Mira Express 1 scheme of work
advertisement
MIRA EXPRESS 1 Scheme of Work SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 1 ¡Vamos! Unidad 1 ¡Hola! (pp. 6–7) Framework objectives Launch: 7W1 Everyday words; 7S8 Punctuation; 7L5 Spontaneous talk; 7C5 Social conventions Lesson starters Starter 1: Introducing the first words of Spanish – greetings and introductions (class work, group work) Starter 2: Consolidating basic Spanish phrases; thinking about how sentences fit together Plenary Introducing the technique of reviewing material at key points Revising language introduced so far Learning targets Introducing yourself Getting used to Spanish pronunciation Grammar Questions words: ¿Cómo? ¿Dónde? Getting used to idea of verb endings (llamo/llamas vivo/vives) Skills (Programmes of study) NC levels 1–4 Contexts Personal and social life: self, family and personal relationships PoS 1a sounds and writing 1b apply grammar apply grammar 2a listen for gist and detail 2b pronunciation and intonation 2c ask and answer questions 2d initiate/develop conversations 3a memorise words and phrases 3b interpret meaning 5a communicate in pairs, etc. 5b respond to classroom events 5c express feelings and opinions 5h use language for real purposes Learning outcomes … Listening and responding AT1/ 1–3 Understand listening texts in which people introduce themselves, say which city they live in and say how they feel Understand song about greetings Speaking AT2/ 3–4 Practise pronunciation of h, ll, v Ask and answer questions saying who they are and where they live Reading and responding Writing AT4/ 2–3 Key language Write short dialogue saying who they are and where they live (using dialogues made up orally) Copy out phrases ¿Cómo te llamas? Me llamo... ¿Dónde vives? Vivo en … ¡Hola! Buenos días/ Buenas tardes/ Buenas noches ¿Qué tal ? Bien/ Regular/ Fatal/ Fenomenal ¿Cómo estás? ¿Y tú? ¡Adiós! ¡Hasta luego! High-frequency words tú en y bien regular ¿cómo? ¿dónde? ¿qué? ICT opportunities Differentiation Reinforcement: Workbook A, p. 2 Pupil’s Book, Gramática, p. 22, ex. 1 Pupil’s Book, Te toca a ti, p. 116, exs 1 and 4 Extension: Workbook B, p. 2 Numeracy Literacy Punctuation Verb forms Citizenship Resources CD 1 tracks 2–6; Workbooks A and B, p. 2 Homework Notes Further information on verb endings of –ar verbs and –ir verbs in Pupil’s Book, Gramática 4.2 (a), pp. 130-31 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 1 ¡Vamos! Unidad 2 ¿Cuántos años tienes? (pp. 8–9) Framework objectives Lesson starters Launch: 7W5 Verbs present (tener); 7W6 Letters and sounds; 7L1 Sound patterns Starter 1: Revising introductions, asking how someone is and responding (class work) Starter 2: Recapping numbers 0–15 (Electronic package option: Starter X) Plenary Developing vocabulary learning strategies Learning targets Counting up to 15 Using the verb tener to give your age Grammar tener (first/second person) Questions words: ¿Cuánto? Skills (Programmes of study) NC levels 1–3 Contexts Everyday activities: the language of the classroom Personal and social life: self, family and personal relationships PoS 1a sounds and writing 1b apply grammar 2a listen for gist and detail 2b pronunciation and intonation 2c ask and answer questions 2d initiate/develop conversations 3a memorise words and phrases 5a communicate in pairs, etc. Learning outcomes … Listening and responding Speaking AT1/ 1–3 Understand vocabulary for the numbers 0–15 Understand listening text in which people talk about how old they are AT2/ 1–3 Practise pronunciation of c, ñ Play bingo in groups Ask and answer questions saying who they are and how old they are Reading and responding AT3/ 3 Understand short written texts giving person details (name, where the person lives, age) Writing AT4/ 1, 3 Write numbers Write a short text giving their details (name, where they live, age) Key language cero uno dos tres cuatro cinco seis siete ocho nueve diez once doce trece catorce quince ¿Cuántos años tienes? Tengo … años. High-frequency words tú y en ¿cuántos? ¿qué? ¿cómo? ¿dónde? tener (tengo, tienes) ICT opportunities Differentiation Reinforcement: Workbook A, p. 3 Extension: Workbook B, p. 3 Numeracy Simple mental arithmetic Literacy Citizenship Resources Homework Notes CD tracks 7–11; Workbooks A and B, p. 3 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 1 ¡Vamos! Unidad 3 ¡Feliz cumpleaños! (pp. 10–11) Framework objectives Launch: 7S9 Using simple sentences; 7C4 Stories and songs Reinforce: 7S8 Punctuation Lesson starters Starter 1: Recapping the numbers 0–15 (class work) Starter 2: Reviewing dates (Electronic package option: Starter X) Plenary Introducing the Mini-test feature Developing techniques to identify and tackle areas of weakness Learning targets Counting up to 31 Saying when your birthday is Grammar Question words (¿Cuándo?) Skills (Programmes of study) NC levels 1–4 Contexts Everyday activities: the language of the classroom Personal and social life: self, family and personal relationships PoS 1a sounds and writing 1b apply grammar 2a listen for gist and detail 2b pronunciation and intonation 2c ask and answer questions 2d initiate/develop conversations 3b interpret meaning 3c knowledge of language 5a communicate in pairs, etc. 5b respond to classroom events 5e use a range of resources 5h use language for real purposes 5i work in variety of contexts Learning outcomes … Listening and responding AT1/ 1–4 Understand vocabulary for the months of the year and the numbers 16–31 Understand dates Understand Happy birthday song Understand listening text in which people give their age and details of their birthday Speaking AT2/ 2–3 Practise pronunciation of j and z Conduct survey about birthdays Sing along with song Reading and responding Writing AT4/ 2 Key language Write out dates Months enero febrero marzo abril mayo junio julio agosto septiembre octubre noviembre diciembre Numbers 16–31 dieciséis diecisiete dieciocho diecinueve veinte veintiuno veintidós veintitrés veinticuatro veinticinco veintiséis veintisiete veintiocho veintinueve treinta treinta y uno Numbers for dates el uno de … el dos de … ¿Cuál es la fecha de hoy? ¿Cuándo es tu cumpleaños? Mi cumpleaños es … ¡Feliz cumpleaños! Letters of the alphabet High-frequency words el de ¿cuándo? y mi tu ser (es) ICT opportunities Producing survey chart Differentiation Reinforcement: Workbook A, p. 4 Pupil’s Book, Gramática, p. 22, ex. 2 Pupil’s Book, Te toca a ti, p. 116, ex. 2 Extension: Workbook B, p. 4 Pupil’s Book, Te toca a ti, p. 117, exs 1 and 3 Numeracy Counting Literacy The use of capital letters Citizenship Resources CD 1 tracks 12–17; Workbooks A and B, p. 4 Homework Notes Assessment for learning Pupil’s Book, Mini-test, p. 11 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 1 ¡Vamos! Unidad 4 Hablamos español (pp. 12–13) Framework objectives Launch: 7W5 Verbs present (–ir); 7T1 Reading uses cues; 7C1 Geographical facts Lesson starters Starter 1: Introducing other Spanish-speaking countries Starter 2: Consolidating when the different ‘you’ forms (tú/usted) are used Practising the present tense of vivir Plenary Learning targets Learning about Spanish-speaking countries Understanding regular –ir verbs Grammar –ir verbs Skills (Programmes of study) NC levels 1–4 Contexts Personal and social life: self, family and personal relationships The world around us: people, places and customs PoS 1b apply grammar 2a listen for gist and detail 2c ask and answer questions 2h scan texts 3b interpret meaning 3c knowledge of language 5a communicate in pairs, etc. 5d respond to spoken/written language 5e use a range of resources 5i work in variety of contexts Learning outcomes … Listening and responding AT1/ 2–4 Understand a listening text on Spanish-speaking countries Understand personal information (name, country someone lives in, age, birthday) Identify whether tú or usted is used in a listening text Conduct a dialogue, asking for and giving personal details, using prompts Speaking AT2/ 4 Reading and responding AT3/ 3 Read texts and use the information to complete identity cards Writing AT4/ 1, 3 Copy out the names of the Spanish-speaking countries in Latin America Write a dialogue giving personal details (using prompts from earlier exercise) Key language ¿Cómo te llamas? ¿Cómo se llama usted? ¿Dónde vives? ¿Dónde vive usted? ¿Cómo estás? ¿Cómo está usted? Names of Spanish-speaking countries Language from units 1–3 revisited High-frequency words el/la usted me, te en ¿dónde? ¿cómo? ¿cuántos? hablar (hablan) tener (tengo, tienes) vivir (all) estar (está) ser (es) ICT opportunities Internet research Differentiation Reinforcement: Workbook A, p. 5 Pupil’s Book, Gramática, p. 22, exs 3–4 Extension: Workbook B, p. 5 Numeracy Literacy Citizenship Resources Homework Notes CD 1 tracks 18–20; Workbooks A and B, p. 5 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 1 ¡Vamos! Unidad 5 En mi mochila (pp. 14–15) Framework objectives Launch: 7W4 Gender and plural; 7S5 Basic negatives; 7S6 Compound sentences Reinforce: 7L4 Classroom talk Lesson starters Starter 1: Developing strategies for working out new language (pair work, class discussion) Starter 2: Reinforcing the concept of gender and reviewing un/una; recapping on school items vocabulary (pair work) Plenary Recapping on vocabulary in the unit (class work) Testing knowledge of gender and un/una Introducing using resources to check work (Vocabulario/dictionary) Learning targets Learning the Spanish alphabet Using the indefinite article un/una (a) Grammar Introducing the concept of gender The indefinite article (un/una) Making a sentence negative (no) Skills (Programmes of study) NC levels 1–3 Contexts Everyday activities: the language of the classroom PoS 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 2d initiate/develop conversations 2f adapt previously learned language 2g deal with the unpredictable 3c knowledge of language 3d use dictionaries 3e develop independence 5a communicate in pairs, etc. 5b respond to classroom events 5h use language for real purposes Learning outcomes … Listening and responding AT1/ 1–3 Understand alphabet song Understand school items vocabulary Understand listening text about school items Speaking AT2/ 1–3 Sing along with song Ask and answer about how to spell words Ask and answer about classroom items Reading and responding AT3/ 3 Understand written text about items in school bags Writing AT4/ 3 Write short text listing what they have/don’t have/need for school Key language Tengo … Necesito … No tengo … ¿Tienes … ? ¿Cómo se escribe … ? Se escribe … tambièn pero Items for school un bolígrafo/boli un cuaderno un diccionario un libro un monedero un lápiz un estuche un móvil un sacapuntas una una una una una High-frequency words goma regla agenda mochila calculadora un/una y pero ¿cómo? tener (tengo, tienes) sí no tambièn ICT opportunities Differentiation Reinforcement: Workbook A, p. 6 Pupil’s Book, Gramática, p. 23, ex. 5 Extension: Workbook B, p. 6 Pupil’s Book, Te toca a ti, p. 117, ex. 2 Numeracy Literacy The indefinite article Citizenship Resources CD 1 tracks 21–23; Workbooks A and B, p. 6 Homework Notes Further information on the indefinite article in Pupil’s Book, Gramática 1.3, p. 129 Further information on making a sentence negative in Pupil’s Book, Gramática 4.4, p. 132 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 1 ¡Vamos! Unidad 6 En clase (pp. 16–17) Framework objectives Lesson starters Launch: 7W4 Gender and plural (plurals) Reinforce: 7W3 Classroom words Starter 1: Introducing plural forms of nouns (Electronic package option: Starter X) Starter 2: Consolidating plural forms of nouns and the indefinite article Plenary Developing vocabulary learning strategies (class discussion) Learning targets Talking about the classroom Understanding the definite article el/la (the) Grammar The definite article (el/la/los/las) The indefinite article (un/una/unos/unas) Plural nouns (–s/–es; –z [INSERT ARROW] –ces) Skills (Programmes of study) NC levels 1–3 Contexts Everyday activities: the language of the classroom PoS 1b apply grammar 2a listen for gist and detail 2c ask and answer questions 2d initiate/develop conversations 3a memorise words and phrases 3b interpret meaning 3c knowledge of language 3e develop independence 5a communicate in pairs, etc. Learning outcomes … Listening and responding Speaking AT1/ 1, 3 Understand classroom objects vocabulary Understand listening text about classroom items AT2/ 1–3 Name classroom objects Make up a sentence containing as many classroom items as possible Reading and responding AT4/ 1–2 Read gap-fill text (in preparation for writing task) Writing AT4/ 1, 3 Write out plural forms of nouns Copy and complete two texts using the words supplied Key language Objects in the classroom en mi clase Hay un/una … ¿Qué hay … ? el alumno el equipo de música el profesor el proyector el ordenador la ventana la pizarra blanca la puerta las mesas las sillas los libros los rotuladores No hay rotuladores. High-frequency words el/la/los/las un/una/unos/unas ¿qué? y también hay no ICT opportunities Differentiation Reinforcement: Workbook A, p. 7 Pupil’s Book, Gramática, p. 23, exs 6–7 Pupil’s Book, Te toca a ti, p. 116, ex. 3 Extension: Workbook B, p. 7 Pupil’s Book, ¡Extra!, pp. 20–21 Numeracy Literacy The definite article The indefinite article Plurals Citizenship Resources CD 1 tracks 24–25 (+ track 26 Resumen, tracks 27–28 ¡Extra!); Workbooks A and B, p. 7 Homework Notes Further information on plural forms of definite and indefinite articles in Pupil’s Book, Gramática 1.3 and 1.4, p. 129 Further information on plural forms of nouns in Pupil’s Book, Gramática 1.2, p. 129 Assessment for learning: Pupil’s Book, Resumen, p. 18; Workbooks A and B, Resumen, p. 10; Workbooks A and B, Progreso, p. 11 Pupil’s Book, Prepárate, p. 19; Workbooks A and B, Prepárate 1 and 2, pp. 8–9 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 2 En el instituto Unidad 1 ¿Qué estudias? (pp. 26–27) Framework objectives Launch: 7W5 Verbs present (and past) (–ar); 7W8 Finding meanings; 7T6 Texts as prompts for writing Reinforce: 7W6 Letters and sounds Lesson starters Starter 1: Introducing vocabulary for school subjects; developing strategies for working out new language (Electronic package option: Starter X) Starter 2: Practising vocabulary for school subjects; practising using the connectives también and pero Plenary Quiz reviewing key points of the unit (class work in groups) Learning targets Talking about your school subjects Using the –ar verb estudiar (to study) Grammar –ar verbs (using estudiar) Using los to say 'every' (every Thursday, etc.) NC levels 2–4 Skills (Programmes of study) Contexts PoS 1a sounds and writing 1b apply grammar 2a listen for gist and detail 2b pronunciation and intonation 2c ask and answer questions 2i summarise and report 3c knowledge of language 3e develop independence 5a communicate in pairs, etc. 5d respond to spoken/written language 5e use a range of resources Everyday activities: home life and school Learning outcomes … Listening and responding AT1/ 2–4 Listen to check answers Understand listening texts about school subjects which are studied/not studied Understand song about days of the week Speaking AT2/ 3 Practise pronunciation of g Ask and answer about school subjects Reading and responding AT3/ 3 Understand written text about school subjects Writing AT4/ 4 Key language Write sentences describing the school subject they do on each day of the week ¿Qué estudias? ¿Qué no estudias? Estudio … No estudio … María estudia … ciencias matemáticas inglés francés español historia música tecnología informática geografía dibujo educación física religión teatro las asignaturas Days of the week lunes martes miércoles jueves viernes sábado domingo los lunes, etc. y también High-frequency words el, la, los, las tú ¿qué? y también no ICT opportunities Preparing a timetable Differentiation Reinforcement: Workbook A, p. 13 Pupil’s Book, Te toca a ti, p. 118, exs 1 and 2 Extension: Workbook B, p. 13 Numeracy Literacy No capitals for days of the week The infinitive Citizenship Resources CD 1 tracks 29–33; Workbooks A and B, p. 13 Homework Notes Further information on –ar verbs in Pupil’s Book, Gramática 4.2 (a), p. 130 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 2 En el instituto Unidad 2 ¿Qué haces en clase? (pp. 28–29) Framework objectives Launch: 7W5 Verbs present (–er); 7W7 Learning about words Reinforce: 7W1 Everyday words Lesson starters Starter 1: Consolidating verb endings for –ar verbs; introducing using grammar to help predict new forms Starter 2: Practising present tense forms for –ar/–er/–ir verbs (Using resources – Gramática section) Plenary Recapping on the infinitive and present tense forms of –ar, –er and – ir verbs Identifying patterns to help learn language Learning targets Saying what you do in lessons Understanding regular -ar, -er and -ir verbs Grammar –ar, –er, –ir verbs Skills (Programmes of study) NC levels 3–4 Contexts Everyday activities: home life and school PoS 1b apply grammar 2a listen for gist and detail 2c ask and answer questions 3a memorise words and phrases 3e develop independence 5a communicate in pairs, etc. 5d respond to spoken/written language Learning outcomes … Listening and responding Speaking AT1/ 3–4 Understand listening texts about what people do, featuring highfrequency verbs AT2/ 3–4 Ask and answer about school subjects/classroom activities Reading and responding AT3/ 3 Understand written text about school subjects and classroom activities Supply verb forms Writing AT4/ 3–4 Write short dialogues about school subjects and classroom activities (using dialogues made up orally) Write a short text describing their week at school (subjects and classroom activities) Key language ¿Qué estudias? Estudio (inglés). ¿Qué haces en clase de inglés? hablo (con mis amigos/por teléfono) como (chicle) escribo escucho (música) leo no hablo/como/escribo/escucho/leo canto pinto High-frequency words los ¿qué? también y en con por comer (como) escuchar (escucho) escribir (escribo) hablar (hablo) leer (leo) no ICT opportunities Differentiation Reinforcement: Workbook A, p. 14 Pupil’s Book, Gramática, p. 40, exs 1–3 Extension: Workbook B, p. 14 Pupil’s Book, Te toca a ti, p. 119, ex. 1 Numeracy Literacy Citizenship Resources CD 1 tracks 34–35; Workbooks A and B, p. 14 Homework Notes Further information on –ar/–er/–ir verbs in Pupil’s Book, Gramática 4.2 (a), p. 130 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 2 En el instituto Unidad 3 Los profesores (pp. 30–31) Framework objectives Launch: 7W2 High-frequency words; 7T7 Improving written work; 7L3 Gist and detail Lesson starters Starter 1: Recapping on school subject vocabulary (pair work) Starter 2: Practising agreement of –o/–a adjectives in the singular Plenary Doing the Mini-test (pair work) Checking the work of another pair/(redrafting) Identifying where to find help (class discussion) Learning targets Talking about your teachers Using adjectives that end in -o/-a Grammar Definite articles (revisited) Qualifiers Adjectival agreements (o/a) Skills (Programmes of study) NC levels 1–4 Contexts Everyday activities: home life and school PoS 1a sounds and writing 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2b pronunciation and intonation 2c ask and answer questions 2i summarise and report 3e develop independence 5a communicate in pairs, etc. Learning outcomes … Listening and responding Speaking AT1/ 2–3 Understand listening texts in which teachers are described AT2/ 1, 3 Ask and answer questions describing teachers Practise pronunciation of words featuring accents to show stress Reading and responding AT3/ 3 Understand written text describing teachers of different subjects Writing AT4/ 3–4 Write a paragraph describing five teachers Key language ¿Cómo es … ? El profesor/La profesora de (español) es … muy/bastante/un poco simpático/a antipático/a severo/a aburrido/a divertido/a Señor Señora Señorita High-frequency words el, la de ser (es) pero también no sí poco bastante muy y ICT opportunities Differentiation Reinforcement: Workbook A, p. 15 Pupil’s Book, Gramática, p. 41, ex. 4 Extension: Workbook B, p. 15 Pupil’s Book, Te toca a ti, p. 119, ex. 3 Numeracy Literacy Definite articles Qualifiers Citizenship Resources CD 1 tracks 36–38; Workbooks A and B, p. 15 Homework Notes Further information on adjectival agreements (o/a) in Pupil’s Book, Gramática 3.1, pp. 129-130 Assessment for learning Pupil’s Book, Mini-test, p. 31 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 2 En el instituto Unidad 4 Me gusta el español (pp. 32–33) Framework objectives Launch: 7S6 Compound sentences; 7L2 Following speech Reinforce: 7W4 Gender and plural; 7S4 Basic questions; 7S9 Using simple sentences; 7C4 Stories and songs Lesson starters Starter 1: Introducing the expressions me gusta and no me gusta (class work, pair work) Starter 2: Practising implementing key grammar points; reading a text closely for accuracy (Electronic package option: Starter X) Plenary Practising using adjectives (group work) Learning targets Giving opinions and reasons Understanding all adjective agreements Grammar Adjectival endings (full range) me/te gusta(n) + noun Skills (Programmes of study) NC levels 2–4 Contexts PoS 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 2f adapt previously learned language 3d use dictionaries 3e develop independence 5a communicate in pairs, etc. 5c express feelings and opinions 5d respond to spoken/written language Everyday activities: home life and school Learning outcomes … Listening and responding Speaking AT1/ 3–4 Understand listening texts about which subjects people like/dislike Understand song recapping key language of the module so far AT2/ 3–4 Ask and answer about school subjects they like/dislike Reading and responding AT3/ 2 Understand written text about school subjects and opinions of them Writing AT4/ 4 Write sentences giving opinions on school subjects and reasons for the opinions Key language ¿Te gusta (el inglés)? ¿Te gustan (las ciencias)? Me gusta(n) … No me gusta(n) … mucho nada Me gusta (el español) porque es … bueno/a aburrido/a divertido/a interesante fácil difícil importante útil Me gustan las matemáticas porque son buenas/interesantes/útiles, etc. High-frequency words me, te el, la, los, las mucho muy porque ser (es, son) no nada ICT opportunities Differentiation Reinforcement: Workbook A, p. 16 Pupil’s Book, Gramática, p. 41, exs 5–7 Extension: Workbook B, p. 16 Pupil’s Book, Te toca a ti, p. 119, ex. 2 Numeracy Literacy Citizenship Resources CD 1 tracks 39–41; Workbooks A and B, p. 16 Homework Notes Further information on me gusta/me gustan in Pupil’s Book, Gramática 4.5, p. 132 Further information on adjectival endings in Pupil’s Book, Gramática 3.1, p. 129 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 2 En el instituto Unidad 5 ¿Qué comes? (pp. 34–35) Framework objectives Launch: 7S3 Adapting sentences; 7L6 Improving speech Reinforce: 7C5 Social conventions Lesson starters Starter 1: Introducing vocabulary for snacks and drinks; developing strategies for working out new language (Electronic package option: Starter X) Starter 2: Consolidating larger numbers Plenary Developing vocabulary learning strategies (class discussion) Learning targets Talking about snacks Counting up to 100 Grammar Skills (Programmes of study) NC levels 1–4 Contexts Everyday activities: food, health and fitness PoS 1b apply grammar 2a listen for gist and detail 2c ask and answer questions 2d initiate/develop conversations 2f adapt previously learned language 2j redraft and improve writing 3a memorise words and phrases 3c knowledge of language 3e develop independence 5a communicate in pairs, etc. 5e use a range of resources Learning outcomes … Listening and responding AT1/ 1–4 Understand Understand Understand Understand Speaking AT2/ 2–4 Conduct a survey about what people eat and drink at break Ask and answer questions about prices Make up dialogues in which someone orders food (using picture prompts) Reading and responding drinks and snacks vocabulary listening text about what people eat and drink numbers and prices a dialogue where someone is buying food Writing AT4/ 4 Key language Write dialogues (using picture prompts/dialogues made up orally) ¿Qué comes (en el recreo)? Como … ¿Qué bebes? Bebo … Snacks/drinks agua mineral un bocadillo un plátano un zumo de naranja una hamburguesa una pizza una Coca-Cola una limonada una manzana unas patatas fritas ¿Cuánto es? Son dos euros con veinte. Numbers up to 100 Quiero una hamburguesa. Aquí tienes. ¿Algo más? No, nada más. por favor gracias De nada. High-frequency words un, una, unas el en y pero aquí ¿qué? ¿cuánto? beber (bebo, bebes, bebe) comer (como, comes, come) querer (quiero) ser (es, son) tener (tienes) algo ICT opportunities Word-processing Differentiation Reinforcement: Workbook A, p. 17 Pupil’s Book, Te toca a ti, p. 118, ex. 3 Extension: Workbook B, p. 17 Pupil’s Book, ¡Extra!, pp. 38–39 Numeracy Mental arithmetic Literacy Organising and testing vocabulary Citizenship Resources CD 1 tracks 42–46 (+ track 47 Resumen, track 48 ¡Extra!); Workbooks A and B, p. 17 Homework Notes Assessment for learning: Pupil’s Book, Resumen, p. 36; Workbooks A and B, Resumen, p. 20; Workbooks A and B, Progreso, p. 21 Pupil’s Book, Prepárate, p. 37; Workbooks A and B, Prepárate 1 and 2, pp. 18–19 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 3 Mi familia Unidad 1 ¿Tienes hermanos? (pp. 44–45) Framework objectives Launch: 7T5 Assembling text; 8T1 Meanings in context Reinforce: 7W5 Verbs present (tener); 7S5 Basic negatives; 7T7 Improving written work Lesson starters Starter 1: Developing strategies for working out new language (pair work) Starter 2: Revising vocabulary and structures relating to families (Electronic package option: Starter X) Plenary Practising the language of the unit in a personalised writing activity Checking the work of a partner/redrafting Learning targets Talking about your family Using tener (to have) Grammar tener (full paradigm) negative forms: no + tener possessive adjectives: mi(s), tu(s), su(s) Skills (Programmes of study) NC levels 1–4 Contexts Personal and social life: self, family and personal relationships PoS 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 2d initiate/develop conversations 2f adapt previously learned language 2j redraft and improve writing 3b interpret meaning 3c knowledge of language 3e develop independence 5a communicate in pairs, etc. 5b respond to classroom events 5e use a range of resources 5h use language for real purposes Learning outcomes … Listening and responding Speaking AT1/ 2–4 Understand listening texts about brothers and sisters and other family members AT2/ 2, 4 Conduct survey about brothers and sisters Ask and answer about family members Reading and responding AT3/ 1 Understand vocabulary for family members Writing AT4/ 3–4 Write text describing their family Key language ¿Tienes hermanos? Sí, tengo … una hermana/dos hermanas un hermano/tres hermanos No tengo hermanos/hermanas. Soy hijo único/hija única. ¿Cómo se llama(n) tu(s) … ? Mi hermano/a se llama … Mis hermanos/as se llaman … ¿Cuántos años tiene(n) …? Tiene(n) … años. En mi familia hay x personas. mi madre/padre mi abuelo/abuela mi tío/tía mi primo/prima mi hermano mis hermanos tu hermana tus hermanas High-frequency words un/una y ¿cómo? ¿cuántos? mi, tu, su mis, tus, sus ser (soy) tener sí, no ICT opportunities Producing survey chart Differentiation Reinforcement: Workbook A, p. 23 Pupil’s Book, Gramática, p. 58, exs 1–2 Extension: Workbook B, p. 23 Numeracy Percentages Literacy Citizenship Resources CD 2 tracks 2–4; Workbooks A and B, p. 23 Homework Notes Further information on tener in Pupil’s Book, Gramática 4.2 (c), p. 131 Further practice of mi(s), tu(s), su(s) in Pupil’s Book, Gramática 3.4, p. 130 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 3 Mi familia Unidad 2 ¿Tienes animales? (pp. 46–47) Framework objectives Launch: 8W4 Word endings Reinforce: 7W8 Finding meanings; 7T1 Reading using cues Lesson starters Starter 1: Developing strategies for working out new language; practising predicting pronunciation (group work) Starter 2: Reviewing plural forms of the article and nouns Plenary Recapping on the grammar associated with colours Practising using grammatical terms (class work) Learning targets Talking about your pets Making colours agree with nouns Grammar Plural forms of nouns Adjectival endings Skills (Programmes of study) NC levels 2–4 Contexts Personal and social life: self, family and personal relationships PoS 1a sounds and writing 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 2d initiate/develop conversations 2f adapt previously learned language 2j redraft and improve writing 3b interpret meaning 5a communicate in pairs, etc. 5b respond to classroom events 5f use language creatively Learning outcomes … Listening and responding Speaking AT1/ 2–3 Understand listening texts about pets AT2/ 2–3 Ask and answer about pets Reading and responding AT3/ 3 Understand written text describing pets Writing AT4/ 3–4 Key language Write sentences describing the pets pictured Write a text describing an imaginary pet ¿Tienes animales? Tengo … un gato un pájaro un perro una cobaya un caballo un conejo un pez un ratón un hámster una tortuga una serpiente No tengo animales Tengo dos peces/tres pájaros … rojo amarillo blanco negro azul marrón verde gris rosa naranja grande, pequeño, bonito, feo El/La … es … Los/Las … son … Se llama … Tiene … años. come bebe High-frequency words un/una el/la/los/las su y muy ser (es, son) tener (tengo, tienes, tiene) no ICT opportunities Producing survey results Differentiation Reinforcement: Workbook A, p. 24 Pupil’s Book, Gramática, p. 58, ex. 3 Pupil’s Book, Te toca a ti, p. 120, exs 1 and 3 Extension: Workbook B, p. 24 Pupil’s Book, Te toca a ti, p. 121, ex. 1 Numeracy Literacy Citizenship Resources CD 2 tracks 5–6; Workbooks A and B, p. 24 Homework Notes Further information on adjectival endings in Pupil’s Book, Gramática 3.1, pp. 129-130 Assessment for learning Pupil’s Book, Mini-test, p. 47 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 3 Mi familia Unidad 3 ¿Cómo eres? (pp. 48–49) Framework objectives Launch: 7W5 Verbs present (ser); 7T3 Checking before reading Reinforce: 7S4 Basic questions; 7L6 Improving speech Lesson starters Starter 1: Revising the forms of ser (to be) introduced so far (soy/es/son) Starter 2: Revising character adjectives and adjective endings (Electronic package option: Starter X) Plenary Quiz reviewing key points of the unit (class work in groups) Learning targets Talking about your appearance and character Using the verb ser (to be) Grammar Adjectival endings Questions without question words: ¿Eres grande? ser (full paradigm) Skills (Programmes of study) NC levels 2–4 Contexts Personal and social life: self, family and personal relationships PoS 1a sounds and writing 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2b pronunciation and intonation 2c ask and answer questions 2h scan texts 3b interpret meaning 3c knowledge of language 3e develop independence 5a communicate in pairs, etc. 5c express feelings and opinions Learning outcomes … Listening and responding Speaking AT1/ 2, 4 Understand listening texts describing people (physical and character descriptions, plus age) AT2/ 2–4 Ask about people and give descriptions Practise pronunciation to sound authentic Reading and responding AT3/ 4 Understand written text containing physical descriptions of people Writing AT4/ 3–4 Write sentences describing their own family Write longer text describing members of an imaginary pop group Key language Appearance adjectives: alto, bajo, delgado, gordo, guapo, feo Character adjectives: simpático antipático aburrido severo divertido inteligente perezoso tímido muy bastante y pero también High-frequency words mi, su ¿cómo? ser (all parts) y pero también muy bastante poco sí, no ICT opportunities Word-processing/DTP Differentiation Reinforcement: Workbook A, p. 25 Pupil’s Book, Gramática, p. 59, ex. 4 Pupil’s Book, Te toca a ti, p. 120, ex. 2 Extension: Workbook B, p. 25 Pupil’s Book, Te toca a ti, p. 121, ex. 2 Numeracy Literacy Citizenship Resources Homework CD 2 tracks 7–9; Workbooks A and B, p. 25 Notes Further information on ser in Pupil’s Book, Gramática 4.2 (c), p. 131 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 3 Mi familia Unidad 4 Tengo los ojos azules (pp. 50–51) Framework objectives Launch: 7S1 Typical word order; 7S2 Sentence gist; 8C2 Famous people Reinforcement: 7L3 Gist and detail Lesson starters Starter 1: Revising colours (Electronic package option: Starter X) Starter 2: Reviewing the language for describing people (some class discussion after the activity) Plenary Reviewing adjectives (agreement and position) Learning targets Talking about eyes and hair Using adjectives after nouns Grammar Word order: adjectives after nouns Skills (Programmes of study) NC levels 2–4 Contexts Personal and social life: self, family and personal relationships PoS 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2e vary language 2f adapt previously learned language 3b interpret meaning 3c knowledge of language 5a communicate in pairs, etc. 5d respond to spoken/written language 5e use a range of resources 5f use language creatively Learning outcomes … Listening and responding AT1/ 2, 4 Understand listening texts about eye and hair colour Understand longer listening text describing people’s physical appearance in detail Speaking AT2/ 3 Play noughts and crosses game practising describing hair and eye colour Reading and responding AT3/ 4 Understand written text giving detailed descriptions of people Writing AT4/ 3–4 Write short text describing what they look like Write longer text describing a famous person Key language ¿Cómo es tu pelo? Tengo el pelo … castaño rubio negro pelirrojo gris blanco largo liso corto rizado ondulado ¿De qué color son tus ojos? Tengo los ojos … marrones azules verdes grises rojos Tengo barba. Tengo bigote. Tengo gafas. Third person forms: es tiene vive en habla escucha baila pinta High-frequency words el/los de tu tus y ¿cómo? ¿qué? muy tener (tengo, tiene) ser (es, son) no ICT opportunities Internet research Differentiation Reinforcement: Workbook A, p. 26 Pupil’s Book, Gramática, p. 59, ex. 5 Extension: Workbook B, p. 26 Numeracy Literacy Citizenship Resources CD 2 tracks 10–12 Workbooks A and B, p. 26 Homework Notes Further information on the position of adjectives in Pupil’s Book, Gramática 3.2, p. 130 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 3 Mi familia Unidad 5 ¿Cómo es? (pp. 52–54) Framework objectives Lesson starters Launch: 8T7 Checking inflections and word order Plenary Quiz using the Resumen section to review key points of the module (class work in groups) Learning targets Using tener and ser in the he/she form Using texts as a model for creative writing Grammar The 3rd person of regular verbs Skills (Programmes of study) NC levels 3–4 Contexts Personal and social life: self, family and personal relationships Starter 1: Reviewing adjective agreement and verb forms; practising checking texts for errors Starter 2: Revising possessive adjectives PoS 1b apply grammar apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 2e vary language 2f adapt previously learned language 2h scan texts 5i work in variety of contexts 5a communicate in pairs, etc. 5d respond to spoken/written language 5e use a range of resources 5f use language creatively Learning outcomes … Listening and responding Speaking AT1/ 4 Understand listening text describing people’s physical appearance AT2/ 3 Play a game describing people for partner to identify from pictures Reading and responding AT3/ 4 Understand written texts giving detailed descriptions of people Writing AT4/ 4 Write text in the form of a ‘Wanted’ poster Key language Language from earlier in the Module: Es alto/bajo, etc. Tiene los ojos azules, etc. Tiene el pelo liso y rubio, etc. Tiene gafas, etc. 3rd person verb forms Receptive vocabulary: Le gustan/No le gustan fumar cigarros poesías chicle literatura ¿Cómo es su pelo? ¿Cómo son sus ojos? High-frequency words el, los su, sus y ¿cómo? ser (es, son) tener (tiene) vivir (vive) ICT opportunities Word-processing/DTP Differentiation Reinforcement: Workbook A, p. 27 Extension: Workbook B, p. 27 Pupil’s Book, ¡Extra!, pp. 56–57 Pupil’s Book, Te toca a ti, p. 121, ex. 3 Numeracy Literacy Citizenship Resources CD 2 track 13 (+ tracks 14–15 Resumen, tracks 16–17 ¡Extra!); Workbooks A and B, p. 27 Homework Notes Assessment for learning: Pupil’s Book, Resumen, p. 54; Workbooks A and B, Resumen, p. 30; Workbooks A and B, Progreso, p. 31 Pupil’s Book, Prepárate, p. 55; Workbooks A and B, Prepárate 1 and 2, pp. 28–29 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 4 En casa Unidad 1 Vivimos en Europa (pp. 62–63) Framework objectives Reinforce: 7W5 Verbs present (–ir verbs); 7W7 Learning about words; 7C2 Everyday culture Lesson starters Starter 1: Introducing the vocabulary for country names; developing strategies for working out new language Starter 2: Consolidating the vocabulary for country names; revising vivir in the present tense Plenary Practising country names and all forms of vivir in the present tense (class work in groups) Learning targets Describing where you live Adding extra detail into sentences Grammar –ir verbs (full paradigm with vivir) Skills (Programmes of study) NC levels 2–3 Contexts The world around us: people, places and customs PoS 1b apply grammar 2a listen for gist and detail 2c ask and answer questions 2d initiate/develop conversations 2h scan texts 2i summarise and report 3c knowledge of language 4c compare home and TL culture 4d knowledge of experiences and perspectives 5a communicate in pairs, etc. Learning outcomes … Listening and responding AT1/ 2–3 Understand listening texts in which people talk about which country they live in Understand listening texts in which people talk about where they live (house or flat/location) Speaking AT2/ 3 Ask and answer about where people live Make up dialogues about where people live Reading and responding AT3/ 3 Understand written text about where people live, family, etc. Writing AT4/ 3 Write sentences describing where they live Key language ¿Dónde vives? Vivo en … Francia España Alemania Italia Grecia Portugal Irlanda Gales Inglaterra Escocia ¿Eres …? Soy … una casa un piso o en en en en en High-frequency words el campo la montaña la costa una ciudad un pueblo el/la un/una en ¿dónde? ser (soy, eres) vivir (whole verb) sí no ICT opportunities Differentiation Reinforcement: Workbook A, p. 33 Pupil’s Book, Gramática, p. 76, exs 1–2 Pupil’s Book, Te toca a ti, p. 122, ex. 1 Extension: Workbook B, p. 33 Numeracy Literacy Citizenship Awareness of European countries Resources CD 2 tracks 18–20; Workbooks A and B, p. 33 Homework Notes SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 4 En casa Unidad 2 ¿Cómo es tu casa? (pp. 64–65) Framework objectives Launch: 8C4 Poems, jokes, songs and stories Reinforce: 7W2 High-frequency words; 7S1 Typical word order; 7S2 Sentence gist; 7T4 Using resources Lesson starters Starter 1: Working out the meaning of new adjectives using context and what they know; recapping on adjective agreement Starter 2: Revising talking about the location of houses in preparation for talking about houses in more detail; revising word order in sentences, including the position of adjectives Plenary Practising asking and talking about rooms in a house Learning targets Talking about your home Writing a longer passage Grammar Agreement of adjectives hay … Skills (Programmes of study) NC levels 2–4 Contexts The world around us: home town and local area PoS 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 2d initiate/develop conversations 2i summarise and report 3b interpret meaning 3d use dictionaries 3e develop independence 5a communicate in pairs, etc. 5c express feelings and opinions 5e use a range of resources Learning outcomes … Listening and responding AT1/ 2–4 Understand listening texts about where people live (house/flat, countryside/town, etc.) Understand poem about where people live Understand listening text about rooms in a house Speaking AT2/ 4 Read a poem aloud Ask and answer about rooms in a house AT4/ 4 Write a paragraph on where they live Reading and responding Writing Key language ¿Cómo es tu piso/casa? Mi piso/casa es… antiguo/a moderno/a bonito/a nuevo/a feo/a cómodo/a pequeño/a viejo/a grande ¿Qué hay en tu casa/piso … ? abajo arriba fuera mi dormitorio Hay … un aseo un cuarto de baño un dormitorio el dormitorio de mis padres el dormitorio de mi hermano un salón un garaje un jardín un comedor un pasillo una cocina una terraza High-frequency words un/una el/la mi, mis, tu en ¿dónde? ¿cómo? ¿qué? hay ser (es) vivir (vivo, vives) y o pero ICT opportunities Word-processing/Using the computer as a reference resource Differentiation Reinforcement: Workbook A, p. 34 Pupil’s Book, Gramática, p. 76, ex. 3 Pupil’s Book, Te toca a ti, p. 122, ex. 2 Extension: Workbook B, p. 34 Pupil’s Book, Te toca a ti, p. 123, ex. 1 Numeracy Literacy Citizenship Resources Homework Notes CD 2 tracks 21–24; Workbooks A and B, p. 34 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 4 En casa Unidad 3 ¿Qué haces? (pp. 66–67) Framework objectives Lesson starters Plenary Launch: 7W5 Verbs present (stem-changing verbs) Starter 1: Reviewing high-frequency verbs (escucho, bebo, estudio, hablo, leo, como (class work) Starter 2: Consolidating the vocabulary for activities (Electronic package option: Starter X) Developing revision techniques Quiz using the Mini-test section to review key points of the module (class work) Learning targets Talking about activities you do in your house Using stem-changing verbs Grammar Stem-changing verbs: dormir and jugar (full paradigm) Skills (Programmes of study) NC levels 1–4 Contexts Everyday activities: home life and school PoS 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 2d initiate/develop conversations 2f adapt previously learned language 2h scan texts 3b interpret meaning 3e develop independence 5a communicate in pairs, etc. 5c express feelings and opinions 5d respond to spoken/written language 5g listen and read for personal enjoyment Learning outcomes … Listening and responding Speaking AT1/ 2–4 Understand listening texts about activities people do in their bedroom Understand song about activities people do in their bedroom AT2/ 3 Ask and answer about bedroom activities using picture prompts Reading and responding AT3/ 3 Understand a longer written text about the activities someone does in his bedroom Writing AT4/ 1, 3– 4 Write short text describing what they do in their bedrooms Write out verbs from song in ‘I’ form Key language ¿Qué haces en tu dormitorio? Duermo. Juego con el ordenador. Hablo por teléfono. Escucho música. Mando mensajes. Bebo Coca-cola. Estudio. Como bocadillos. Leo libros. Veo la televisión. Navego por Internet. normalmente High-frequency words el, la tu en con por y ¿qué? hablar hacer jugar escuchar beber comer leer ver ICT opportunities Differentiation Reinforcement: Workbook A, p. 35 Pupil’s Book, Gramática, p. 77, ex. 4 Extension: Workbook B, p. 35 Numeracy Literacy Citizenship Resources CD 2 tracks 25–27; Workbooks A and B, p. 35 Homework Notes Further information on stem-changing verbs in Pupil’s Book, Gramática 4.2(c) , p. 131 Assessment for learning Pupil’s Book, Mini-test, p. 67 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 4 En casa Unidad 4 En mi dormitorio (pp. 68–69) Framework objectives Reinforce: 7S3 Adapting sentences; 7T5 Assembling text; 7L1 Sound patterns Lesson starters Starter 1: Introducing the vocabulary for items of furniture; developing vocabulary learning strategies (Electronic package option: Starter X) Starter 2: Revising the vocabulary for bedroom items, with emphasis on the correct form of the article (group work) Plenary Reviewing the vocabulary for classroom items Reviewing prepositions (class work) Learning targets Describing your bedroom Using prepositions Grammar prepositions + del/de la Skills (Programmes of study) NC levels 2–4 Contexts Everyday activities: home life and school PoS 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 3a memorise words and phrases 3b interpret meaning 3e develop independence 5a communicate in pairs, etc. Learning outcomes … Listening and responding Speaking AT1/ 2–3 Understand listening texts about furniture items in a bedroom Understand listening text about prepositions AT2/ 3 Give a detailed description of bedrooms from pictures Reading and responding AT3/ 3 Understand written text about a bedroom, noting discrepancies between it and a picture of the same room Writing AT4/ 3–4 Write longer text describing their own bedroom Key language ¿Qué hay...? ¿Qué tienes...? En mi dormitorio hay … No hay … No tengo … un armario un equipo de música una lámpara una cama una alfombra una estantería un ordenador una mesa una silla una televisión una puerta una ventana Hay/Tengo pósters en las paredes. Prepositions debajo (de) delante (de) detrás (de) encima (de) entre al lado (de) a la derecha (de) a la izquierda (de) … está(n) … del/de la High-frequency words un, una el, la mi estar hay a/al de/del en entre al lado de debajo de delante de detrás de encima de tener (tengo) ICT opportunities Differentiation Reinforcement: Workbook A, p. 36 Pupil’s Book, Gramática, p. 77, ex. 5 Pupil’s Book, Te toca a ti, p. 122, ex. 3 Extension: Workbook B, p. 36 Numeracy Literacy Prepositions Citizenship Resources CD 2 tracks 28–30; Workbooks A and B, p. 36 Homework Notes Further information on prepositions/del in Pupil’s Book, Gramática 5, p. 133 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 4 En casa Unidad 5 Mi rutina diaria (pp. 70–71) Framework objectives Lesson starters Launch: 7W5 Verbs present (reflexive verbs) Plenary Discussing how to get the most out of the Resumen section Quiz using the Resumen section to review key points of the module (class work in groups) Learning targets Talking about your daily routine Using reflexive verbs Grammar Reflexive verbs (singular) Skills (Programmes of study) NC levels 1–4 Contexts Everyday activities: home life and school Starter 1: Recapping on verb endings for regular –ar, –er and –ir verbs Starter 2: Consolidating reflexive verbs PoS 1b apply grammar 2a listen for gist and detail 2c ask and answer questions 2h scan texts 2j redraft and improve writing 3c knowledge of language 5a communicate in pairs, etc. 5c express feelings and opinions 5i work in variety of contexts Learning outcomes … Listening and responding Speaking AT1/ 1–3 Understand listening texts in which people describe their daily routines AT2/ 2–3 Conduct a survey about morning routines Reading and responding AT3/ 2, 4 Understand listening texts in which people describe their daily routines Writing AT4/ 1, 3– 4 Write a description of their own daily routine Key language ¿Qué haces por la mañana? Me despierto Me levanto Me ducho Me peino Me visto Desayuno Voy al instituto. ¿Qué haces por la tarde? Hago mis deberes Ceno Veo la televisión Me lavo los dientes Me acuesto Rooms of the house from Unit 2 High-frequency words a, al la, los me mis por ¿qué? hacer (hago, haces) ir (voy) ver (veo) ICT opportunities Differentiation Reinforcement: Workbook A, p. 37 Pupil’s Book, Gramática, p. 77, ex. 6 Extension: Workbook B, p. 37 Pupil’s Book, ¡Extra!, pp. 74–75 Pupil’s Book, Te toca a ti, p. 123, exs 2–3 Numeracy Literacy Citizenship Resources CD 2 tracks 31–33 (+ track 34 Resumen, track 35 ¡Extra!); Workbooks A and B, p. 37 Homework Notes Further practice of reflexive verbs in Pupil’s Book, Gramática 4.2 (d), p. 132 Assessment for learning: Pupil’s Book, Resumen, p. 72; Workbooks A and B, Resumen, p. 40; Workbooks A and B, Progreso, p. 41 Pupil’s Book, Prepárate, p. 73; Workbooks A and B, Prepárate 1 and 2, pp. 38–39 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 5 El tiempo libre Unidad 1 Mi tiempo libre (pp. 80–81) Framework objectives Launch: 7W5 Verbs present (hacer, salir); 7S7 Time and tenses; 7C3 Contact with native speakers; 8W1 Adding abstract words Lesson starters Starter 1: Developing strategies for working out new language (Electronic package option: Starter X) Starter 2: Consolidating the expressions for activities, focusing on high-frequency verbs (pair work) Plenary Practising expressions of frequency (class work in groups) Learning targets Saying what you do in your free time Using salir (to go out) and hacer (to do) Grammar Expressions of frequency a + definite article (al/a la) Irregular verbs salir and hacer (full paradigm) Skills (Programmes of study) NC levels 2–4 Contexts Personal and social life: free time and social activities PoS 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 2g deal with the unpredictable 2h scan texts 2i summarise and report 2j redraft and improve writing 3b interpret meaning 3c knowledge of language 3e develop independence 4a work with authentic materials 4b communicate with native speakers 4d knowledge of experiences and perspectives 5a communicate in pairs, etc. 5b respond to classroom events 5e use a range of resources 5i work in variety of contexts Learning outcomes … Listening and responding AT1/ 3 Understand listening texts about free-time activities and how frequently they are done Speaking AT2/ 3 Ask and answer about what they do in their free time Reading and responding AT3/ 2, 4 Understand expressions of frequency Understand gist of a written text Understand a written text about free time activities Writing AT4/ 3–4 Write sentences describing what they do in their free time Write a longer text describing what they do in their free time Key language ¿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 High-frequency words el, la, los me mi, mis a, al de con en por y también escuchar hacer ir jugar ver no ser (es) ICT opportunities Producing survey chart E-mailing Spanish pupils Differentiation Reinforcement: Workbook A, p. 43 Pupil’s Book, Gramática, p. 94, exs 1–2 Pupil’s Book, Te toca a ti, p. 124, ex. 1 Extension: Workbook B, p. 43 Numeracy Literacy Citizenship Finding out about the experience of teenagers in another country Resources CD 3 tracks 2–3; Workbooks A and B, p. 43 Homework Notes Further information on a + el = al in Pupil’s Book, Gramática 5, p. 133 Further practice of salir and hacer in Pupil’s Book, Gramática 4.2 (c), p. 131 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 5 El tiempo libre Unidad 2 ¿Qué hora es? (pp. 82–83) Framework objectives Launch: 7W5 Verbs present (ir); 8L2 Media listening skills Reinforce: 7L2 Following speech Lesson starters Starter 1: Recapping on numbers Starter 2: Revising times (Electronic package option: Starter X) Plenary Practising times (class work) Learning targets Telling the time Using the verb ir (to go) Grammar The irregular verb ir (whole paradigm) Skills (Programmes of study) NC levels 1–4 Contexts Personal and social life: free time and social activities PoS 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 2h scan texts 3a memorise words and phrases 3b interpret meaning 3c knowledge of language 3e develop independence 5a communicate in pairs, etc. 5b respond to classroom events 5h use language for real purposes Learning outcomes … Listening and responding AT1/ 1–4 Understand vocabulary for telling the time Understand listening text about times Listen to song to check answers to gap-fill activity Speaking AT2/ 1, 4 Repeat the expressions for telling the time Ask and answer about the times specific things happen Reading and responding AT3/ 4 Understand song about free time activities and times Identify the missing words Classify words by grammatical category Writing AT4/ 3–4 Key language Write short dialogues using the pictures of clocks to ask and give the time Write another verse for the song ¿Qué hora es? Es la una. Son las dos … y cinco y diez y cuarto y veinte y veinticinco y media menos veinticinco menos veinte menos cuarto menos diez menos cinco ¿A qué hora … ? ¿ … vas al cine? ¿... escuchas música? ¿... sales con tus amigos? ¿... vas de compras? ¿... navegas por Internet? ¿... vas a la piscina? ¿... ves la televisión? A la una. A las cuatro. de la mañana de la tarde de la noche High-frequency words la/las tus a/al/a la de/de la con por ¿qué? escuchar (escuchas) ir ser (es, son) ver (ves) y ICT opportunities Differentiation Reinforcement: Workbook A, p. 44 Pupil’s Book, Gramática, p. 94, ex. 3 Extension: Workbook B, p. 44 Numeracy Mental arithmetic Literacy Citizenship Resources CD 3 tracks 4–7; Workbooks A and B, p. 44 Homework Notes Further information on ir in Pupil’s Book, Gramática 4.2 (a), p. 131 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 5 El tiempo libre Unidad 3 ¿Qué deportes haces? (pp. 84–85) Framework objectives Launch: 8S1 Word, phrase and clause sequencing; 8T3 Language and text types Lesson starters Starter 1: Practising predicting pronunciation and stress (class work) Starter 2: Consolidating the vocabulary for sports (pair work) Plenary Quiz based on the Mini-test reviewing key points of the unit so far (class work in groups) Learning targets Talking about sports Practising pronunciation Grammar Skills (Programmes of study) NC levels 2–4 Contexts Personal and social life: free time and social activities PoS 1a sounds and writing 2a listen for gist and detail 2b pronunciation and intonation 2c ask and answer questions 2h scan texts 3b interpret meaning 3c knowledge of language 5a communicate in pairs, etc. 5d respond to spoken/written language 5e use a range of resources 5g listen and read for personal enjoyment 5h use language for real purposes 5i work in variety of contexts Learning outcomes … Listening and responding Speaking AT1/ 2, 4 Understand listening text about sports Listen to note down missing words AT2/ 2–3 Practise pronunciation of h and qu (review) Ask and answer about what sports people do Reading and responding AT3/ 4 Understanding longer text (quiz and solutions) Writing AT4/ 2, 4 Rewrite jumbled sentences in the correct order Write short text giving answers to quiz questions Key language ¿Qué deportes haces? Hago … atletismo ciclismo equitación esquí natación patinaje Juego … al baloncesto al fútbol al tenis al voleibol al hockey High-frequency words al ¿qué? muy poco hacer (hago, haces) jugar (juego) ser (eres) y sí no ICT opportunities Internet research Differentiation Reinforcement: Workbook A, p. 45 Pupil’s Book, Gramática, pp. 94–95, exs 4–5 Extension: Workbook B, p. 45 Pupil’s Book, Te toca a ti, p. 125, exs 1–2 Numeracy Literacy Citizenship Resources CD 3 tracks 8–10; Workbooks A and B, p. 45 Homework Notes Assessment for learning Pupil’s Book, Mini-test, p. 85 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 5 El tiempo libre Unidad 4 Me gusta ir al cine (pp. 86–87) Framework objectives Launch: 8S5 Negative forms and words; 8T5 Writing continuous text; 8L4 Extending sentences Lesson starters Starter 1: Reviewing me gusta(n) + noun Starter 2: Consolidating the structures me gusta/me encanta/prefiero + infinitive (can be done in pairs) Plenary Summarising how me gusta(n) is used Recapping on expressions followed by an infinitive Learning targets Saying what you like to do Using me gusta and the infinitive Grammar me gusta/me encanta + infinitive prefiero + infinitive Skills (Programmes of study) NC levels 1–4 Contexts Personal and social life: free time and social activities PoS 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 2d initiate/develop conversations 2f adapt previously learned language 5a communicate in pairs, etc. 5c express feelings and opinions Learning outcomes … Listening and responding AT1/ 1, 4 Understand vocabulary for free-time activities and sports Understand listening texts about likes/dislikes, free-time activities/sports and reasons for liking/disliking Speaking AT2/ 4 Ask and answer about what they like doing/don’t like doing in their free time and why Reading and responding AT3/ 3 Understand written text about free time activities and opinions (likes/dislikes/preferences) Identify the infinitive forms of verbs Understand expressions used to give opinions Writing AT4/ 3–4 Copy and complete the text replacing the pictures with words Write a short text saying what they like/don’t like doing in their free time Key language ¿Qué (no) te gusta hacer en tu tiempo libre? Me gusta (mucho) … Me encanta … No me gusta … No me gusta nada. Odio … 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 … High-frequency words al tu me te en porque y ¿qué? ¿por qué? escuchar hacer ir jugar se (es) ver mucho no ICT opportunities Differentiation Reinforcement: Workbook A, p. 46 Pupil’s Book, Gramática, p. 95, ex. 6 Pupil’s Book, Te toca a ti, p. 124, exs 2–3 Extension: Workbook B, p. 46 Numeracy Literacy The infinitive Citizenship Resources CD 3 tracks 11–13; Workbooks A and B, p. 46 Homework Notes Further information on me gusta + infinitive in Pupil’s Book, Gramática 4.5 p. 132-3 and of me gusta/me encanta/prefiero + infinitive in Pupil’s Book, Gramática 4.6, pp. 133 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 5 El tiempo libre Unidad 5 ¿Qué vas a hacer? (pp. 88–89) Framework objectives Launch: 7W5 Verbs present (+ past) (near future tense); 8S8 Using high-frequency words and punctuation clues Lesson starters Starter 1: Reviewing the full present tense of ir (to go) (Electronic package option: Starter X) Starter 2: Consolidating the near future tense Plenary Quiz using the Resumen section to review key points of the module (class work in groups) Learning targets Saying what you are going to do Using ir (to go) and the infinitive Grammar The near future tense (ir a + infinitive) Time expressions indicating the future Skills (Programmes of study) NC levels 1–5 Contexts Personal and social life: free time and social activities Personal and social life: holidays and special occasions PoS 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 2f adapt previously learned language 2i summarise and report 2j redraft and improve writing 3c knowledge of language 5a communicate in pairs, etc. 5i work in variety of contexts Learning outcomes … Listening and responding AT1/ 5 Understand listening texts about what activities people are going to do in the future (near future tense) Identify the tense being used (present/near future) Speaking AT2/ 3 Ask and answer about what they are going to do at various times in the future Reading and responding AT3/ 4–5 Understand written texts about free time activities and sports Understand longer text about free time activities and sports Writing AT4/ 4 Write short text describing what they are going to do in the holidays (near future tense) Key language ¿Qué vas a hacer … ? mañana la semana que viene este fin de semana en las vacaciones normalmente Voy a … jugar al fútbol jugar al voleibol jugar al tenis hacer esquí hacer ciclismo hacer natación hacer equitación hacer patinaje ir al cine ir de compras High-frequency words la/las a/al de en y mañana ¿qué? que hacer ir (all parts) jugar venir (viene) este ICT opportunities Differentiation Reinforcement: Workbook A, p. 47 Pupil’s Book, Gramática, p. 95, ex. 7 Extension: Workbook B, p. 47 Pupil’s Book, ¡Extra!, pp. 92–93 Pupil’s Book, Te toca a ti, p. 125, ex. 3 Numeracy Literacy Talking about the future The infinitive Citizenship Resources CD 3 tracks 14–15 (+ tracks 16–17 Resumen, track 18 ¡Extra!); Workbooks A and B, p. 47 Homework Notes Further information on the near future tense in Pupil’s Book, Gramática 4.3, p. 132 Assessment for learning: Pupil’s Book, Resumen, p. 90; Workbooks A and B, Resumen, p. 50; Workbooks A and B, Progreso, p. 51 Pupil’s Book, Prepárate, p. 91; Workbooks A and B, Prepárate, p. 48–49 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 6 En la ciudad Unidad 1 ¿Cómo es tu ciudad? (pp. 98–99) Framework objectives Launch: 8W6 Sound-spelling exceptions; 8T2 Expression in text; 8L1 Listening for subtleties (launch) Lesson starters Starter 1: Reviewing key adjectives and adjective agreement (Electronic package option: Starter X) Starter 2: Consolidating adjective agreement in preparation for the comparative; practising using e (can be done in pairs) Plenary Quiz on adjectives (class work in groups) Learning targets Saying what your town is like Using comparatives Grammar Adjectival endings Connectives: porque, pero Skills (Programmes of study) NC levels 2–4 Contexts The world around us: home town and local area PoS 1a sounds and writing 1b apply grammar 2a listen for gist and detail 2b pronunciation and intonation 2c ask and answer questions 2f adapt previously learned language 2i summarise and report 4d knowledge of experiences and perspectives 5a communicate in pairs, etc. 5c express feelings and opinions Learning outcomes … Listening and responding AT1/ 2, 4 Understand listening texts in which people describe where they live in more detail Listen to sentences featuring the comparative Speaking AT2/ 2–3 Reading and responding AT3/ 3 Ask and answer about where they live and what it is like, using prompts Repeat sentences featuring the comparative Understand series of statements about towns in Spain featuring the comparative Writing AT4/ 3 Key language Write sentences comparing towns/cities, giving opinions and preferences and reasons for these ¿Vives en una ciudad o un pueblo? Vivo en … un pueblo una ciudad ¿Cómo es tu ciudad/pueblo? (No) Es … moderno/a industrial pequeño/a grande histórico/a tranquilo/a importante túristico/a bonito/a feo/a Cazorla es menos importante que Madrid. Córdoba es más historica que Gijón. Me gusta … porque … pero prefiero … porque … High-frequency words un/una me tu en o y pero porque ¿cómo? muy bastante poco ser (es) vivir (vivo, vives) más menos que no ICT opportunities Differentiation Reinforcement: Workbook A, p. 53 Pupil’s Book, Gramática, p. 112, exs 1–2 Extension: Workbook B, p. 53 Numeracy Literacy Citizenship Resources CD 3 tracks 19–20; Workbooks A and B, p. 53 Homework Notes Further information on the comparative in Pupil’s Book, Gramática 3.3, p. 130 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 6 En la ciudad Unidad 2 ¿Qué hay? (pp. 100–101) Framework objectives Launch: 7W5 Verbs present (estar) Lesson starters Starter 1: Developing strategies for working out new language (Electronic package option: Starter X) Starter 2: Recapping on places in town; practising the definite and indefinite articles. Plenary Recapping on language in the unit (group work) Learning targets Asking where something is in a town Giving directions Grammar Review of indefinite and definite articles estar (full paradigm) Skills (Programmes of study) NC levels 2–4 Contexts PoS 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 2e vary language 2i summarise and report 3c knowledge of language 3d use dictionaries 3e develop independence 5a communicate in pairs, etc. 5c express feelings and opinions 5d respond to spoken/written language 5e use a range of resources 5i work in variety of contexts The world around us: home town and local area Learning outcomes … Listening and responding Speaking AT1/ 2–4 AT2/ 2–4 Understand listening text about places in town Listen to directions Understand dialogues, identifying places and directions Play a game listing places in a town Repeat directions Conduct a dialogue using a map, asking where places are and giving directions Reading and responding AT3/ 4 Understand longer written text about places in town Writing AT4/ 3–4 Write text describing their own town Key language ¿Qué hay? Hay … No hay … un estadio un centro comercial un cine un parque un mercado un polideportivo un museo un castillo un hospital una estación de autobuses/trenes una plaza una playa una piscina una plaza de toros una tienda Sigue todo recto. Dobla a la derecha/a la izquierda. Cruza la plaza. Toma la segunda calle a la derecha/a la izquierda. Está a la derecha/a la izquierda. ¿Hay un/una … ? Hay un/una … ¿Hay unos/unas … ? Hay unos/unas … ¿Dónde está (el/la …)? ¿Dónde están (los/las …)? High-frequency words un/una/unos/unas el/la/los/las a de ¿dónde? ¿qué? estar (whole paradigm) tomar (toma) hay no ICT opportunities Writing and sending an e-mail Differentiation Reinforcement: Workbook A, p. 54 Pupil’s Book, Gramática, pp. 112–113, exs 3–5 Pupil’s Book, Te toca a ti, p. 126, ex. 1 Extension: Workbook B, p. 54 Pupil’s Book, Te toca a ti, p. 127, ex. 2 Numeracy Literacy Citizenship Resources CD 3 tracks 21–23; Workbooks A and B, p. 54 Homework Notes Further information on estar in Pupil’s Book, Gramática 4.2, p. 132 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 6 En la ciudad Unidad 3 ¿Quieres ir al cine? (pp. 102–103) Framework objectives Launch: 8S3 Modal verbs (querer); 8L5 Unscripted speech; 8L6 Expression in speech; 8C5 Colloquialisms Lesson starters Starter 1: Revising the days of the week; developing strategies to work out and apply language patterns (group work) Starter 2: Consolidating the structure quieres + infinitive; consolidating al and a la (class work) Plenary Self-testing on the language of the unit so far using the Mini-test Checking a partner’s work/redrafting (pair work) Learning targets Making and responding to invitations Using querer (to want) Grammar querer al/a la + noun Skills (Programmes of study) NC levels 3–4 Contexts Personal and social life: free time and social activities PoS 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 2d initiate/develop conversations 2e vary language 2f adapt previously learned language 2j redraft and improve writing 5a communicate in pairs, etc. 5c express feelings and opinions 5d respond to spoken/written language 5h use language for real purposes Learning outcomes … Listening and responding AT1/ 3–4 Understand listening text in which people discuss/make arrangements for going out Understand longer listening text in which people discuss/make arrangements for going out Speaking AT2/ 4 Play game with dice and write short dialogues to practise invitations Conduct dialogue about going out, using prompts Reading and responding Writing Key language Places in town (see Unit 2) Day of the week Times ¿Quieres ir al/a la … ? ¿Cuándo? ¿A qué hora … ? A las cuatro, etc. de la mañana de la tarder de la noche Vale/Bueno/De acuerdo/Está bien Lo siento, no puedo. ¿Dónde está el/la….? Directions Estás aquí. Pues A ver Oye Ay Bueno High-frequency words a/al/a la el / la de aquí bueno ¿cuándo? ¿dónde? ¿qué? ir estar (está, estás) poder (puedo) querer (quieres) no ICT opportunities Differentiation Reinforcement: Workbook A, p. 55 Pupil’s Book, Te toca a ti, p. 126, ex. 3 Extension: Workbook B, p. 55 Numeracy Literacy Citizenship Resources CD 3 tracks 24–25; Workbooks A and B, p. 55 Homework Notes Further information on querer in Pupil’s Book, Gramática 4.2 (b), p. 131, and 4.6, p. 133 Assessment for learning Pupil’s Book, Mini-test, p. 103 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 6 En la ciudad Unidad 4 ¿Qué tiempo hace? (pp. 104–105) Framework objectives Launch: 8W2 Connectives; 8W8 Non-literal meanings; 8S2 Connectives in extended sentences; 8C3 Daily life and young people Reinforce: 7C3 Contact with native speakers (reinforce) Lesson starters Starter 1: Reviewing grammatical terms; thinking about how words work in a sentence (Electronic package option: Starter X) Starter 2: Consolidating weather expressions and reviewing language for activities (class work) Plenary Quiz reviewing key points of the unit (class work in groups) Learning targets Talking about the weather Using cuando (when) to join bits of information Grammar Skills (Programmes of study) NC levels 2–4 Contexts The world around us: the natural and made environment Personal and social life: free time and social activities PoS 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 2f adapt previously learned language 3c knowledge of language 4a work with authentic materials 4b communicate with native speakers 4c compare home and TL culture 4d knowledge of experiences and perspectives 5a communicate in pairs, etc. 5b respond to classroom events 5c express feelings and opinions 5d respond to spoken/written language 5e use a range of resources 5g listen and read for personal enjoyment Learning outcomes … Listening and responding AT1/ 2, 4 Understand listening text about the weather Understand longer listening text giving a weather forecast Understand song/poem about the weather Speaking AT2/ 4 Ask and answer about the weather Prepare (and give) a presentation on where they live, the weather there and their hobbies AT4/ 3–4 Write short text describing the weather in each season Write sentences featuring cuando, using picture prompts Reading and responding Writing Key language ¿Qué tiempo hace? Hace buen tiempo. Hace mal tiempo. Hace calor. Hace frío. Hace sol. Hace viento. Hay niebla. Hay tormenta. Llueve. Nieva. en primavera/invierno/verano/otoño cuando Leisure activities from Module 5 High-frequency words me en cuando ¿qué? hacer (hace) vivir (vivo) hay no ICT opportunities E-mailing Differentiation Reinforcement: Workbook A, p. 56 Pupil’s Book, Te toca a ti, p. 126, ex. 2 Extension: Workbook B, p. 56 Numeracy Literacy Citizenship Resources Homework CD 3 tracks 26–28; Workbooks A and B, p. 56 Notes SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 6 En la ciudad Unidad 5 Este fin de semana (pp. 106–107) Framework objectives Launch: 8T4 Dictionary use; 8T6 Text as model and source Reinforce: 7W5 Verbs present (+ past) (present and near future) Lesson starters Starter 1: Reviewing the near future tense (pair work) Starter 2: Developing reading skills (scanning texts to get gist); revising time expressions Plenary Quiz using the Resumen section to review key points of the module (class work in groups) Learning targets Using two tenses together Saying what you do in town Grammar Present tense + near future Skills (Programmes of study) NC level 5 Contexts Personal and social life: free time and social activities PoS 1b apply grammar 1c use a range of vocab/structures 2a listen for gist and detail 2c ask and answer questions 2h scan texts 2i summarise and report 2j redraft and improve writing 3b interpret meaning 3d use dictionaries 3e develop independence 5a communicate in pairs, etc. 5c express feelings and opinions 5d respond to spoken/written language 5e use a range of resources 5f use language creatively 5h use language for real purposes 5i work in variety of contexts Learning outcomes … Listening and responding AT1/ 5 Understand listening text about what people usually do at the weekend and what they are planning to do this weekend (near future tense) Understand listening text about where someone lives and what she usually does/is planning to do this weekend (near future tense) Speaking AT2/ 5 Make up sentences about the present and future using picture prompts Prepare (and give) a presentation on where they live, the weather there and their hobbies, including details of what they plan to do this weekend (near future tense) Reading and responding AT3/ 5 Understand longer written text about where someone lives, what there is to do there and what she’s going to do this weekend (near future tense) Identify verbs in the present and near future tenses Match sentence halves by sense/using grammar Writing AT4/ 5 Write longer text describing their town and what you can do there, and giving details of what they are going to do this weekend (near future tense) normalmente ahora voy al centro commercial juego al fútbol hago ciclismo voy al cine hago mis deberes Key language 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 High-frequency words los/las mis a/al con de en ahora mañana hacer (hacer, hago) ir (ir, voy) jugar (jugar, juego) este ICT opportunities Internet research Creating a webpage Differentiation Reinforcement: Workbook A, p. 57 Pupil’s Book, Gramática, p. 113, ex. 6 Extension: Workbook B, p. 57 Pupil’s Book, ¡Extra!, pp. 110–111 Pupil’s Book, Te toca a ti, p. 125, ex. 1 Numeracy Literacy Time expressions and tense Citizenship Resources CD 3 tracks 29–30 (+ track 31 Resumen, tracks 32–33 ¡Extra!); Workbooks A and B, p. 57 Homework Notes Assessment for learning: Pupil’s Book, Resumen, p. 108; Workbooks A and B, Resumen, p. 60; Workbooks A and B, Evaluación Anual p. 61 Pupil’s Book, Prepárate, p. 109; Workbooks A and B, Prepárate, pp. 58–59
