SCHOOL:
DATE:
YEAR:
CLASS:
MIRA 2 Módulo 5 De moda
Unidad 1 La ropa (pp. 78–79)
Framework
objectives
Reinforce: 8W4 Word endings; 8W7 Dictionary detail; 8C3 Daily life and
young people
Lesson starters
Starter 1: Revising the indefinite article
Starter 2: Revising endings for colour adjectives
Plenary
Revising the vocabulary for items of clothing and colours
Learning targets
Talking about clothes
Making colours agree
Grammar
Indefinite article (un/una/unos/unas)
Adjective endings: colours
Skills
(Programmes of
study)
NC levels 2–3
Contexts
Everyday activities: home life and school
PoS
1b apply grammar
2j redraft and improve writing
4b communicate with native speakers
4c compare home and TL culture
4d knowledge of experiences and perspectives
5e use a range of resources
5h use language for real purposes
Learning outcomes …
Listening
and
responding
AT1/
2–3
Understand
Understand
Understand
of clothing
Understand
the vocabulary for items of clothing
a listening text about what people usually wear
a listening about about how often people wear particular items
a listening text about particular fashion looks
Speaking
AT2/
3
Make up dialogues about what they wear and how often
Reading and
responding
AT3/
3
Work out the meaning of Spanish words using the context of a longer text
Writing
AT4/
2–3
Write a short text on their own fashion look
Key language
¿Qué llevas?
Llevo …
un jersey
un vestido
una camisa
una camiseta
una falda
una gorra
una sudadera
unos pantalones
unos vaqueros
unos zapatos
unas botas
unas zapatillas de deporte
nunca
de vez en cuando
a veces
a menudo
normalmente
siempre
amarillo/a
blanco/a
negro/a
rojo/a
azul
gris
marrón
naranja
rosa
verde
High-frequency
words
un, una
a
de
en
¿qué?
nunca
ICT opportunities
E-mail contact with a Spanish school
Differentiation
Reinforcement: Cuaderno A, p. 42
Pupil’s Book, Te toca a ti, p. 122, ex. 1
Extension: Cuaderno B, p. 42
Literacy
Citizenship
Information about other cultures
Resources
CD 3 track 2; Cuadernos A and B, p. 42; flashcards 65-76
Homework
Notes
Further information on the indefinite article in Pupil’s Book, Gramática 1.3,
p. 127, on the singular/plural forms of nouns in Pupil’s Book, Gramática
1.2, p. 127, and on the agreement of adjectives in Pupil’s Book, Gramática
3.1, p. 127
Assessment for learning:Gramática worksheet M5 (Adjective agreement)
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA 2 Módulo 5 De moda
Unidad 2 El uniforme escolar (pp. 80–81)
Framework
objectives
Lesson starters
Starter 1: Revising vocabulary for items of clothing
Starter 2: Revising the comparative
Plenary
Practising using este (all forms) with vocabulary for clothes
Learning targets
Talking about school uniform
Using comparative adjectives (más … que)
Grammar
Comparatives
Demonstrative adjectives (este/esta/estos/estas)
Skills
(Programmes of
study)
NC levels 2–4
Contexts
Everyday activities: home life and school
PoS
4c compare home and TL culture
4d knowledge of experiences and perspectives
5b respond to classroom events
5c express feelings and opinions
5h use language for real purposes
Learning outcomes …
Listening
and
responding
Speaking
AT1/
2, 4
Understand a listening text in which clothes are described
Understand a listening text about school uniform
AT2/
3
Describe the clothes their teacher is wearing
Conduct a survey about school uniform
Reading and
responding
AT3/
2, 4
Rewrite a word snake as pairs of opposites
Understand a text about school uniform
Writing
AT4/
4
Write a paragraph on what they normally wear to school and their opinion
of it
Key language
este jersey
este vestido
esta chaqueta
esta corbata
esta camiseta
estos pantalones
estos zapatos
estas botas
anticuado/a
barato/a
bonito/a
caro/a
cómodo/a
feo/a
guay
incómodo/a
Esta chaqueta es cómoda.
Estos zapatos son incómodos.
Tengo que llevar uniforme.
Para ir al colegio, normalmente llevo …
También llevo …
(No) Me gusta llevar uniforme.
Me gusta porque es práctico.
No me gusta porque es incómodo.
Es más elegante que llevar vaqueros.
High-frequency
words
a (al)
me
para
también
porque
que
ser (es, son)
tener (tengo)
no
más
este, esta, estos, estas
ICT opportunities
Producing charts
Differentiation
Reinforcement: Cuaderno A, p. 43
Pupil’s Book, Te toca a ti, p. 122, ex. 2
Extension: Cuaderno B, p. 43
Pupil’s Book, Te toca a ti, p. 123, exs 1–2
Literacy
Comparatives
Citizenship
Information about other cultures
Resources
CD 3 tracks 6-7; Cuadernos A and B, p. 43
Homework
Notes
Further information on this/these in Pupil’s Book, Gramática 3.6, p. 128,
and on comparatives in Pupil’s Book, Gramática 3.3, p. 128
Assessment for learning:Gramática worksheet M5 (Adjective agreement)
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA 2 Módulo 5 De moda
Unidad 3 ¿Qué prefieres? (pp. 82–83)
Framework
objectives
Lesson starters
Reinforce: 8L3 Relaying gist and detail
Plenary
Using the Mini-test to review the language of the unit
Learning targets
Choosing an item of clothing
Using superlative adjectives
Grammar
Superlatives
Skills
(Programmes of
study)
NC levels 3–4
Contexts
Everyday activities: home life and school
Starter 1: Revising the superlative
Starter 2: Revising vocabulary for describing clothes
PoS
2c ask and answer questions
3a memorise words and phrases
3b interpret meaning
5a communicate in pairs, etc.
5c express feelings and opinions
5d respond to spoken/written language
5f use language creatively
Learning outcomes …
Listening
and
responding
AT1/
3–4
Understand
Understand
Understand
Understand
a
a
a
a
listening text comparing items of clothing in a catalogue
dialogue in a clothes shop, comparing items of clothing
listening text about items of clothing purchased and why
song about items of clothing
Speaking
AT2/
3
Ask and answer questions comparing items of clothing in a catalogue
AT4/
3
Write questions and answers comparing items of clothing in a catalogue
Reading and
responding
Writing
Key language
¿Cuál prefieres?
Este vestido / Esta camiseta es …
el más bonito / la menos cómoda
Estos zapatos / Estas botas son …
los más baratos / las menos prácticas
de rayas
de lunares
estampado/a
de manga larga
de manga corta
de tirantes
largo/a
corto/a
de cuadros
de cuero
de tacones
High-frequency
words
el, la, los, las
de
¿cuál?
ser (es, son)
este, esta, estos, estas
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 44
Pupil’s Book, Te toca a ti, p. 122, ex. 3
Extension: Cuaderno B, p. 44
Pupil’s Book, Te toca a ti, p. 123, exs 3–4
Literacy
Superlatives
Citizenship
Resources
CD 3 tracks 8-11; Cuadernos A and B, p. 44
Homework
Notes
Further information on superlatives in Pupil’s Book, Gramática 3.4, p. 128
Assessment for learning:
Pupil’s Book, Mini-test, p. 83, Gramática worksheet M5 (1st part
comparative revision)
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA 2 Módulo 5 De moda
Unidad 4 Vamos a visitar Argentina (pp. 84–85)
Framework
objectives
Reinforce: 8W5 Verb tenses (near future tense); 8S1 Word, phrase and
clause sequencing; 8S4 Question types; 8L4 Extending sentences
Lesson starters
Starter 1: Revising the near future tense
Starter 2: Revising using the present and near future tenses; revising
vocabulary for clothes
Plenary
Summarise when present and near future tenses are used, and the time
expressions associated with them
Practising using the present and near future tenses with clothing vocabulary
(team game)
Learning targets
Talking about a trip to Argentina
Using the present and near future tenses
Grammar
Using different tenses (present and near future)
Skills
(Programmes of
study)
NC levels 3–5
Contexts
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
5a communicate in pairs, etc.
Learning outcomes …
Listening
and
responding
AT1/
4–5
Understand a listening text about various people’s holidays in Argentina,
including details of what they usually wear/are going to wear
Understand a more detailed listening text about various people’s holidays
(where they come from, where they are going on holiday, what they are
going to do there, what they normally wear, what they are going to wear)
Speaking
AT2/
5
Make up a dialogue, asking questions and answering as though they were
the character described
Reading and
responding
AT3/
3, 5
Understand a text about various people’s holidays in Argentina, including
details of what they usually wear/are going to wear
Writing
AT4/
3
Rewrite jumbled words to make questions
Key language
Cuándo estoy de vacaciones …
Normalmente llevo …
ropa de deporte
una camiseta de fútbol
Mañana voy a llevar …
un bañador
mis gafas de sol
High-frequency
words
un, una
mis
de
cuándo
mañana
estar (estoy)
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 45
Extension: Cuaderno B, p. 45
Literacy
Verb tenses
Citizenship
Resources
CD 3 tracks 12-13; Cuadernos A and B, p. 45
Homework
Notes
Assessment for learning: Gramática worksheet M5 (Writing longer texts in
the future tense)
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA 2 Módulo 5 De moda
Unidad 5 Un baile de disfraces (pp. 86–87)
Framework
objectives
Reinforce: 8W5 Verb tenses (preterite tense – ser, –ar verbs, –er/–ir
verbs); 8W6 Sound–spelling exceptions; 8S6 Substituting and adding; 8S7
Present, past and future; 8S8 Using high-frequency words and punctuation
clues; 8T7 Checking inflections and word order
Lesson starters
Starter 1: Revising the preterite tense
Starter 2: Revising using different tenses
Plenary
Quiz using the Resumen section to review key points of the module (team
activity)
Learning targets
Saying what you wore to a fancy dress ball
Using past, present and future tenses together
Grammar
Using different tenses (present, preterite and near future)
Skills
(Programmes of
study)
NC levels 4–6
Contexts
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
3a memorise words and phrases
3b interpret meaning
3d use dictionaries
3e develop independence
2j redraft and improve writing
Learning outcomes …
Listening
and
responding
AT1/
5–6
Understand a listening text about someone’s outing to a fancy dress party
Understand a more detailed listening text about a fancy dress party (what
people wore, what they normally wear, what they’re going to wear next
time, what they’re going to be)
Speaking
AT2/
6
Work together on translating English sentences into Spanish
Reading and
responding
AT3/
4–6
Identify the Spanish for English words using the context of a longer text
Understand texts describing what people dressed up as at a fancy dress
party
Completing sentences by choosing the correct verb form from the options
Writing
AT4/
5
Key language
Copy questions about a fancy dress party and write sentences in response
(what they wore/usually wear/are going to wear next time)
Ayer …
salí con mis amigos
fuimos a un baile de disfraces
llevé …
Bebí limonada.
Bailé.
Comí ensalada y tortilla.
Llevé un vestido de princesa.
Fui de vampiro.
Mi amigo/a fue de vampiro.
Fue muy divertido.
Normalmente llevo …
La próxima vez voy a llevar …
High-frequency
words
la
un
a
de
mi, mis
con
y
ayer
muy
beber (bebí)
comer (comí)
ir (voy, fui, fuimos)
salir (salí)
ser (fue)
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 51
Extension: Cuaderno B, p. 51
Pupil’s Book, ¡Extra 1!, pp. 90–91; ¡Extra 2!, pp. 92–93
Literacy
Citizenship
Resources
CD 3 tracks 14-15; Cuadernos A and B, p. 46
Homework
Notes
Assessment for learning:
Pupil’s Book, Resumen, p. 88; Workbooks A and B, Resumen, p. 49
Pupil’s Book, Prepárate, p. 89; Workbooks A and B, Prepárate, pp. 47-48,
Gramática worksheet M5 (Distinguish present/future verbs and phrases and
use them together), Prueba M5