colours brain teaser
Poisoned apple – Print out the coloured apples and split class in to two teams. Send one player from each team outside. Wirth the class, choose
one coloured apple to be ‘poisoned’. Players then take it in turns to choose different coloured apples until one chooses the poisoned one and
loses that round.
Colours dominoes – group task
Connect 4 – whole class game
Level
Extension
NC
KWh Swanwick Hall School 2012
Suggested homework
SMSC
Number of lessons
Colours code cracker
3
Summer 1 - los paises Mira 1 page 60
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
to be able to understand some common countries
to be able to say what country they live in
Vivo en … Irlanda Alemania Italia Grecia España Portugal Escocia Gales Inglaterra
–ir verbs (full paradigm with vivir)
Starters/plenaries
Tasks/work sheets
Telepathy
Bond game
Worksheet – draw the flags
Level
Extension
NC
Number of lessons
1-3
Workbook A, p. 32 Pupil’s Book, Te toca a ti, p. 120, ex. 1 Workbook B, p. 32
2.1c
2.1d
2.2e
3c
Suggested homework
SMSC
Summer 1 - ¿Cómo es tu casa?
1
Cultural awareness
Mira 1 page 62
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to say what sort of housing they live in
To be able to describe their home
¿Vives en … ? Vivo en … una casa un piso ¿Dónde está? Está … en el campo en la montaña en la costa en una ciudad
en un pueblo ¿Cómo es tu piso/casa? antiguo/a moderno/a bonito/a nuevo/a feo/a cómodo/a pequeño/a viejo/a grande
Agreement of adjectives
estar (full paradigm)
Starters/plenaries
Tasks/work sheets
Match up task- whole class
Pairs adjectives
¿Dónde está e zorro?
Level
Extension
NC
1-4
Workbook A, p. 33 Pupil’s Book p120, ex. 2 Workbook B, p. 33 Pupil’s Book p121, ex. 1
2.1e
2.2a
2.1c
2.1d
Suggested homework
SMSC
Number of lessons
MYLO home
1
Summer 1 - las habitaciones Mira 1 page 64
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To describe their house in more detail
To understand what rooms are in other houses
¿Qué hay abajo/arriba/fuera? Hay …. un salón un jardín un dormitorio una cocina un comedor un cuarto de
baño Una terraza un garaje un pasillo un aseo ¿Qué hay en tu casa/piso … ?
Plurals
Word order
Starters/plenaries
Tasks/work sheets
Vocab intro – trading vocab
Where’s Wally?
Role play
Cluedo
Worksheet – rooms
Order the items
Level
Extension
NC
1-4
Suggested homework
SMSC
Workbook A, p. 34 Workbook B, p. 34
2.1b
3c
4e
Number of lessons
2
Reading worksheet house and home
Summer 1 - en mi dormitorio Mira 1 page 66
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to describe their bedroom
To be able to say where things are positioned in their
room
un armario un equipo de música un ordenador una mesa una silla una televisión pósters una estantería
una ventana una puerta una alfombra una lámpara una cama en las paredes
encima de a la derecha de al lado detrás entre debajo delante a la izquierda
estar
prepositions + del/de la
KWh Swanwick Hall School 2012
Starters/plenaries
Tasks/work sheets
No clues word search
Where’s Wally/
Battleships
Pairs furniture
Task magic
Level
Extension
NC
1-3
Workbook A, p. 35 Pupil’s Book p. 120, ex. 3 Workbook B, p. 35
2.1b
2.2a
2.2g
3c
4b
4c
Suggested homework
SMSC
Number of lessons
Revision for assessment
1
Summer 1 – mi tiempo libre Mira 1 page 78
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to talk about their hobbies
To be able to say how often they carry out different
pastimes
¿Qué haces en tu tiempo libre? Voy al cine. Voy a la piscina. Voy de compras. Salgo con mis amigos. Hago mis
deberes. Monto en bicicleta. Escucho música. Veo la televisión. Navego por Internet. Juego con mi ordenador.
No hago mis deberes. todos los días los fines de semana los lunes una vez por semana dos veces a la semana
Expressions of frequency
a + definite article (al/a la)
Irregular verbs salir and hacer
Starters/plenaries
Level
Extension
NC
Tasks/work sheets
Number of lessons
1-4
Workbook A, p. 42 Pupil’s Book p. 122, ex. 1 Workbook B, p. 42
2.1d
2.2k
3f
4b
4f
4g
Suggested homework
SMSC
2
Cultural comparisons
Summer 1 – ¿Qué deportes haces? Mira 1 page 82
OBJECTIVES
KEY LANGUAGE
To talk about what sports they play
¿Qué deportes haces? Hago … atletismo ciclismo equitación esquí natación patinaje
fútbol al tenis al voleibol al hockey
Starters/plenaries
Level
Extension
NC
GRAMMAR/SKILLS
Juego … al baloncesto al
Pronunciation
hacer
Tasks/work sheets
Number of lessons
1-4
Workbook A, p. 44 Workbook B, p. 44 Pupil’s Book, Te toca a ti, p. 123, exs 1–2
2.1c
2.1d
2.2d
3b
4e
4f
1
Suggested homework
SMSC
Summer 1 – me gusta ir al cine Mira 1 page 84
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to talk in greater detail about their hobbies
and express their opinion readily
To be able to question the choices of others
¿Qué (no) te gusta hacer en tu tiempo libre? Me gusta (mucho) … Me encanta … No me gusta … No me gusta
nada. Prefiero… jugar al fútbol hacer atletismo navegar por Internet ir al cine salir con mis amigos ver la televisión
hacer mis deberes escuchar música ir de compras hacer natación ¿Por qué? Porque es
divertido/sano/barato/interesante/fácil/aburrido/caro/bueno …
me gusta/me encanta + infinitive
prefiero + infinitive
double negative
Starters/plenaries
KWh Swanwick Hall School 2012
Tasks/work sheets
Level
Extension
NC
Number of lessons
3-4
Workbook A, p. 45 Pupil’s Book p 122, exs 2–3 Workbook B, p. 45
2.2a
2.2e
2.2f
3c
1
Suggested homework
SMSC
Summer 1 – ¿Qué vas a hacer? Mira 1 page 86
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to describe how they intend to spend the
following day / week ahead
Voy a … jugar al fútbol jugar al tenis hacer esquí hacer natación hacer patinaje hacer ciclismo
ir al cine ir de compras mañana la semana proxima
The near future tense (ir a + infinitive)
Time expressions indicating the future
Starters/plenaries
Level
Extension
NC
Tasks/work sheets
Number of lessons
4-5
Workbook A, p. 46 Workbook B, p. 46 Pupil’s Book, Te toca a ti, p. 123, ex. 3
2.2j
3c
4d
1
Suggested homework
SMSC
Summer 2 - ¿Cómo es tu ciudad? Mira 1 page 96
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to talk in simple terms about their local
area
To be able to express their opinion and say what they
prefer
Vivo en una ciudad/un pueblo. Es …. Importante bonito tranquilo pequeño histórico moderno grande feo
túristico industrial Me gusta … porque … pero prefiero …. porque
Adjectival endings
Qualifiers: un poco, bastante, muy
Connectives: porque, pero
Starters/plenaries
Tasks/work sheets
Categories
Anagrams
rub off
Listening ex.
Human bingo
Task magic
Running dictation
Role play
Richard’s game
Writing a description of their town/village
Level
Extension
NC
Number of lessons
3-4
Workbook A, p. 52 Workbook B, p. 52
2.2a
2.2d
2.2j
3b
3e
4c
4e
1
Suggested homework
SMSC
Summer 2 - ¿Qué hay? Mira 1 page 98
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to say what there is in a Spanish city
¿Qué hay? una plaza de torros una tienda un cine un parque un mercado un polideportivo un museo un
castillo una plaza un hospital una estación de trenes una estación de autobuses una plaza un centro comercial
una playa una piscina un estadio
Hay
unos/unas muchos/muchas
negation – no hay
Starters/plenaries
Tasks/work sheets
La pregunta del día -¿Qué país es mejor ..?
Bingo
Without vowels
Mind map
Listening ex.
Blockbusters
Task magic
KWh Swanwick Hall School 2012
Survey
Trading vocab
Level
Extension
NC
2-4
Workbook A, p. 53 Pupil’s Book, Te toca a ti, p. 124, ex. 1 Workbook B, p. 53
2.2h
2.2k
4b
3f
4f
Suggested homework
SMSC
Number of lessons
Code breaker
Cultural awareness
2
Summer 2 - poesia
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to read poetry
To write a piece of simple poetry
Starters/plenaries
Level
Extension
NC
Reading for gist
Dictionary skilsl
Tasks/work sheets
Number of lessons
3-5
Suggested homework
SMSC
2
Cultural awareness
Summer 2 - ¿Qué tiempo hace? Mira 1 page 102
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to ask what the weather is like
To be able to describe the weather in different seasons
To create longer sequences using cuando
¿Qué tiempo hace? Hace buen tiempo hace mal tiempo hace calor hace sol hace viento hace frío llueve nieva
hay tormenta hay niebla en primavera/invierno/verano/otoño cuando
Using cuando to join information
Starters/plenaries
Tasks/work sheets
La pregunta del día - ¿Cuál mes prefieres?
Snap weather items
Weather worksheet
Level
Extension
NC
2-4
Workbook A, p. 55 Pupil’s Book, Te toca a ti, p. 124, ex. 2 Workbook B, p. 55
2.2a
2.2i
3a
3d
4f
Suggested homework
SMSC
Number of lessons
2
Write and record a weather report
Summer 2 - Este fin de semana Mira 1 page 104
OBJECTIVES
KEY LANGUAGE
GRAMMAR/SKILLS
To be able to link two sentences together
To describe their plans for the weekend
Normalmente ahora voy al centro comercial juego al fútbol hago ciclismo voy al cine hago mis deberes
Mañana este fin de semana los fines de semana en las vacaciones voy a ir de compras voy a jugar con mi
ordenador voy a hacer natación voy a ir al estadio voy a hacer equitación
Present tense + near future
Starters/plenaries
Tasks/work sheets
La pregunta del día - ¿Cuál mes prefieres?
Level
Extension
NC
Number of lessons
3-5
Workbook A, p. 56 Workbook B, p. 56 Pupil’s Book, Te toca a ti, p. 125, ex. 1
2.1d
2.1e
2.2b
2.2d
2.2h 4e
KWh Swanwick Hall School 2012
Suggested homework
SMSC
2
KWh Swanwick Hall School 2012