MIRA 1 Módulo 1
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MIRA CD SoW SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 1 ¡Vamos! Unidad 1 ¡Hola! (pp. 6–7) Framework objectives Launch: 7W1 Everyday words; 7S8 Punctuation; 7C5 Social conventions Reinforce: 7L5 Spontaneous talk 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 1–2 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/ 2–3 Practise pronunciation of h, ll, v Ask and answer questions saying who they are and where they live Reading and responding Writing AT4/ 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, Te toca a ti, p. 114, 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 in Pupil’s Book, Gramática 4.2 (a), p. 129 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 sound; 7L1 Sound patterns Starter 1: Revising 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 1–2 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 1 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 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, 3– 4 Understand vocabulary for the months of the year and the numbers 16–31 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, Te toca a ti, p. 114, ex. 2 Extension: Workbook B, p. 4 Pupil’s Book, Te toca a ti, p. 115, 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 En mi mochila (pp. 12–13) Framework objectives Lesson starters Launch: 7W4 Gender and plural; 7S5 Basic negatives Reinforce: 7L4 Classroom talk 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 1–2 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/ 1–2 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 … 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 ICT opportunities Differentiation Reinforcement: Workbook A, p. 5 Extension: Workbook B, p. 5 Pupil’s Book, Te toca a ti, p. 115, ex. 2 Numeracy Literacy The indefinite article Citizenship Resources CD 1 tracks 18- 20; Workbooks A and B, p. 5 Homework Notes Further practice of the indefinite article in Pupil’s Book, Gramática 1.3, p. 127 Further practice in making a sentence negative in Pupil’s Book, Gramática 4.4, p. 133 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 1 ¡Vamos! Unidad 5 En clase (pp. 14–15) Framework objectives Lesson starters Launch: 7W3 Classroom words; 7W4 Gender and plural 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 Starter 1: Introducing plural forms of nouns (Electronic package option: Starter X) Starter 2: Consolidating plural forms of nouns and the indefinite article 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 AT3/ 3 Understand written text describing the items in a picture of a classroom Understand written text about schoolbag items and classroom objects Writing AT4/ 1, 3 Write out plural forms of nouns Write a short text describing a classroom 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. 6 Pupil’s Book, Te toca a ti, p. 114, ex. 3 Extension: Workbook B, p. 6 Pupil’s Book, ¡Extra 1!, pp. 18–19; ¡Extra 2!, pp. 20–21 Numeracy Literacy The definite article The indefinite article Plurals Citizenship Resources CD 1 tracks 21- 22; Workbooks A and B, p. 6 Homework Notes Further practice of plural forms of definite and indefinite articles in Pupil’s Book, Gramática 1.3 and 1.4, p. 127 Further practice of plural forms of nouns in Pupil’s Book, Gramática 1.2, p. 127 Assessment for learning: Pupil’s Book, Resumen, p. 16; Workbooks A and B, Resumen, p. 9; Workbooks A and B, Progreso, p. 10 Pupil’s Book, Prepárate, p. 17; Workbooks A and B, Prepárate 1 and 2, pp. 7–8 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 2 En el instituto Unidad 1 ¿Qué estudias? (pp. 24–25) Framework objectives Launch: 7W5 Verbs present (and past) (–ar); 7W8 Finding meanings Reinforce: 7W6 Letters and sounds; 7S8 Punctuation Lesson starters Starter 1: Introducing vocabulary for school subjects; developing strategies for working out new language (Electronic package option: Starter X) Starter 2: Practising using the correct verb endings for –ar verbs in the singular Plenary Quiz reviewing key points of the unit (class work in groups) Learning targets Talking about your school subjects Using of the -ar verb estudiar (to study) Grammar –ar verbs 1st/2nd/3rd persons (using estudiar) Using los to say 'every' (every Thursday, etc.) NC levels 1–3 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 Speaking AT1/ 2–4 Understand listening texts about school subjects and when they are studied Understand song about days of the week AT2/ 2–3 Practise pronunciation of g and word stress (accented letters) Ask and answer about school subjects Reading and responding AT3/ 3 Understand written text about school subjects Writing AT4/ 4 Write sentences describing the school subject they do on each day of the week Key language ¿Qué estudias? 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. 12 Pupil’s Book, Te toca a ti, p. 116, exs 1 and 2 Extension: Workbook B, p. 12 Numeracy Literacy Citizenship No capitals for days of the week The infinitive Resources CD 1 tracks 26- 29; Workbooks A and B, p. 12 Homework Notes Further practice of –ar verbs (singular) in Pupil’s Book, Gramática 4.2 (a), p. 129 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 2 En el instituto Unidad 2 ¿Qué haces en clase? (pp. 26–27) Framework objectives Launch: 7W5 Verbs present (and past) (–ir/–er); 7W7 Learning about words Reinforce: 7W1 Everyday words; 7W3 Classroom words Lesson starters Starter 1: Consolidating verb endings for –ar verbs in the singular; introducing using grammar to help predict new forms Starter 2: Practising the 3rd person singular endings for –ar/–er/–ir verbs (Using resources – Gramática section) Plenary Recapping on the infinitive and singular 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 (singular) Grammar –ar, –er, –ir verbs (1st/2nd/3rd persons – main focus on first person) Skills (Programmes of study) NC levels 1–3 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 high-frequency 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 Identify 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 (receptive only) pinto (receptive only) 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. 13 Extension: Workbook B, p. 13 Pupil’s Book, Te toca a ti, p. 117, ex. 1 Numeracy Literacy Citizenship Resources CD 1 tracks 30- 31; Workbooks A and B, p. 13 Homework Notes Further information on –ar/–er/–ir verbs in Pupil’s Book, Gramática 4.2 (a), pp. 129–130 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 2 En el instituto Unidad 3 Los profesores (pp. 28–29) 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 which end in -o/-a Grammar Definite articles (revisited) Qualifiers Adjectival agreements (o/a) Skills (Programmes of study) NC levels 1–3 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/ 2 Understand written text describing teachers of different subjects Writing AT4/ 2 Copy and complete a paragraph 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) no sí poco bastante muy ICT opportunities Differentiation Reinforcement: Workbook A, p. 14 Extension: Workbook B, p. 14 Pupil’s Book, Te toca a ti, p. 117, ex. 3 Numeracy Literacy Definite articles Qualifiers Citizenship Resources CD 1 tracks 32- 34; Workbooks A and B, p. 14 Homework Notes Further information on adjectival agreements (o/a) in Pupil’s Book, Gramática 3.1, p. 128 Assessment for learning Pupil’s Book, Mini-test, p. 29 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 2 En el instituto Unidad 4 Me gusta el español (pp. 30–31) Framework objectives Launch: 7S6 Compound sentences; 7L2 Following speech Reinforce: 7W4 Gender and plural; 7S4 Basic questions; 7S9 Using simple sentences 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 1–3 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 School subjects ¿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. 15 Extension: Workbook B, p. 15 Pupil’s Book, Te toca a ti, p. 117, ex. 2 Numeracy Literacy Citizenship Resources CD 1 tracks 35-37; Workbooks A and B, p. 15 Homework Notes Further practice of me gusta/me gustan in Pupil’s Book, Gramática 4.5, p. 133 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 2 En el instituto Unidad 5 ¿Qué comes? (pp. 32–33) Framework objectives Lesson starters Launch: 7S3 Adapting sentences; 7T6 Texts as prompts for writing Plenary Developing writing strategies (class discussion) Learning targets Talking about snacks Using comer (to eat) and beber (to drink) Grammar –er verbs 1st/2nd/3rd persons (using comer/beber) Skills (Programmes of study) NC levels 1–3 Contexts Everyday activities: food, health and fitness Starter 1: Introducing vocabulary for snacks and drinks; developing strategies for working out new language (Electronic package option: Starter X) Starter 2: Practising using –er/–ir verbs in the singular PoS 1b apply grammar 2a listen for gist and detail 2c ask and answer questions 2j redraft and improve writing 3a memorise words and phrases 3b interpret meaning 3c knowledge of language 3d use dictionaries 3e develop independence 5a communicate in pairs, etc. 5d respond to spoken/written language 5e use a range of resources Learning outcomes … Listening and responding AT1/ 1, 3– 4 Understand drinks and snacks vocabulary Understand listening text about what people eat and drink Speaking AT2/ 3 Ask and answer about what they eat and drink at break Reading and responding AT3/ 3 Understand written text about school life (subjects, activities, breaktime snacks/drinks, teachers, opinions) Writing AT4/ 2, 4 Key language Write short text describing what is in each of the pictures (list) Write longer text describing their own school ¿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 Revision of language from earlier units High-frequency words un, una, unas el en y pero ¿qué? beber (bebo, bebes, bebe) comer (como, comes, come) ICT opportunities Word-processing Differentiation Reinforcement: Workbook A, p. 16 Pupil’s Book, Te toca a ti, p. 116, ex. 3 Extension: Workbook B, p. 16 Pupil’s Book, ¡Extra 1!, pp. 36–37, ex. 6; ¡Extra 2!, pp. 38–39 Numeracy Literacy Citizenship Resources CD 1 tracks 38- 39; Workbooks A and B, p. 16 Homework Notes Further information on –er verbs in Pupil’s Book, Gramática 4.2 (a), p. 130 Assessment for learning: Pupil’s Book, Resumen, p. 34; Workbooks A and B, Resumen, p. 19; Workbooks A and B, Progreso, p. 20 Pupil’s Book, Prepárate, p. 35; Workbooks A and B, Prepárate 1 and 2, pp. 17–18 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 3 Mi familia Unidad 1 ¿Tienes hermanos? (pp. 42–43) Framework objectives Reinforce: 7S3 Adapting sentences; 7S4 Basic questions; 7S5 Basic negatives Lesson starters Starter 1: Developing strategies for working out new language (pair work) Starter 2: Revising the numbers 0–31 (class work) Plenary Practising the language of the unit in a personalised writing activity Checking the work of a partner/redrafting Learning targets Talking about your brothers and sisters Using the possessive adjectives mi(s), tu(s), su(s) Grammar tener (1st, 2nd, 3rd persons singular) negative forms: no + tener possessive adjectives: mi(s), tu(s), su(s) Skills (Programmes of study) NC levels 1–3 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/ 3–4 Understand listening texts about brothers and sisters AT2/ 2, 4 Conduct survey about brothers and sisters Ask and answer about brothers and sisters Reading and responding AT3/ 2–3 Understand vocabulary for family members Identify the correct form of the possessive pronoun Understand a short text about self and family Writing AT4/ 4 Write short text describing Copy and complete a short text 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) … ? Mi hermano/a se llama … Mis hermanos/as se llaman … ¿Cuántos años tiene …? Tiene … High-frequency words un/una y ¿cómo? ¿cuántos? mi, tu, su mis, tus, sus ser (soy) tener (tengo, tienes, tiene) sí, no ICT opportunities Producing survey chart Differentiation Reinforcement: Workbook A, p. 22 Extension: Workbook B, p. 22 Numeracy Percentages Literacy Citizenship Resources CD 2 tracks 2- 3; Workbooks A and B, p. 22 Homework Notes Further information on tener in Pupil’s Book, Gramática 4.2 (c), p. 131 Further practice of possessive adjectives (mi(s), tu(s), su(s)) in Pupil’s Book, Gramática 3.3, p. 129 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 3 Mi familia Unidad 2 En mi familia … (pp. 44–45) Framework objectives Launch: 7T1 Reading using clues; 7T5 Assembling text Reinforce: 7W8 Finding meanings Lesson starters Starter 1: Introducing larger numbers; developing strategies to work out and apply language patterns (pair work) Starter 2: Revising vocabulary and structures relating to families (Electronic package option: Starter X) Plenary Developing vocabulary learning strategies (class discussion) Learning targets Counting up to 100 Talking about your family Grammar Skills (Programmes of study) NC levels 1–3 Contexts Personal and social life: self, family and personal relationships PoS 1c use a range of vocab/structures 2a listen for gist and detail 3a memorise words and phrases 3b interpret meaning 3c knowledge of language 3d use dictionaries 3e develop independence 5a communicate in pairs, etc. 5e use a range of resources Learning outcomes … Listening and responding Speaking AT1/ 1–3 Understand vocabulary for numbers 31–100 and family members Understand listening text about family members AT2/ 2–4 Name numbers between 30 and 100 Talk about their family tree Reading and responding AT3/ 3 Understand longer written text about family members Writing AT4/ 3–4 Write longer text about their own family Key language Numbers 31–100 En mi familia hay x personas. mi madre/padre mi abuelo/abuela mi tío/tía mi primo/prima Mi madre se llama … Tiene … años. High-frequency words la en mi su tener (tengo, tiene) hay y ICT opportunities Organising and testing vocabulary Differentiation Reinforcement: Workbook A, p. 23 Pupil’s Book, Te toca a ti, p. 118, ex. 2 Extension: Workbook B, p. 23 Pupil’s Book, Te toca a ti, p. 119, ex. 1 Numeracy Mental arithmetic Literacy Citizenship Resources Homework Notes CD 2 tracks 4- 7; Workbooks A and B, p. 23 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 3 Mi familia Unidad 3 ¿Tienes animales? (pp. 46–47) Framework objectives Lesson starters Reinforce: 7W4 Gender and plural 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 Indefinite articles: un/una Definite articles: el/la Plural forms of nouns Adjectival endings Skills (Programmes of study) NC levels 1–3 Contexts Personal and social life: self, family and personal relationships Starter 1: Developing strategies for working out new language; practising predicting pronunciation (group work) Starter 2: Reviewing plural forms of the article and nouns 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/ 2 Understand written text describing pets Writing AT4/ 2–3 Key language Write sentences describing the pictures Copy and complete the sentences ¿Tienes animales? Tengo … un gato un pájaro un perro un cobayo 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. 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, Te toca a ti, p. 118, exs 1 and 3 Extension: Workbook B, p. 24 Numeracy Literacy Citizenship Resources CD 2 tracks 8- 9; Workbooks A and B, p. 24 Homework Notes Further practice of adjectival endings in Pupil’s Book, Gramática 3.1, p. 128 Assessment for learning Pupil’s Book, Mini-test, p. 47 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 3 Mi familia Unidad 4 ¿Cómo eres? (pp. 48–49) Framework objectives Lesson starters Reinforce: 7S6 Compound sentences; 7L3 Gist and detail 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 agreement Questions without question words: ¿Eres grande? ser: soy, eres, es Skills (Programmes of study) NC levels 1–3 Contexts Personal and social life: self, family and personal relationships 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) 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) AT2/ 2–4 Ask and answer about descriptions of people Practise pronunciation to sound authentic Reading and responding AT3/ 3 Understand written text containing physical descriptions of people Understand gist of longer text Identify adjectives Writing AT4/ 3–4 Key language Write sentences describing their own family Write longer text describing the six members of an imaginary pop group Appearance adjectives: alto, bajo, delgado, gordo, guapo, feo Character adjectives: simpático antipático aburrido severo divertido hablador inteligente perezoso tímido muy bastante y pero también High-frequency words mi, su ¿cómo? ser (soy, eres, es) y pero también muy bastante poco sí, no ICT opportunities Differentiation Reinforcement: Workbook A, p. 25 Extension: Workbook B, p. 25 Pupil’s Book, Te toca a ti, p. 119, ex. 2 Numeracy Literacy Citizenship Resources Homework CD 2 tracks 10- 13; 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 5 Tengo los ojos azules (pp. 50–51) Framework objectives Launch: 7W5 Verbs present (and past) (tener); 7S1 Typical word order; 7S2 Sentence gist 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 Quiz using the Resumen section to review key points of the module (class work in groups) Learning targets Talking about eyes and hair Using adjectives after nouns Grammar Word order: adjectives after nouns Skills (Programmes of study) NC levels 1–3 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 5f use language creatively Learning outcomes … Listening and responding AT1/ 2, 4 Understand listening text 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 short text in the form of a ‘Wanted’ poster 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. High-frequency words el/los de tu tus y ¿cómo? ¿qué? muy tener (tengo, tiene) ser (es, son) no ICT opportunities Differentiation Reinforcement: Workbook A, p. 26 Pupil’s Book, Te toca a ti, p. 118 Extension: Workbook B, p. 26 Pupil’s Book, ¡Extra 1!, pp. 54–55; ¡Extra 2!, pp. 56–57 Pupil’s Book, Te toca a ti, p. 119, ex. 5 Numeracy Literacy Citizenship Resources CD 2 tracks 14- 16; Workbooks A and B, p. 26 Homework Notes Further practice of the position of adjectives in Pupil’s Book, Gramática 3.2, pp. 128–9 Assessment for learning: Pupil’s Book, Resumen, p. 52; Workbooks A and B, Resumen, p. 29; Workbooks A and B, Progreso, p. 30 Pupil’s Book, Prepárate, p. 53; Workbooks A and B, Prepárate 1 and 2, pp. 27–28 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 4 En casa Unidad 1 Vivimos en Europa (pp. 60–61) Framework objectives Reinforce: 7W5 Verbs present (-ir) 7S2 Sentence gist 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 Plenary Practising country names and all forms of vivir in the present tense (class work in groups) Learning targets Talking about where you live Recognising all forms of vivir (to live) Grammar –ir verbs (full paradigm with vivir) Skills (Programmes of study) NC levels 1–3 Contexts The world around us: people, places and customs PoS 1b apply grammar 2a listen for gist and detail 2c ask and answer questions 2h scan texts 3b interpret meaning 3c knowledge of language 5a communicate in pairs, etc. Learning outcomes … Listening and responding Speaking AT1/ 2–3 Understand listening texts in which people talk about which country they live in AT2/ 2–3 Ask and answer about where people live Play a dice game to make up sentences with different verb forms (present tense of vivir) Reading and responding AT3/ 3 Understand written text about where people live, family, etc. Writing AT4/ 2 Write sentences describing where celebrities live Key language ¿Dónde vives? Vivo en … Francia España Alemania Italia Grecia Portugal Irlanda Gales Inglaterra Escocia ¿Eres …? Soy … High-frequency words en ¿dónde? ser (soy, eres) vivir (vivo, vives) sí no ICT opportunities Differentiation Reinforcement: Workbook A, p. 32 Pupil’s Book, Te toca a ti, p. 120, ex. 1 Extension: Workbook B, p. 32 Numeracy Literacy Citizenship Awareness of European countries Resources CD 2 tracks 23- 24; Workbooks A and B, p. 32 Homework Notes Further practice of –ir verbs in Pupil’s Book, Gramática 4.2 (a), p. 130 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 4 En casa Unidad 2 ¿Cómo es tu casa? (pp. 62–63) Framework objectives Launch: 7T2 Reading aloud; 7C2 Everyday culture Reinforce: 7L2 Following speech; 7L6 Improving speech; 7C4 Stories and songs Lesson starters Starter 1: Introducing está and recapping on country names (pair work) Starter 2: Developing strategies for working out new language; recapping on adjective agreement; using resources to check work Plenary Practising choosing ser or estar as appropriate and giving the correct form (class work in groups) Learning targets Describing where you live Using the verb estar (to be) for locations Grammar Agreement of adjectives estar (full paradigm) Skills (Programmes of study) NC levels 1–4 Contexts The world around us: home town and local area PoS 1b apply grammar 2a listen for gist and detail 2c ask and answer questions 2d initiate/develop conversations 2i summarise and report 3b interpret meaning 3c knowledge of language 3d use dictionaries 3e develop independence 5a communicate in pairs, etc. 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 Speaking AT2/ 3 Ask and answer about where people live Reading and responding AT3/ 3 Understand written text about family and where someone lives Identify missing words to complete text Writing AT4/ 1–2 Key language Copy and complete short text ¿Vives en … ? Vivo en … una casa un piso o ¿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 High-frequency words un/una el/la tu en ¿dónde? ¿cómo? estar (está) ser (es) vivir (vivo, vives) y o pero ICT opportunities Differentiation Reinforcement: Workbook A, p. 33 Pupil’s Book, Te toca a ti, p. 120, ex. 2 Extension: Workbook B, p. 33 Pupil’s Book, Te toca a ti, p. 121, ex. 1 Numeracy Literacy Citizenship Resources CD 2 tracks 25- 29; Workbooks A and B, p. 33 Homework Notes Further practice of estar in Pupil’s Book, Gramática 4.2 (c), p. 132 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 4 En casa Unidad 3 Las habitaciones (pp. 64–65) Framework objectives Lesson starters Reinforce: 7W2 High-frequency words; 7W5 Verbs present (-ar/-er) Plenary Developing techniques to identify and tackle areas of weakness Reviewing and practising vocabulary and/or grammar of the unit (class work) Learning targets Talking about the rooms in your home Recognising all forms of -ar and -er verbs Grammar –ar and –er verbs (full paradigm) Skills (Programmes of study) NC levels 2–4 Contexts Everyday activities: home life and school Starter 1: Revising language to do with houses; revising word order in sentences, including the position of adjectives (Electronic package option: Starter X) Starter 2: Recapping on verb endings for –ar, –er and –ir verbs in the singular (group work) PoS 1b apply grammar 2a listen for gist and detail 2c ask and answer questions 3a memorise words and phrases 3b interpret meaning 3d use dictionaries 3e develop independence 5a communicate in pairs, etc. 5e use a range of resources Learning outcomes … Listening and responding AT1/ 3–4 Understand listening text about rooms in a house Understand listening text about what people do in each room (1st person plural) Speaking AT2/ 4 Give a detailed description of a house from a picture Reading and responding AT3/ 2 Understand sentences describing pictures Identify the correct verb from two options to complete the sentences Writing AT4/ 2–3 Key language Write short text describing the houses pictured Copy and complete sentences using the correct verb ¿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 comer hablar escuchar leer estudiar ver High-frequency words un/una el/la mi/mis tu de en y hay ¿qué? comer hablar escuchar leer (lee) ser (es) ver ICT opportunities Producing a plan of a house Creating and using reference materials Differentiation Reinforcement: Workbook A, p. 34 Extension: Workbook B, p. 34 Numeracy Literacy Citizenship Resources CD 2 tracks 30- 31; Workbooks A and B, p. 34 Homework Notes Further practice of –ar and –er verbs in Pupil’s Book, Gramática 4.2 (a), p. 129 Assessment for learning Pupil’s Book, Mini-test, p. 65 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 4 En casa Unidad 4 En mi dormitorio (pp. 66–67) Framework objectives Reinforce: 7W1 Everyday words; 7W2 High-frequency words; 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 estar prepositions + del/de la Skills (Programmes of study) NC levels 1–3 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. 35 Pupil’s Book, Te toca a ti, p. 120, ex. 3 Extension: Workbook B, p. 35 Numeracy Literacy Prepositions Citizenship Resources CD 2 tracks 32- 34; Workbooks A and B, p. 35 Homework Notes Further practice of prepositions/del in Pupil’s Book, Gramática 5, p. 134 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 4 En casa Unidad 5 ¿Qué haces? (pp. 68–69) Framework objectives Launch: 7W5 Verbs present (stem-changing verbs) Reinforce: 7W7 Learning about words (patterns of stem-changing verbs); 7S9 Using simple sentences; 7C4 Stories and songs Lesson starters 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 Resumen section to review key points of the module (class work in groups) Plenary Learning targets Talking about activities you do in your bedroom 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 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/ 2–3 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 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. 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. 36 Extension: Workbook B, p. 36 Pupil’s Book, ¡Extra 1!, pp. 72–73; ¡Extra 2!, pp. 74–75 Pupil’s Book, Te toca a ti, p. 121, exs 2–3 Numeracy Literacy Citizenship Resources CD 2 tracks 35-37; Workbooks A and B, p. 36 Homework Notes Further practice of stem-changing verbs in Pupil’s Book, Gramática 4.2 (b), pp. 130–1 Assessment for learning: Pupil’s Book, Resumen, p. 70; Workbooks A and B, Resumen, p. 39; Workbooks A and B, Progreso, p. 40 Pupil’s Book, Prepárate, p. 71; Workbooks A and B, Prepárate 1 and 2, pp. 37–38 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 5 El tiempo libre Unidad 1 Mi tiempo libre (pp. 78–79) Framework objectives Launch: 7W5 Verbs present (and past); 7S7 Time and tenses; 7T3 Checking before reading Reinforce:; 7S1 Typical word order; 7S3 Adapting sentences (reinforce 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 highfrequency 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 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 2g deal with the unpredictable 2h scan texts 2i summarise and report 3b interpret meaning 3c knowledge of language 3e develop independence 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 5e use a range of resources 5i work in variety of contexts Learning outcomes … Listening and responding Speaking AT1/ 3 Understand listening texts about free-time activities and how frequently they are done AT2/ 3 Ask and answer about what they do in their free time Ask and answer about free time activities using picture prompts 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 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 mis a, al de con en por escuchar hacer ir jugar ver no ICT opportunities Producing survey chart E-mailing Spanish pupils Differentiation Reinforcement: Workbook A, p. 42 Pupil’s Book, Te toca a ti, p. 122, ex. 1 Extension: Workbook B, p. 42 Numeracy Literacy Citizenship Finding out about the experience of teenagers in another country Resources CD 3 tracks 2- 3; Workbooks A and B, p. 42 Homework Notes Further practice of salir and hacer in Pupil’s Book, Gramática 4.2 (c), p. 132 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 5 El tiempo libre Unidad 2 ¿Qué hora es? (pp. 80–81) Framework objectives Lesson starters Reinforce: 7L2 Following speech; 7L4 Classroom talk 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 Starter 1: Recapping on numbers Starter 2: Revising times (Electronic package option: Starter X) 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 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 Speaking AT1/ 1–3 Understand vocabulary for telling the time Understand listening text about times 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 Write short dialogues using the pictures of clocks to ask and give the time Key language ¿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 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. 43 Extension: Workbook B, p. 43 Numeracy Literacy Mental arithmetic Citizenship Resources CD 3 tracks 4- 7; Workbooks A and B, p. 43 Homework Notes Further practice of ir in Pupil’s Book, Gramática 4.2 (c), p. 132 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 5 El tiempo libre Unidad 3 ¿Qué deportes haces? (pp. 82–83) Framework objectives Reinforce: 7W6 Letters and sounds; 7L1 Sound patterns; 7T2 Reading aloud; 7T5 Assembling text Lesson starters Starter 1: Developing strategies for working out new language (pair 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 1–4 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/ 3 Practise pronunciation of h, v, ce/ci, j, qu (review) Ask and answer about what sports people do Reading and responding AT3/ 4 Understand written text about sports Identify missing words Understanding longer text (quiz and solutions) Writing AT4/ 2, 4 Key language Rewrite jumbled sentences in the correct order Write short text giving answers to quiz questions ¿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. 44 Extension: Workbook B, p. 44 Pupil’s Book, Te toca a ti, p. 123, exs 1–2 Numeracy Literacy Citizenship Resources CD 3 tracks 8 -10; Workbooks A and B, p. 44 Homework Notes Assessment for learning Pupil’s Book, Mini-test, p. 83 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 5 El tiempo libre Unidad 4 Me gusta ir al cine (pp. 84–85) Framework objectives Reinforce: 7W8 Finding meanings; 7S6 Compound sentences; 7L5 Spontaneous talk 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 4a work with authentic materials 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 do in their free time and why Reading and responding AT3/ 1, 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 Key language Copy and complete the text replacing the pictures with words Write a short text saying what they do in their free time ¿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 … 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. 45 Pupil’s Book, Te toca a ti, p. 122, exs 2–3 Extension: Workbook B, p. 45 Numeracy Literacy The infinitive Citizenship Resources CD 3 tracks 11- 13; Workbooks A and B, p. 45 Homework Notes Further practice of me gusta + infinitive in Pupil’s Book, Gramática 4.5 p. 133 and of me gusta/me encanta/prefiero + infinitive in Pupil’s Book, Gramática 4.6, pp. 133–4 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 5 El tiempo libre Unidad 5 ¿Qué vas a hacer? (pp. 86–87) Framework objectives Launch: 7W5 Verbs present (and past) (future) Reinforce: 7S1 Typical word order; 7T6 Texts as prompts for writing 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 Speaking AT1/ 5 Understand listening text about what activities people are going to do in the future (near future tense) AT2/ 3 Ask and answer about what they are going to do at various times in the future Reading and responding AT3/ 4 Understand written text about free time activities and sports Writing AT4/ 2, 4– Write short text describing what they are going to do in the holidays (near future tense) 5 Copy and complete sentences Copy sentences supplying the correct phrase from the two options given in each case Write longer text saying what they and their family do in their free time and what they are going to do in the holidays Key language ¿Qué vas a hacer … ? mañana la semana que viene este fin de semana en las vacaciones 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. 46 Extension: Workbook B, p. 46 Pupil’s Book, ¡Extra 1!, pp. 90–91; ¡Extra 2!, pp. 92–93 Pupil’s Book, Te toca a ti, p. 123, ex. 3 Numeracy Literacy Talking about the future The infinitive Citizenship Resources CD 3 track 14; Workbooks A and B, p. 46 Homework Notes Further practice of the near future tense in Pupil’s Book, Gramática 4.3, pp. 132–3 Assessment for learning: Pupil’s Book, Resumen, p. 88; Workbooks A and B, Resumen, p. 49; Workbooks A and B, Progreso, p. 50 Pupil’s Book, Prepárate, p. 89; Workbooks A and B, Prepárate, p. 47–48 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 6 En la ciudad Unidad 1 ¿Cómo es tu ciudad? (pp. 96–97) Framework objectives Lesson starters Reinforce: 7C1 Geographical facts; 7T1 Reading using clues Plenary Quiz on adjectives (class work in groups) Learning targets Saying what your town is like Building longer sentences using porque (because) and pero (but) Grammar Adjectival endings Qualifiers: un poco, bastante, muy Connectives: porque, pero Skills (Programmes of study) NC levels 3–4 Contexts The world around us: home town and local area Starter 1: Reviewing key adjectives and adjective agreement (Electronic package option: Starter X) Starter 2: Practising using adjectives and the qualifiers un poco, bastante, muy (can be done in pairs) 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 5a communicate in pairs, etc. 5c express feelings and opinions 5e use a range of resources Learning outcomes … Listening and responding Speaking AT1/ 3–4 Understand listening texts in which people describe where they live in more detail and give reasons for their opinions AT2/ 3 Ask and answer about where people live and what it is like Reading and responding AT3/ 3 Understand written text about where people live Writing AT4/ 3 Write sentences giving opinions and preferences about towns/cities and reasons for these Key language ¿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 muy bastante un poco Me gusta … pero prefiero … porque … High-frequency words un/una me tu en o y pero porque ¿cómo? muy bastante poco ser (es) vivir (vivo, vives) no ICT opportunities Differentiation Reinforcement: Workbook A, p. 52 Extension: Workbook B, p. 52 Numeracy Literacy Citizenship Resources Homework CD 3 tracks 19- 20; Workbooks A and B, p. 52 Notes SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 6 En la ciudad Unidad 2 ¿Qué hay? (pp. 98–99) Framework objectives Reinforce: 7S5 Basic negatives; 7T1 Reading using clues; 7C2 Everyday culture 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 Practising using connectives (group work) Learning targets Asking about places in town Using hay to say what there is Grammar Review of indefinite and definite articles muchos/muchas Skills (Programmes of study) NC levels 1–4 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 2h scan texts 2i summarise and report 2j redraft and improve writing 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. 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 The world around us: home town and local area Learning outcomes … Listening and responding AT1/ 3 Understand listening text about places in town Speaking AT2/ 3 Play a game listing places in a town Reading and responding AT3/ 4 Understand longer written text about places in town Writing AT4/ 3–4 Write short text describing their own town Write longer text describing their town in more detail 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 Vivo en … Es muy … (No) Me gusta … porque … High-frequency words un/una/unos/unas de ¿qué? muchos/muchas hay no ICT opportunities Writing and sending an e-mail Differentiation Reinforcement: Workbook A, p. 53 Pupil’s Book, Te toca a ti, p. 124, ex. 1 Extension: Workbook B, p. 53 Numeracy Literacy Citizenship Finding out about the experiences of people in another country Resources CD 3 track 21; Workbooks A and B, p. 53 Homework Notes SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 6 En la ciudad Unidad 3 ¿Quieres ir al cine? (pp. 100–101) Framework objectives Reinforce: 7S4 Basic questions; 7L3 Gist and detail; 7C5 Social conventions 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 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 2e vary 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 Ask and answer about going out Reading and responding Writing AT4/ 3 Key language Play game with dice and write short dialogues to practise invitations Places in town (see Unit 2) Day of the week Times ¿Quieres ir al/a la … ? ¿Cuándo? ¿A qué hora … ? Vale/Bueno/De acuerdo/Está bien Lo siento, no puedo. High-frequency words a/al/a la bueno ¿cuándo? ¿qué? ir poder (puedo) querer (quieres) no ICT opportunities Differentiation Reinforcement: Workbook A, p. 54 Pupil’s Book, Te toca a ti, p. 124, ex. 3 Extension: Workbook B, p. 54 Pupil’s Book, Te toca a ti, p. 125, ex. 2 Numeracy Literacy Citizenship Resources CD 3 tracks 22- 23; Workbooks A and B, p. 54 Homework Notes Further information on querer in Pupil’s Book, Gramática 4.2 (b), p. 130-1, and further practice in Pupil’s Book, Gramática 4.6, pp. 133–4 Assessment for learning Pupil’s Book, Mini-test, p. 101 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 6 En la ciudad Unidad 4 ¿Qué tiempo hace? (pp. 102–103) Framework objectives Reinforce: 7W7 Learning about words; 7S2 Sentence gist; 7L6 Improving speech 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 1–4 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 5a communicate in pairs, etc. 5b respond to classroom events 5c express feelings and opinions 5d respond to spoken/written language 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 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 Reading and responding Writing AT4/ 3–4 Key language Write short text describing the weather in each season ¿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 ¿qué? hacer (hace) vivir (vivo) hay no ICT opportunities Differentiation Reinforcement: Workbook A, p. 55 Pupil’s Book, Te toca a ti, p. 124, ex. 2 Extension: Workbook B, p. 55 Numeracy Literacy Citizenship Resources Homework Notes CD 3 tracks 24- 26; Workbooks A and B, p. 55 SCHOOL: DATE: YEAR: CLASS: MIRA 1 Módulo 6 En la ciudad Unidad 5 Este fin de semana (pp. 104–105) Framework objectives Reinforce: 7W5 Verbs present (and past) (near future); 7S7 Time and tenses; 7T6 Texts as prompts for writing 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 Questions forms and answers – see query in Module grid Present tense + near future Skills (Programmes of study) NC levels 1–5 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 2e vary language 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) Key language normalmente ahora voy al centro commercial 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 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 Creating a webpage Differentiation Reinforcement: Workbook A, p. 56 Extension: Workbook B, p. 56 Pupil’s Book, ¡Extra 1!, pp. 108–109; ¡Extra 2!, 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 27- 28; Workbooks A and B, p. 56 Homework Notes Assessment for learning: Pupil’s Book, Resumen, p. 106; Workbooks A and B, Resumen, p. 59; Workbooks A and B, Progreso, p. 60 Pupil’s Book, Prepárate, p. 107; Workbooks A and B, Prepárate, pp. 57–58
