MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 1 Mi vida
Unidad 1 Presentaciones (pp. 6–7)
Framework
objectives
Launch: 8W5 Verb tenses (present tense); 9W3 Words about
language
Reinforce: 8W4 Word endings; 8S4 Question types; 8C3
Daily life and young people
Lesson starters
Starter 1: Revising some high-frequency regular verbs and the
concept of verb endings
Starter 2: Reintroducing me gusta and me gustan (etc.) with
nouns; applying a pattern to new language
Plenary
Summarising and practising me gusta/me gustan and related
expressions (team game)
Learning targets
Talking about activities
Expressing opinions using me gusta …
Grammar
Present tense (I/you singular forms)
– -ar verbs
– irregular verbs salir, hacer, ir
Verb structures which change with plural nouns: (no) me
gusta(n), me encanta(n), me interesa(n)
Skills
(Programmes of
study)
NC levels 2–4
Contexts
Personal and social life: free time and social activities
PoS
2i summarise and report
4b communicate with native speakers
5b respond to classroom events
5c express feelings and opinions
5h use language for real purposes
Learning outcomes …
Listening
and
responding
AT1/2–
3
Understand listening text about free-time activities
Understand listening texts featuring opinions on free-time
activities
Speaking
AT2/3–
4
Ask and answer questions on free-time activities (including
opinions)
AT4/3
Write a short text on free-time activities
Reading
and
responding
Writing
Key language
¿Qué haces en tu tiempo libre?
Bailo.
Chateo por internet.
Escucho música.
Hago deporte.
Juego con el ordenador.
Mando
mensajes.
Salgo con mis amigos.
Voy de compras.
¿Qué te gusta?
Me gusta…
Me interesa …
Me encanta …
el fútbol/ la música/la natación
Me gustan …
Me interesan …
Me encantan …
los cómics/los videojuegos/las hamburguesas
¿Qué no te gusta?
No me gusta la música.
Odio el fútbol.
No me interesan los cómics.
High-frequency
words
el, la, los, las
me, te
con
en
y
pero
no
¿cómo?
¿cuántos?
¿qué?
también
hacer (hago, haces)
escuchar (escucho, escuchas)
jugar (juego)
ir (voy, vas)
tener (tienes)
ICT opportunities
E-mail contact with a Spanish school
Differentiation
Reinforcement: Cuaderno A, p. 2
Pupil’s Book, Gramática, p. 20, exs 1–2
Pupil’s Book, Te toca a ti, p. 114, ex. 1
Extension: Cuaderno B, p. 2
Literacy
Verb forms
Citizenship
Resources
CD 1 tracks 000; Cuadernos A and B, p. 2
Homework
Notes
Further information on the irregular verbs hacer, salir and ir
in Pupil’s Book, Gramática 4.2 (d)
Assessment for learning:
Resource & Assessment Module 1 Gramática Worksheet The
present tense of regular and irregular verbs
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 1 Mi vida
Unidad 2 Mis amigos (pp. 8–9)
Framework
objectives
Reinforce: 8S1 Word, phrase and clause sequencing; 8T7
Checking inflections and word order
Lesson starters
Starter 1: Introducing adjectives for describing people; using
strategies to work out new vocabulary
Starter 2: Reviewing high-frequency irregular verbs ser and tener
Plenary
Reviewing the vocabulary of the unit
Developing vocabulary learning strategies
Learning targets
Describing friends using adjectives
Using y, pero, también, nunca
Grammar
Adjective agreement (all forms)
Present tense of ser/tener (full paradigm)
Skills
(Programmes of
study)
NC levels 2–4
Contexts
Personal and social life: self, family and personal relationships
PoS
1b apply grammar
3a memorise words and phrases
3c knowledge of language
5a communicate in pairs, etc.
Learning outcomes …
Listening
and
responding
AT1/2–
4
Understand listening texts on personal characteristics
Note key words (y, pero, no, también and nunca) when listening
Understand listening text on physical characteristics (hair/eyes)
Understand listening text describing friend in detail
Speaking
AT2/3
Ask and answer questions to identify people in the class
Reading
and
responding
Writing
AT4/4
Write a dialogue describing a friend
Key language
¿Cómo es (tu mejor amigo/a)?
Es …
alto/a
bajo/a
delgado/a
guapo/a
¿Cómo es de carácter?
Es …
No es …
Nunca es …
divertido/a
generoso/a
hablador(a)
inteligente
perezoso/a
serio/a
¿Cómo es su pelo?
Tiene el pelo …
castaño/negro/pelirrojo/rubio
corto/largo/ondulado
¿De qué color son sus ojos?
Tiene los ojos …
azules/grises/marrones/verdes
High-frequency
words
un, una
el, los
mi, tu, su
se
de
y
pero
no
sí
¿cómo?
¿cuántos?
también
ser
tener
nunca
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 3
Extension: Cuaderno B, p. 3
Pupil’s Book, Te toca a ti, p. 115, exs 1–3
Literacy
Citizenship
Resources
CD 1 tracks 000; Cuadernos A and B, p. 3; Flashcards 1–10
Homework
Notes
Further information on agreement of adjectives in Pupil’s Book,
Gramática 3.1, and on the irregular verbs ser and tener in Pupil’s
Book, Gramática 4.2 (d)
Assessment for learning:
Resource & Assessment Module 1 Gramática Worksheet The present
tense of the irregular verbs ser (to be) and tener (to have)
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 1 Mi vida
Unidad 3 Tu nacionalidad (pp. 10–11)
Framework
objectives
Reinforce: 8W1 Adding abstract words; 8T2 Expression in
text; 8T3 Language and text types
Lesson starters
Starter 1: Using reading strategies to work out new vocabulary
Starter 2: Revising descriptions of how people look; revising
adjective agreement and position
Plenary
Introducing the Mini-test feature
Developing techniques to identify and tackle areas of weakness
Learning targets
Understanding nationalities
Writing an extended text
Grammar
Adjective agreement: nationalities
Skills
(Programmes of
study)
NC levels 2–4
Contexts
Personal and social life: self, family and personal relationships
PoS
1a sounds and writing
2j redraft and improve writing
3c knowledge of language
5f use language creatively
Learning outcomes …
Listening
and
responding
Speaking
AT1/2–
4
Understand listening text on nationalities
Understand listening text giving a range of personal details
AT2/2,
4
Ask and answer questions to identify people from their
nationalities
Reading
and
responding
AT3/4
Understand a longer text covering a range of topics (personal
details, character/physical description, free-time activities, daily
routine, etc.)
Writing
AT4/4
Write a longer text covering a range of topics (personal details,
character/physical description, free-time activities, daily
routine, etc.)
¿Cuál es tu nacionalidad?
Soy …
argentino/a
chileno/a
colombiano/a
escocés/escocesa
español(a)
estadounidense
galés/galesa
Key language
inglés/inglesa
irlandés/irlandesa
mexicano/a
High-frequency
words
de
¿cómo?
¿cuál?
¿cuántos?
¿qué?
ser (soy)
y
pero
también
ICT opportunities
Word-processing
Differentiation
Reinforcement: Cuaderno A, p. 4
Pupil’s Book, Gramática, p. 20, ex. 3
Pupil’s Book, Te toca a ti, p. 114, ex. 2
Extension: Cuaderno B, p. 4
Literacy
Evaluating and improving written work
Citizenship
Resources
CD 1 tracks 000; Cuadernos A and B, p. 4
Homework
Notes
Further information on nationalities in Pupil’s Book, Gramática
3.1
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 1 Mi vida
Unidad 4 ¿Adónde vas? (pp. 12–13)
Framework
objectives
Launch: 8W5 Verb tenses (near future tense)
Reinforce: 8S8 Using high-frequency words & punctuation
clues; 8L3 Relaying gist & detail
Lesson starters
Starter 1: Revising vocabulary for places in town; using reading
strategies to work out new vocabulary
Starter 2: Revising the present tense of ir
Plenary
Summarising and practising the near future tense
Learning targets
Talking about places in town
Using the near future tense
Grammar
a + el = al
The near future tense
Skills
(Programmes of
study)
NC levels 2–5
Contexts
The world around us: home town and local area
Personal and social life: free time and social activities
PoS
1b apply grammar
2b pronunciation and intonation
5a communicate in pairs, etc.
5c express feelings and opinions
Learning outcomes …
Listening
and
responding
Speaking
AT1/2,
4
Understand listening texts about places in a town/activities
AT2/3
Prompt with a place + present tense and respond with an
activity + near future tense
Reading
and
responding
Writing
AT3/3,
5
Understand a text detailing what someone is going to do during
the coming week
AT4/1,
4–5
Write a list of infinitives used in sentences featuring the near
future tense
Write a longer text describing what they are going to do during
the coming week
¿Adónde vas?
Voy …
al centro comercial
al cine
al estadio
al parque
al salón recreativo
Key language
a la bolera
a la discoteca
a la playa
¿Qué vas a hacer?
Voy a …
bailar
ir de compras
jugar al fútbol
jugar al futbolín
jugar a los bolos
tomar el sol
ver un partido de fútbol
ver una película
el
el
el
el
el
el
el
High-frequency
words
lunes
martes
miércoles
jueves
viernes
sábado
domingo
el, la, los
un, una
a (a, al)
de
¿qué?
hacer
ver
ir (voy, vas)
jugar
tomar
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 5
Pupil’s Book, Gramática, p. 21, exs 4–5
Pupil’s Book, Te toca a ti, p. 114, ex. 3
Extension: Cuaderno B, p. 5
Cuaderno A, ¡Extra! 1, p. 7
Literacy
Verb tenses
Using reference materials
Citizenship
Resources
CD 1 tracks 000; Cuadernos A and B, p. 5
Homework
Notes
Further information on al in Pupil’s Book, Gramática 5, and on
the near future tense Pupil’s Book, Gramática 4.3
Assessment for learning:
Resource & Assessment Module 1 Gramática Worksheet The
near future tense
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 1 Mi vida
Unidad 5 Una entrevista (pp. 14–15)
Framework
objectives
Launch: 8S7 Present, past and future
Reinforce: 8W2 Connectives; 8W5 Verb tenses (present and
future tenses); 8L2 Media listening skills
Lesson starters
Starter 1: Practising forming the near future tense
Starter 2: Practising using the near future tense
Plenary
Quiz using the Resumen section to review key points of the
module (team activity)
Introducing the Resumen section as a self-testing resource
Learning targets
Doing an extended interview
Using the present and the near future tenses together
Grammar
The present and near future tenses
Skills
(Programmes of
study)
NC levels 4–5
Contexts
Personal and social life: free time and social activities
PoS
1c use a range of vocab/structures
2a listen for gist and detail
2d initiate/develop conversations
2h scan texts
Learning outcomes …
Listening
and
responding
AT1/4
Understand an interview where personal details and details of
daily routine are given
Understand a listening text about plans for tomorrow
Speaking
AT2/5
Reading
and
responding
AT3/5
Ask and answer questions in an interview context, giving
personal details and details of daily routine and plans for
tomorrow
Understand a longer text covering a range of topics (personal
details, character/physical description, free-time activities, daily
routine, plans for tomorrow, etc.)
Writing
AT4/5
Key language
Writing sentences about their own daily routine and plans for
tomorrow
Language from the module
¿A qué hora te levantas/acuestas?
Me levanto/Me acuesto a las …
¿Qué haces en tu tiempo libre?
normalmente
por la mañana
por la tarde
luego
después
juego/voy …
¿Qué vas a hacer mañana?
Mañana voy a jugar/ir …
High-frequency
words
la, las
te
tu
a
me
con
en
por
¿qué?
mañana
luego
hacer (hago)
ir (vas, voy)
jugar (juego)
salir (salgo)
ver (veo)
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 6
Pupil’s Book, Gramática, p. 21, ex. 6
Extension: Cuaderno B, p. 6
Cuaderno A, ¡Extra! 2, p. 8
Cuaderno B, ¡Extra! 1 and 2, pp. 7–8
Pupil’s Book, ¡Extra!, pp. 18–19
Literacy
Verb tenses
Citizenship
Resources
CD 1 tracks 000; Cuadernos A and B, p. 6
Homework
Notes
Further information on the present tense in Pupil’s Book,
Gramática 4.2, and the near future tense in Pupil’s Book,
Gramática 4.3
Assessment for learning:
Pupil’s Book, Resumen, p. 16; Cuadernos A and B, Resumen, p.
9
Pupil’s Book, Prepárate, p. 17; Cuadernos A and B, ¡Extra! 1 and
2, pp. 7–8
Resource & Assessment Module 1 Gramática Worksheets
Reflexive verbs and Contrasting the present and the near future
tenses
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 2 ¡Diviértete!
Unidad 1 La televisión (pp. 24–25)
Framework
objectives
Reinforce: 8S2 Connectives in extended sentences; 8S6
Substituting and adding; 8L6 Expression in speech
Lesson starters
Starter 1: Introducing the vocabulary for television
programmes; using strategies to work out new vocabulary
Starter 2: Practising adjective agreement; applying recognised
patterns to new language
Plenary
Summarising and practising adjective endings; expressing an
opinion using porque and giving a reason for it
Learning targets
Talking about television programmes
Giving opinions using adjectives
Grammar
Agreement (nouns, verbs, adjectives)
Skills
(Programmes of
study)
NC levels 3–5
Contexts
Personal and social life: free time and social activities
PoS
1b apply grammar
2d initiate/develop conversations
2f adapt previously learned language
3b interpret meaning
3c knowledge of language
4a work with authentic materials
5c express feelings and opinions
Learning outcomes …
Listening
and
responding
AT1/3,
5
Understand a listening text about different people’s favourite
types of television programme.
Understand a listening text and note specific television
programme names.
Understand a conversation about what’s on television.
Speaking
AT2/4–
5
Ask and answer questions about favourite types of television
programme, giving reasons.
Discuss what programmes they are going to watch, giving
opinions and reasons.
Reading
and
responding
Writing
AT3/3
Understand a text in which someone gives his opinion of
different types of television programme and explains the
reasons.
Write eight sentences about the television programmes they
like, giving opinions and reasons.
AT4/4
Key language
¿Cuál es tu programa favorito?
Mi programa favorito se llama …
Es …
un programa de música
un programa de deporte
un programa de telerealidad
un concurso
un documental
una comedia
una serie de policías
una telenovela
el telediario
el tiempo
¿Por qué te gusta?
Porque es …
Prefiero/Me encantan/gustan/
interesan …
Odio/No me gustan …
los concursos/las comedias/los programas de deporte porque
son …
emocionantes
divertidos/as
interesantes
educativos/as
informativos/as
aburridos/as
malos/as
tontos/as
¿Qué ponen ?
¿Qué vamos a ver ?
Hay/Ponen (un documental).
High-frequency
words
un, una
los, las
a
de
mi, tu
te, se
¿cuál?
¿por qué?
¿qué?
porque
no
ir (vamos)
ser (es, son)
ver
hay
ICT opportunities
Internet research
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Gramática, p. 38, ex. 1
Extension: Cuaderno B, p. 00
Pupil’s Book, Te toca a ti, p. 117, ex. 1
Literacy
Citizenship
Resources
CD 1 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Assessment for learning:
Resource & Assessment Module 2 Gramática Worksheet Making
adjectives agree (1)
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 2 ¡Diviértete!
Unidad 2 Las películas (pp. 26–27)
Framework
objectives
Launch: 9W2 Connectives in complex sentences; 9W3 Words
about language; 9C3 Youth attitudes to sport/popular culture
Reinforce: 8L4 Extending sentences
Lesson starters
Starter 1: Revising comparatives
Starter 2: Reviewing comparatives; revising the vocabulary for
types of films
Plenary
Summarising and practising comparatives
Learning targets
Talking about films
Comparing things using más … que (more … than)
Grammar
Comparatives
Skills
(Programmes of
study)
NC levels 3–5
Contexts
Personal and social life: free time and social activities
PoS
1b apply grammar
2f adapt previously learned language
4b communicating with native speakers
4d knowledge of experiences and perspectives
5a communicate in pairs, etc.
5c express feelings and opinions
Learning outcomes …
Listening
and
responding
Speaking
AT1/3–
4
Reading
and
responding
AT3/4–
5
Understand statements comparing different types of films using
comparatives
Understand a detailed text about film preferences, featuring
comparatives
Writing
AT4/4–
5
Write sentences comparing different types of films using
comparatives
Write a text talking about plans to go to the cinema, including
opinions and comparisons
AT2/4
Key language
Understand people saying what type of films they like
Understand people comparing different types of films using
comparatives
Ask and answer questions about film preferences, giving
reasons using comparatives
¿Qué tipo de películas (no) te gustan?
(No) Me gusta …
los dibujos animados
las películas de amor
las
las
las
las
las
las
las
películas de acción
películas de terror
películas de ciencia-ficción
películas de guerra
películas del Oeste
películas de artes marciales
comedias
más … que/menos … que
mejor(es)/peor(es)
High-frequency
words
los, las
me, te
de
no
¿qué?
que
más
menos
mejor
ICT opportunities
E-mail contact with a Spanish school
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Gramática, p. 38, ex. 2
Extension: Cuaderno B, p. 00
Pupil’s Book, Te toca a ti, p. 117, ex. 2
Literacy
Comparatives
Citizenship
Cultural knowledge
Resources
CD 1 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Further information on comparatives in Pupil’s Book, Gramática
3.3
Assessment for learning:
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 2 ¡Diviértete!
Unidad 3 ¿Te gustaría ir a la bolera? (pp. 28–29)
Framework
objectives
Launch: 8C5 Colloquialisms; 9W5 Verbs tenses (+
conditional) (conditional)
Reinforce: 8S5 Negative forms and words
8L5 Unscripted speech
Lesson starters
Starter 1: Using reading strategies to work out new vocabulary
Starter 2: Revising the vocabulary for the days of the week
Plenary
Using the Mini-test to review the language of the unit
Identifying resources for support in learning
Learning targets
Inviting someone to go out
Adding expression to your spoken Spanish
Grammar
Using prepositions (including a + el = al, de + el = del)
¿Te gustaría … ? + the infinitive
Skills
(Programmes of
study)
NC levels 4–5
Contexts
Personal and social life: free time and social activities
PoS
1c use a range of vocab/structures
2c ask and answer questions
2f adapt previously learned language
2i summarise and report
3b interpret meaning
3c knowledge of language
5i work in variety of contexts
Learning outcomes …
Listening
and
responding
AT1/4
Understand a listening text in which people arrange to go out
(noting details of the arrangements)
Note a range of key words when listening
Speaking
AT2/4
Make up dialogues making arrangements to go out
Reading
and
responding
Writing
AT3/5
Understand a text (online chat) where two people discuss
arrangements to go out
AT4/4–
5
Write a dialogue between two people chatting online
Key language
¿Te gustaría … ?
..ir al parque
.. ir a la bolera
.. ir de compras
¿A qué hora?
a la una
a las tres
a las cinco y cuarto
a las seis y media
a las siete menos cuarto
a las ocho
a las nueve
¿Dónde quedamos?
delante de la discoteca
detrás del centro comercial
en el parque
en la bolera
en la calle
en tu casa
De acuerdo.
Vale.
Muy bien.
No tengo ganas.
¡Ni hablar!
¡Ni en sueños!
Bueno …
Pues …
A ver …
Hasta luego.
Adiós.
Hasta pronto.
High-frequency
words
el, la, las
a (al)
de (del)
en
te
tu
y
muy
no
bueno
¿dónde?
¿qué?
ir
menos
ICT opportunities
Internet research
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Gramática, p. 38, ex. 3
Pupil’s Book, Te toca a ti, p. 116, ex. 2
Extension: Cuaderno B, p. 00
Cuaderno A, ¡Extra! 1, p. 17
Literacy
Prepositions
Recognising features of different text types
Citizenship
Resources
CD 1 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Further information on prepositions in Pupil’s Book, Gramática 5
Assessment for learning:
Pupil’s Book, Mini-test, p. 29
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 2 ¡Diviértete!
Unidad 4 No puedo … (pp. 30–31)
Framework
objectives
Reinforce: 8W8 Non-literal meanings; 8S3 Modal verbs; 8C4
Poems, jokes, songs & stories
Lesson starters
Starter 1: Introducing the concept of non-literal meanings;
using reading strategies to work out new language
Starter 2: Reintroducing the concept of stem-changing verbs
Plenary
Summarising (and testing) the stem-changing verbs querer
and poder
Reviewing the language for excuses (team game)
Learning targets
Making excuses
Using querer and poder
Grammar
tener/tengo que
poder
querer
Skills
(Programmes of
study)
NC levels 2–4
Contexts
Personal and social life: free time and social activities
PoS
2c ask and answer questions
2i summarise and report
3b interpret meaning
3d use dictionaries
5i work in variety of contexts
Learning outcomes …
Listening
and
responding
Speaking
AT1/2–
4
Reading
and
responding
Writing
AT3/4
Identify the Spanish for English words using the context of a
longer text
AT4/4
Write a sentence, using connectives/time phrases to make it as
long as possible
¿Quieres …?
chatear por internet
ir a la discoteca
ir de compras
jugar a los bolos
jugar al fútbol
salir
ver un partido de fútbol
AT2/3
Key language
Understand listening texts about excuses for refusing an
invitation
Understand a song about excuses for refusing an invitation
Make up dialogues inviting someone out/refusing an invitation
ver una película
Lo siento, no puedo.
No puedo salir
¿Por qué?
Porque …
no quiero
no tengo dinero
no tengo tiempo
Tengo que …
hacer mis deberes
lavarme el pelo
ordenar mi dormitorio
pasear al perro
High-frequency
words
el, la, los
un, una
mi, mis
a (al)
de
por
porque
luego
después
no
¿por qué?
hacer
ir
jugar
poder
querer
tener (tengo)
ver
más
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Gramática, p. 39, exs 4–5
Pupil’s Book, Te toca a ti, p. 116, exs 1, 3
Extension: Cuaderno B, p. 00
Cuaderno A, ¡Extra! 2, p. 18
Cuaderno B, ¡Extra! 1, p. 17
Literacy
Using reference materials
Citizenship
Resources
CD 1 tracks 000; Cuadernos A and B, p. 00; Flashcards 21–28
Homework
Notes
Further information on tener/tener que in Pupil’s Book,
Gramática 4.2 (d), and on poder/querer in Pupil’s Book,
Gramática 4.2 (b)
Assessment for learning:
Resource & Assessment Module 2 Gramática Worksheet poder
and querer
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 2 ¡Diviértete!
Unidad 5 Tengo un problema … (pp. 32–33)
Framework
objectives
Lesson starters
Starter 1: Revising expressions followed by the infinitive
Starter 2: Practising using le gusta + infinitive and le
gusta(n) + noun
Plenary
Summarising and practising le gusta/le gustan
Learning targets
Saying what someone else likes or dislikes
Using phrases with infinitives
Grammar
Expressions + infinitive (me gustaría, etc.)
A (Sergio) (no) le gusta …
Possessive adjectives (mi(s)/tu(s)/su(s))
Skills
(Programmes of
study)
NC levels 4–5
Contexts
Personal and social life: self, family and personal relationships
PoS
2h scan texts
3d use dictionaries
5a communicate in pairs, etc.
5f use language creatively
Learning outcomes …
Listening
and
responding
Speaking
AT1/5
Understand a longer listening text in which a boy is arguing
with his mother
AT2/4–
5
Read aloud a dialogue, playing the different parts
Ask and answer questions on a reading text
Reading
and
responding
AT3/5
Understand a series of short texts in which people ask for/are
given advice
Identify the Spanish for English words using the context of a
series of short texts
Writing
AT4/4–
5
Write a letter describing a problem
Key language
Tengo un problema.
¿Qué voy a hacer?
Mi madre es muy severa.
Me gusta así.
Mi padre dice que...
Soy demasiado joven.
¿Qué le puedo decir a mi madre?
Tienes que hablar con tus padres.
Es tu responsabilidad.
Estoy de acuerdo con tu padre.
Eres demasiado joven para ir a la discoteca.
Tienes que pensar en tu hermano.
Tienes que presentar el amigo a tu madre.
Tienes que salir más.
High-frequency
words
el, la
me
mi, mis
tu, tus
a
de
en
muy
que
con
para
¿qué?
hablar
hacer
estar (estoy)
ir (voy)
ser (soy, eres, es)
tener (tengo, tienes)
más
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Gramática, p. 39, exs 6–7
Extension: Cuaderno A, p. 00
Cuaderno B, ¡Extra! 2, p. 18
Pupil’s Book, ¡Extra!, pp. 36–37
Pupil’s Book, Te toca a ti, p. 117, ex. 3
Literacy
Possessive adjectives
Using reference materials
Recognising the features of different text types
Citizenship
Resources
CD 1 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Further information on le gusta/le gustan in Pupil’s Book,
Gramática 4.7, and on possessive adjectives in Pupil’s Book,
Gramática 3.5
Assessment for learning:
Pupil’s Book, Resumen, p. 34; Cuadernos A and B, Resumen
Pupil’s Book, Prepárate, p. 35; Cuadernos A and B, ¡Extra! 1
and 2, pp. 00
Resource & Assessment Module 2 Gramática Worksheet
Expressions followed by an infinitive
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 3 Mis vacaciones
Unidad 1 ¿Adónde fuiste? (pp. 42–43)
Framework
objectives
Launch: 8W5 Verb tenses (preterite of ir & ser); 9W1 Word
discrimination; 9C4 Well-known features of the country; 9C5
Region of the country
Reinforce: 8T1 Meanings in context; 8T5 Writing continuous
text
Lesson starters
Starter 1: Reintroducing country names
Starter 2: Revising giving opinions in the past
Plenary
Reviewing expressions using fui and fue
Practising using the preterite to talk about a holiday in the past
Learning targets
Describing past holidays
Using the preterite of ser and ir
Grammar
The preterite (ser, ir)
Skills
(Programmes of
study)
NC levels 2–5
Contexts
Personal and social life: holidays and special occasions
PoS
1a sounds and writing
2a listen for gist and detail
2b pronunciation and intonation
3c knowledge of language
3d use dictionaries
5c express feelings and opinions
5e use a range of resources
Learning outcomes …
Listening
and
responding
AT1/2–
3, 5
Understand a listening text about countries/opinions of trips to
those countries
Understand a listening text about means of transport
Understand a listening text in which people give details of
holidays in the past
Speaking
AT2/3
Make up dialogues about holidays in the past
Reading
and
responding
Writing
AT3/5
Understand a text about holidays in the past (destination,
opinion, etc.)
AT4/4
Write a description of a holiday in the past
Key language
¿Adónde fuiste de vacaciones?
el año pasado
Fui a … de vacaciones.
Alemania
Argentina
Cuba
Escocia
España
Francia
Gales
Grecia
Inglaterra
Irlanda
Italia
México
Portugal
República Dominicana
¿Cómo fue?
Fue …
estupendo
genial
guay
aburrido
horrible
un desastre
¿Cómo fuiste?
Fui …
en autocar
en avión
en barco
en bicicleta
en coche
en monopatín
en tren
a pie
High-frequency
words
el, la
un
mi, mis
a
de
en
¿cómo?
ir (preterite)
ser (preterite)
ICT opportunities
Presentation using a presentation package
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Gramática, p. 56, ex. 1
Extension: Cuaderno B, p. 00
Literacy
Verb tenses
Citizenship
Resources
CD 2 tracks 000; Cuadernos A and B, p. 00; Flashcards 29–36
Homework
Notes
Assessment for learning:
Resource & Assessment Module 3 Gramática Worksheet The
preterite of ir (to go) and ser (to be)
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 3 Mis vacaciones
Unidad 2 ¿Qué hiciste? (pp. 44–45)
Framework
objectives
Launch: 8W5 Verb tenses (preterite -ar verbs)
Reinforce: 8W6 Sound–spelling exceptions; 8T6 Text as
model and source
Lesson starters
Starter 1: Revising the vocabulary for holiday activities;
applying recognised patterns to new language
Starter 2: Practising the preterite of -ar verbs (1st person) and
fui; applying recognised patterns to new language
Plenary
Reviewing how the I form of -ar verbs in the preterite is formed
Practising vocabulary for describing holiday activities using the
preterite
Learning targets
Saying what you did on holiday
Using the preterite of -ar verbs
Grammar
The preterite (-ar verbs)
Skills
(Programmes of
study)
NC levels 3–5
Contexts
Personal and social life: free time and social activities
Personal and social life: holidays and special occasions
PoS
1a sounds and writing
1b apply grammar
2f adapt previously learned language
2j redraft and improve writing
5e use a range of resources
5i work in variety of contexts
Learning outcomes …
Listening
and
responding
Speaking
AT1/3–
5
Understand listening texts about holiday activities in the past
Listen to check answers to a reading activity
AT2/3
Make up dialogues about activities in the past
Reading
and
responding
AT3/5
Reorder segments of text logically
Identify the correct question for each paragraph of a reading
text
Writing
AT4/4–
5
Write a longer text introducing themselves and describing a
holiday in the past
Key language
Bailé.
Descansé.
Escuché música.
Fui de excursión.
Jugué al voleibol en
la playa.
Mandé mensajes.
Monté en bicicleta.
Saqué fotos.
Tomé el sol.
Visité monumentos.
Fui a Barcelona.
el museo Picasso
el acuario
el Tibidabo
la Villa Olímpica
la playa de la Barceloneta
el mar
High-frequency
words
la
a (al)
de
en
escuchar (escuché)
ir (fui)
jugar (jugué)
tomar (tomé)
ICT opportunities
Word-processing
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Gramática, pp. 56–57, exs 2–4
Pupil’s Book, Te toca a ti, p. 118, exs 2–3
Extension: Cuaderno B, p. 00
Cuaderno B, ¡Extra! 1, p. 27
Pupil’s Book, Te toca a ti, p. 119, exs 1, 3
Literacy
Evaluating and improving written work
Citizenship
Resources
CD 2 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Further information on the preterite in Pupil’s Book, Gramática
4.4
Assessment for learning:
Resource & Assessment Module 3 Gramática Worksheet The
preterite of -ar verbs
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 3 Mis vacaciones
Unidad 3 ¿Qué tal lo pasaste? (pp. 46–47)
Framework
objectives
Lesson starters
Reinforce: 8C5 Colloquialisms
Plenary
Practising talking about a holiday in the past using the preterite
(team game)
Giving more details of your holidays
Expressing opinions about past events
Learning targets
Starter 1: Revising time expressions; revising confusable
numbers
Starter 2: Revising questions using the preterite
Grammar
The preterite (opinions about the past)
Skills
(Programmes of
study)
NC levels 2–5
Contexts
Personal and social life: holidays and special occasions
Personal and social life: free time and social activities
PoS
2a listen for gist and detail
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
Learning outcomes …
Listening
and
responding
AT1/2,
4
Understand vocabulary for expressing an opinion
Understand a listening text about holidays in the past (where,
when, how long for, opinion)
Understand a song about holidays in the past
Speaking
AT2/5
Make up dialogues about holidays in the past
Reading
and
responding
Writing
AT3/4
Understand a song about holidays in the past
AT4/2,
4
Rewrite a word snake as questions and answers
Write a dialogue about a holiday in the past
Key language
¿Qué tal lo pasaste?
¡Lo pasé bomba!
¡Lo pasé fenomenal!
¡Lo pasé guay!
¡Lo pasé bien!
¡Lo pasé mal!
¿Cuánto tiempo
pasaste allí?
Pasé …
diez días
una semana
dos semanas
un mes
¿Con quién fuiste?
Fui …
con mi familia
con mis padres
con mis amigos
High-frequency
words
un, una
mi, mis
allí
con
¿cuánto?
¿qué?
¿quién?
ir (preterite)
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Te toca a ti, p. 118, ex.1
Extension: Cuaderno B, p. 00
Literacy
Citizenship
Resources
CD 2 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Assessment for learning:
Pupil’s Book, Mini-test, p. 47
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 3 Mis vacaciones
Unidad 4 Un viaje estupendo (pp. 48–49)
Framework
objectives
Launch: 9W6 Meanings of syllables; 9W7 Independent work on
words; 9L5 Extended/frequent contributions to talk
Reinforce: 8W5 Verb tenses (present & preterite); 8S7
Present, past & future
Lesson starters
Starter 1: Working out the meaning of the suffix –mente;
applying recognised patterns to create new language
Starter 2: Using the present tense and preterite appropriately
Plenary
Learning targets
Practising using the present tense, preterite, time expressions
and question forms.
Giving a presentation about holidays
Using the present and the preterite together
Grammar
Distinguishing tenses and using them appropriately (present and
preterite)
Skills
(Programmes of
study)
NC levels 5
Contexts
Personal and social life: holidays and special occasions
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
3e develop independence
5f use language creatively
Learning outcomes …
Listening
and
responding
AT1/5
Understand listening texts about people’s usual holidays/their
holidays last year
Note verbs (in the present/preterite) when listening
Speaking
AT2/5
Ask and answer questions on a reading text
Do a presentation on an ideal holiday
Reading
and
responding
Writing
AT3/5
Understand a text about people’s usual holidays/their holidays
last year
Key language
Generalmente/Normalmente
me quedo en casa
voy a España
salgo con mis amigos por la noche
vamos a la cafetería
Pero el año pasado …
fui a Cuba
fuimos en avion
fuimos a la playa
fuimos a un restaurante italiano
pinté
hice excursiones muy interesantes
High-frequency
words
el, la
un
a
me
mis
con
en
por
pero
muy
hacer (hice)
quedar (quedo)
ir (voy, vamos, fui, fuimos)
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Gramática, p. 57, exs 5–6
Extension: Cuaderno B, p. 00
Cuaderno A, ¡Extra! 1 + 2, pp. 27–28
Pupil’s Book, Te toca a ti, p. 119, ex. 2
Literacy
Verb tenses
Citizenship
Resources
CD 2 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Further information on recognising and using different tenses in
Pupil’s Book, Gramática 4.5
Assessment for learning:
00
Resource & Assessment Module 3 Gramática Worksheet
Contrasting the present tense and the preterite
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 3 Mis vacaciones
Unidad 5 Hispanoamérica (pp. 50–51)
Framework
objectives
Launch: 9S4 Building answers from questions; 9L1 Listening
for inferences; 9C1 Demographic facts
Reinforce: 9C4 Well-known features of the country; 9C5
Region of the country
Lesson starters
Starter 1: Introducing the wider Spanish-speaking world
Starter 2: Using context and grammatical knowledge to
complete a text; introducing more detailed descriptions of
countries
Plenary
Quiz using the Resumen section to review key points of the
module (team activity)
Learning targets
Learning more about Spanish-speaking countries
Creating a poster about a Spanish-speaking country
Grammar
Skills
(Programmes of
study)
NC levels 4–5
Contexts
The world around us: people, places and customs
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
2i summarise and report
5a communicate in pairs, etc.
Learning outcomes …
Listening
and
responding
AT1/4–
5
Understand the names of Spanish-speaking countries
Understand details given for Spanish-speaking countries
(name, capital city, population)
Understand a detailed account of a Spanish-speaking country
(including information on geography and products)
Speaking
AT2/4
Make up dialogues between a quiz master and contestants on a
quiz show about Spanish-speaking countries
Reading
and
responding
Writing
AT3/5
Understand a detailed account of a Spanish-speaking country
(including information on geography and products)
AT4/4
Design a poster advertising a Spanish-speaking country
Key language
Está en …
Norteamérica
Centroamérica
Sudamérica
Latin American countries
¿Cómo se llama la capital de … ?
La capital de … se llama …
¿Cuántos habitantes tiene … ?
tiene … millones de habitantes.
Hay…
montañas/volcanes
el desierto
la selva
la llanura
el río Amazonas pasa por el país
Los productos principales son …
fruta
café
caña de azúcar
petróleo
High-frequency
words
el, la, los
se
de
en
por
¿cómo?
¿cuántos?
estar (está)
ser (son)
tener (tiene)
hay
ICT opportunities
Internet research
Differentiation
Reinforcement: Cuaderno A, p.
Extension: Cuaderno B, p. 00
Cuaderno B, ¡Extra! 2, p. 28
Pupil’s Book, ¡Extra!, pp. 54–55
Literacy
Citizenship
Resources
CD 2 tracks 000; Cuadernos A and B, p. 000
Homework
Notes
Assessment for learning:
Pupil’s Book, Resumen, p. 52; Cuadernos A and B, Resumen
Pupil’s Book, Prepárate, p. 53; Cuadernos A and B, ¡Extra! 1
and 2, pp.
Resource & Assessment Module 3 Writing Skills Worksheet
Writing a longer text in the preterite
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 4 La comida
Unidad 1 ¿Qué desayunas? (pp. 60–61)
Framework
objectives
Launch: 9S1 Changing emphasis
Reinforce: 9S4 Building answers from questions
Lesson starters
Starter 1: Using reading strategies to work out new language
Starter 2: Reviewing time expressions; using reading strategies
to work out new vocabulary
Plenary
Reviewing and practising time expressions and food vocabulary
Learning targets
Talking about mealtimes
Understanding time expressions
Grammar
Time expressions
Skills
(Programmes of
study)
NC levels 2–4
Contexts
Everyday activities: food, health and fitness
PoS
3a memorise words and phrases
3b interpret meaning
5a communicate in pairs, etc.
Learning outcomes …
Listening
and
responding
AT1/2,
4
Understand a listening text on what people eat and drink for
various meals
Understand a listening text about what someone usually eats
and drinks and when
Identify time expressions in a listening text
Speaking
AT2/2
Ask and answer questions to identify what someone eats for
various meals
Reading
and
responding
Writing
AT3/4
Understand texts about what animal characters usually eat
AT4/3–
4
Write responses to a survey
Key language
¿Qué desayunas?
¿Qué comes?
¿Qué meriendas?
¿Qué cenas?
Desayuno …
Como …
Meriendo …
Ceno …
carne con verduras
cereales
fruta
galletas
magdalenas
pasta
patatas fritas
pescado con ensalada
pizza
pollo
tostadas
un bocadillo
¿Qué bebes?
Bebo …
Cola Cao
té
zumo de naranja
No meriendo.
No desayuno nada.
Nunca como.
¿A qué hora desayunas/cenas?
Desayuno a las ocho.
Como a la una.
a mediodía
siempre
generalmente
normalmente
a veces
de vez en cuando
todo el tiempo
High-frequency
words
el, la, las
un
a
de
en
con
no
todo
¿qué?
beber (bebes)
comer (como, comes)
nada
nunca
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Te toca a ti, p. 120, ex. 1
Extension: Cuaderno B, p. 00
Pupil’s Book, Te toca a ti, p. 121, ex. 1
Literacy
Citizenship
Resources
CD 2 tracks 000; Cuadernos A and B, p. 00; Flashcards 37–52
Homework
Notes
Assessment for learning:
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 4 La comida
Unidad 2 En el mercado (pp. 62–63)
Framework
objectives
Lesson starters
Starter 1: Introducing higher numbers (100, 200, etc.);
predicting the form of new language using recognised patterns
Starter 2: Reviewing the numbers (10, 20, etc.).
Plenary
Practising shopping vocabulary and quantities
Learning targets
Shopping for food
Using high numbers
Grammar
The preterite (revision of -ar verbs)
Skills
(Programmes of
study)
NC levels 2–4
Contexts
Everyday activities: food, health and fitness
PoS
1a sounds and writing
2c ask and answer questions
4c compare home and TL culture
5a communicate in pairs, etc.
Learning outcomes …
Listening
and
responding
AT1/2,
4
Understand
Understand
Understand
Understand
the vocabulary for the numbers 100–1000
a listening text about quantities of food and drink
a listening text about food prices
a song about quantities of food
Speaking
AT2/2–
3
Prompt and write out numbers between 100 and 1000
Make up dialogues in a food shop, selling and buying food
Reading
and
responding
Writing
Key language
cien
ciento diez
doscientos
trescientos
cuatrocientos
quinientos
seiscientos
setecientos
ochocientos
novecientos
mil
¿Qué quieres?
un kilo de …
dos kilos de …
quinientos gramos de …
medio kilo de....
chorizo
jamón
manzanas
peras
queso
tomates
uvas
zanahorias
una barra de pan
una lechuga
un cartón de leche
una botella de agua
¿Algo más?
Sí, quiero …
por favor
Nada más, gracias.
¿Cuánto cuesta?
Un euro.
Dos euros y veinte.
Cuatro euros y veinticinco.
High-frequency
words
un, una
de
y
sí
¿cuánto?
¿qué?
querer (quiero, quieres)
algo
nada
más
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Gramática, p. 74, ex. 1
Extension: Cuaderno A, ¡Extra! 1, p. 37
Cuaderno B, p. 00
Literacy
Citizenship
Resources
CD 2 tracks 000; Cuadernos A and B, p. 00; Flashcards 53–64
Homework
Notes
Further information on the preterite in Pupil’s Book, Gramática
4.4
Assessment for learning:
Resource & Assessment Module 4 Gramática Worksheet
Quantities and prices
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 4 La comida
Unidad 3 En el restaurante (pp. 64–65)
Framework
objectives
Lesson starters
Launch: 9L6 Formality of language
Plenary
Using the Mini-test to review the language of the unit
Identifying resources for support in learning
Learning targets
Eating at a restaurant
Understanding the difference between tú and usted
Grammar
tú/usted
Skills
(Programmes of
study)
NC levels 2–4
Contexts
Everyday activities: food, health and fitness
Starter 1: Revising the preterite (-ar verbs); revising food
vocabulary
Starter 2: Revising vocabulary for restaurant food
PoS
2a listen for gist and detail
2c ask and answer questions
2d initiate/develop conversations
2g deal with the unpredictable
3a memorise words and phrases
3e develop independence
4d knowledge of experiences and perspectives
5a communicate in pairs, etc.
Learning outcomes …
Listening
and
responding
AT1/2,
4
Speaking
AT2/3
Understand listening texts about food/drink items in a
restaurant
Understand a dialogue set in a restaurant (food/drink being
ordered)
Make up dialogues in a restaurant, ordering food/being a waiter
Reading
and
responding
Writing
AT3/4
Understand a text about tapas
AT4/4
Write a dialogue set in a restaurant (food/drink being ordered)
Key language
¿Qué vas/va a tomar?
De primer plato …
De segundo plato …
De postre …
quiero …
ensalada
flan
fruta
gambas
helado (de chocolate)
paella
pescado
pollo
sopa de mariscos
¿Para beber?
(Quiero) … , por favor.
agua
Coca-Cola
limonada
Tengo hambre.
No tengo hambre.
Tengo sed.
La cuenta, por favor.
High-frequency
words
la
a
de
para
no
¿qué?
beber
ir (vas, va)
querer (quiero)
tener (tengo)
tomar
ICT opportunities
Internet research
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Te toca a ti, p. 120, ex. 2
Extension: Cuaderno B, p. 00
Literacy
Register (informal/formal)
Citizenship
Information about other cultures
Resources
CD 2 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Assessment for learning:
Pupil’s Book, Mini-test, p. 65
Resource & Assessment Module 4 Gramática Worksheet tú and
usted
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 4 La comida
Unidad 4 Une cena especial (pp. 66–67)
Framework
objectives
Launch: 9W5 Verb tenses (+ conditional) (preterite); 9T5
Simple creative writing
Lesson starters
Starter 1: Revising the preterite forms of -ar verbs; practising
distinguishing between present and preterite forms
Starter 2: Practising recognising verbs in the preterite
Plenary
Practising the preterite of regular verbs (all persons) (team
game)
Talking about a past meal
Using the preterite of -er and -ir verbs
Learning targets
Grammar
The preterite (-er/-ir verbs)
Skills
(Programmes of
study)
NC levels 4–5
Contexts
Everyday activities: food, health and fitness
Personal and social life: holidays and special occasions
PoS
2a listen for gist and detail
2j redraft and improve writing
3a memorise words and phrases
3b interpret meaning
3d use dictionaries
4a work with authentic materials
5c express feelings and opinions
5d respond to spoken/written language
5e use a range of resources
Learning outcomes …
Listening
and
responding
Speaking
AT1/4–
5
Understand listening texts describing a special dinner
AT2/5
Ask and answer questions about a special meal in the past
Reading
and
responding
AT3/5
Understand a text about a special meal in the past
Identify preterite forms in a text (and supply related verb
forms)
Writing
AT4/5
Write a text about a special meal in the past
Key language
El fin de semana pasado …
salí con...
Fui a …
un restaurante español
un restaurante muy caro
Comí ensalada.
Mi compañero/a comió gambas.
Compartimos una paella.
Bebimos agua.
Hablamos de fútbol/música.
¡Fue genial!
High-frequency
words
el
un, una
mi
a
de
con
muy
comer (comí, comió)
beber (bebimos)
hablar (hablamos)
ir (fui)
ser (fue)
ICT opportunities
Internet research
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Gramática, p. 74, exs 2–3
Pupil’s Book, Te toca a ti, p. 120, ex. 3
Extension: Cuaderno B, p. 00
Literacy
Citizenship
Resources
CD 2 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Further information on the preterite in Pupil’s Book, Gramática
4.4
Assessment for learning:
Resource & Assessment Module 4 Gramática Worksheet The
preterite of -er and -ir verbs
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 4 La comida
Unidad 5 ¿Qué comiste ayer? (pp. 68–69)
Framework
objectives
Launch: 9S5 Less common negatives; 9L2 Recognising
rhetorical devices
Reinforce: 9W5 Verb tenses (+ conditional) (preterite)
Lesson starters
Starter 1: Revising vocabulary for food
Starter 2: Revising the preterite of -ar, -er, -ir verbs
Plenary
Identifying how the Resumen can be used to support learning
Quiz using the Resumen section to review key points of the
module (team activity)
Learning targets
Using the preterite of different verbs
Writing an imaginative text
Grammar
The preterite (-ar, -er, -ir and irregular verbs)
Skills
(Programmes of
study)
NC levels 3–5
Contexts
Everyday activities: food, health and fitness
PoS
1b apply grammar
2c ask and answer questions
5a communicate in pairs, etc.
5c express feelings and opinions
5f use language creatively
Learning outcomes …
Listening
and
responding
AT1/5
Speaking
AT2/3
Reading
and
responding
AT3/4–
5
Identify and translate preterite verbs by type (-ar -er, -ir,
irregular)
Summarise the details of a text about the very unusual things
people had to eat and drink
Writing
AT4/5
Write an imaginative text describing the very unusual things
they ate
¿Qué desayunaste/comiste/cenaste … ?
ayer/anteayer/el fin de semana pasada/esta mañana …
bebí/comí/cené …
/compartí/compré/desayuné/fui/hice/merendé/salí/vi …
No cené nada.
¡Buagh, qué asco!
Key language
Understand people saying what they like to eat and drink, and
what they ate and drank for various meals in the past
Understand people giving details of the very unusual things
they had to eat and drink
Ask and answer questions about what they had to eat and drink
for various meals in the past
¡Ay! ¡No puedo más!
High-frequency
words
el
de
ayer
mañana
¿qué?
beber (bebí)
comer (comí)
hacer (hice)
ir (fui)
poder (pudeo)
ver (vi)
no
nada
más
esta
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Gramática, p. 75, exs 4–5
Extension: Cuaderno B, p. 00
Cuaderno A, ¡Extra! 2, p. 38
Cuaderno B, ¡Extra! 1 + 2, pp. 37–38
Pupil’s Book, Te toca a ti, p. 121, exs 2–3
Pupil’s Book, ¡Extra!, pp. 72–73
Literacy
Writing techniques
Citizenship
Cultural information
Resources
CD 2 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Further information on the preterite in Pupil’s Book, Gramática
4.4
Assessment for learning:
Pupil’s Book, Resumen, p. 70; Cuadernos A and B, Resumen
Pupil’s Book, Prepárate, p. 71; Cuadernos A and B, ¡Extra! 1
and 2
Resource & Assessment Module 4 Gramática Worksheet The
preterite of -ar, -er and -ir verbs
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 5 De moda
Unidad 1 La ropa (pp. 78–79)
Framework
objectives
Launch: 9W4 Main inflections; 9T7 Checking work
Reinforce: 9C3 Youth attitudes to sport/popular culture
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
2g deal with the unpredictable
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 the vocabulary for items of clothing
Understand a listening text about what people usually wear
Understand a listening about about how often people wear
particular items of clothing
Understand a listening text about particular fashion looks
Speaking
AT2/3
Make up dialogues about what they wear and how often
Reading
and
responding
Writing
AT3/3
Work out the meaning of Spanish words using the context of a
longer text
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. 00
Pupil’s Book, Gramática, p. 92, exs 1–2
Pupil’s Book, Te toca a ti, p. 122, ex. 1
Extension: Cuaderno B, p. 00
Literacy
Citizenship
Information about other cultures
Resources
CD 3 tracks 000; Cuadernos A and B, p. 00; Flashcards 65–76
Homework
Notes
Further information on the indefinite article in Pupil’s Book,
Gramática 1.3, on the singular/plural forms of nouns in Pupil’s
Book, Gramática 1.2, and on the agreement of adjectives in
Pupil’s Book, Gramática 3.1
Assessment for learning:
Resource & Assessment Module 5 Gramática Worksheet Making
adjectives agree (2)
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 5 De moda
Unidad 2 El uniforme escolar (pp. 80–81)
Framework
objectives
Launch: 9S6 Multiple-clause sentences; 9L4 Questions/text as
stimulus to talk; 9L5 Extended/frequent contributions to talk
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
Writing
AT3/2,
4
Rewrite a word snake as pairs of opposites
Understand a text about school uniform
AT4/4
Write a paragraph on what they normally wear to school and
their opinion of it
este jersey
este vestido
esta chaqueta
esta corbata
esta camiseta
estos pantalones
estos zapatos
estas botas
Key language
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. 00
Pupil’s Book, Gramática, p. 92, ex. 3
Pupil’s Book, Te toca a ti, p. 122, ex. 2
Extension: Cuaderno B, p. 00
Cuaderno A, ¡Extra! 1, p. 47
Pupil’s Book, Te toca a ti, p. 123, exs 1–2
Literacy
Comparatives
Citizenship
Information about other cultures
Resources
CD 3 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Further information on this/these in Pupil’s Book, Gramática 3.6,
and on comparatives in Pupil’s Book, Gramática 3.3
Assessment for learning:
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 5 De moda
Unidad 3 ¿Qué prefieres? (pp. 82–83)
Framework
objectives
Lesson starters
Launch: 9S2 Order of elements in sentences; 9S8 Inflections
as aid to comprehension
Starter 1: Revising the superlative
Starter 2: Revising vocabulary for describing clothes
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
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
catalogue
Understand
clothing
Understand
and why
Understand
a listening text comparing items of clothing in a
a dialogue in a clothes shop, comparing items of
a listening text about items of clothing purchased
a song about items of clothing
Speaking
AT2/3
Ask and answer questions comparing items of clothing in a
catalogue
Reading
and
responding
Writing
AT4/3
Write questions and answers comparing items of clothing in a
catalogue
¿Cuál prefieres?
Este vestido / Esta camiseta es …
el más bonito / la menos cómoda
Estos zapatos / Estas botas son …
los más baratos / las menos prácticas
Key language
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. 00
Pupil’s Book, Gramática, p. 93, exs 4–5
Pupil’s Book, Te toca a ti, p. 122, ex. 3
Extension: Cuaderno B, p. 00
Cuaderno B, ¡Extra! 1 + 2, pp. 47–48
Pupil’s Book, Te toca a ti, p. 123, exs 3–4
Literacy
Superlatives
Citizenship
Resources
CD 3 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Further information on superlatives in Pupil’s Book, Gramática
3.4
Assessment for learning:
Pupil’s Book, Mini-test, p. 83
Resource & Assessment Module 5 Gramática Worksheet Using
comparative and superlative adjectives
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 5 De moda
Unidad 4 Vamos a visitar Argentina (pp. 84–85)
Framework
objectives
Launch: 9S7 Different tenses in sentences; 9T1
Understanding complex language
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
Writing
AT3/3,
5
Understand a text about various people’s holidays in Argentina,
including details of what they usually wear/are going to wear
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. 00
Extension: Cuaderno B, p. 00
Literacy
Verb tenses
Citizenship
Resources
CD 3 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Assessment for learning:
Resource & Assessment Module 5 Writing Skills Worksheet
Writing a longer text in the near future tense; Resource &
Assessment Module 5 Gramática Worksheet Using the present
and near future tenses
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 5 De moda
Unidad 5 De compras en Barcelona (pp. 86–87)
Framework
objectives
Launch: 9W5 Verb tenses (+ conditional) (present, preterite &
near future together); 9L3 Reporting and paraphrasing
Reinforce: 9W2 Connectives in complex sentences; 9W6
Meaning of syllables
Lesson starters
Starter 1: Using reading strategies to work out new vocabulary
Starter 2: Practising using se puede/se pueden
Plenary
Summarising using se puede/se pueden
Learning targets
Talking about different types of shop
Using se puede to say what can be bought there
Grammar
se puede/se pueden + infinitive
Different tense usage (present, preterite, near future)
Skills
(Programmes of
study)
NC levels 3–6
Contexts
The world around us: home town and local area
PoS
3a memorise words and phrases
3b interpret meaning
3c knowledge of language
3d use dictionaries
3e develop independence
Learning outcomes …
Listening
and
responding
AT1/3,
6
Understand the vocabulary for shops
Use a listening text to check answers (which items can be
bought in which shops)
Understand a listening text about what people have bought and
where
Speaking
AT2/4
Ask and answer questions about which items can be bought in
which shops
Reading
and
responding
Writing
AT3/6
Understand and summarise in English the shopping habits of
two girls
AT4/6
Write a description of a shopping trip using the full range of
tenses (present, preterite and near future)
¿Dónde se puede comprar … ?
carne
comida
pan
ropa
un café
Key language
un regalo
¿Dónde se pueden comprar … ?
pasteles
joyas
zapatos
libros
CDs
Se puede(n) comprar … en …
un supermercado
una cafetería
una carnicería
una joyería
una librería
una panadería
una pastelería
una tienda de
música
una tienda de ropa
una zapatería
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. 00
Pupil’s Book, Gramática, p. 93, ex. 6
Extension: Cuaderno B, p. 00
Cuaderno A, ¡Extra! 2, p. 48
Pupil’s Book, ¡Extra!, pp. 90–91
Literacy
Citizenship
Resources
CD 3 tracks 000; Cuadernos A and B, p. 00; Flashcards 77–86
Homework
Notes
Further information on se puede/se pueden in Pupil’s Book,
Gramática 4.8, and on recognising and using different tenses in
Pupil’s Book, Gramática 4.5
Assessment for learning:
Pupil’s Book, Resumen, p. 88; Cuadernos A and B, Resumen
Pupil’s Book, Prepárate, p. 89; Cuadernos A and B, ¡Extra!, pp.
00
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 6 Me duele …
Unidad 1 Me duele … (pp. 96–97)
Framework
objectives
Reinforce: 9W1 Word discrimination; 9S2 Order of elements in
sentences; 9S8 Inflections as aid to comprehension; 9T2
Features for effect; 9T7 Checking work; 9L2 Recognising
rhetorical devices; 9L6 Formality of language
Lesson starters
Starter 1: Revising the forms of gustar – me/te/le gusta(n)
– in preparation for learning doler; using grammar knowledge
to work out more complicated structures
Starter 2: Revising the parts of the body, the verb doler and
the time expression desde hace
Plenary
Summarising and practising using doler + parts of the body.
Learning targets
Learning the parts of the body
Using me duele and me duelen
Grammar
doler: me/te/le duele(n)
Familiar and formal verb forms
Skills
(Programmes of
study)
NC levels 2–5
Contexts
Everyday activities: food, health and fitness
PoS
2a listen for gist and detail
2c ask and answer questions
2e vary language to suit context, etc.
5a communicate in pairs, etc.
5f use language creatively
5g listen and read for personal enjoyment
Learning outcomes …
Listening
and
responding
AT1/2,
4–5
Understanding the vocabulary for parts of the body
Understand details of people’s ailments and how long they have
had them
Understand a song about ailments
Saying the appropriate part of the body (memory game)
Ask and answer questions about ailments and how long they
have had them
Speaking
AT2/2,
4
Reading
and
responding
Writing
AT3/5
Understand a song about ailments, identifying the Spanish
expressions in it for certain English expressions
AT4/2,
5
Write out Spanish translations of English expressions
Write another verse for the song about ailments
Key language
el brazo
el estómago
el pie
la cabeza
la espalda
la garganta
la mano
la pierna
la rodilla
los oídos
los ojos
las muelas
¿Qué te/le duele?
Me duele la cabeza.
Me duelen los pies.
A Luis le duele la
garganta.
¿Desde hace cuánto
tiempo?
Desde hace cinco
horas/una semana.
High-frequency
words
el, la, los, las
me, te, le
a
¿cuánto?
¿qué?
desde
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Gramática, p. 110, ex. 1
Extension: Cuaderno B, p. 00
Literacy
Subjects/Objects and verb forms
Citizenship
Resources
CD 3 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Assessment for learning:
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 6 Me duele …
Unidad 2 En la farmacía (pp. 98–99)
Framework
objectives
Reinforce: 9S7 Different tenses in sentences; 9L3 Reporting
and paraphrasing
Lesson starters
Starter 1: Revising the verbs tener and estar; practising using
reference resources
Starter 2: Revising the demonstrative adjective; using grammar
knowledge to work out the meaning of new words
Plenary
Revising ailments and symptoms
Learning targets
Describing symptoms
Getting remedies
Grammar
tener/estar to talk about ailments
Revision of demonstrative adjective este
Skills
(Programmes of
study)
NC levels 2–5
Contexts
Everyday activities: food, health and fitness
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2d initiate/develop conversations
2i summarise and report
5d respond to spoken/written language
Learning outcomes …
Listening
and
responding
AT1/2,
4
Understand the vocabulary for symptoms of illness
Understand and note the details of conversations in a pharmacy
(symptoms, medicine prescribed, how often medicine is to be
taken)
Speaking
AT2/3
Ask and answer questions to identify their partner’s symptoms
Make up dialogues in a pharmacy, playing the roles of
pharmacist and customer
AT4/3,
5
Write an e-mail to refuse an invitation, giving a range of
symptoms as an excuse
Write advice in response to people’s health complaints
Reading
and
responding
Writing
Key language
¿Qué te/le pasa?
No me encuentro bien.
Tengo fiebre.
Tengo una picadura.
Tengo una quemadura de sol.
Tengo diarrea.
Tengo tos.
Tengo gripe.
Tengo catarro.
Tengo vómitos.
Estoy enfermo.
Estoy cansado/a.
¿Tienes algo para el/la…?
Hay que …
usar esta crema
tomar estas pastillas
tomar est jarabe
tomar estas aspirinas
tomar estos comprimidos
beber agua
una vez/dos vedes/tres veces al día
por la mañana/la tarde
High-frequency
words
una
la
me, te, le
a (al)
de
por
mañana
bien
no
¿qué?
que
beber
estar (estoy)
tener (tengo)
tomar
hay
este, esta, estos, estas
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Gramática, p. 110, ex. 2
Pupil’s Book, Te toca a ti, p. 124, exs 1, 3
Extension: Cuaderno B, p. 00
Literacy
Citizenship
Resources
Homework
CD 3 tracks 000; Cuadernos A and B, p. 00
Notes
Further information on tener/estar in Pupil’s Book, Gramática
4.2(d)
Assessment for learning:
Resource & Assessment Module 6 Gramática Worksheet estar
(to be)
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 6 Me duele …
Unidad 3 ¿Tienes una dieta sana? (pp. 100–101)
Framework
objectives
Reinforce: 9W4 Main inflections; 9S1 Changing emphasis;
9S5 Less common negatives; 9L1 Listening for inferences
Lesson starters
Starter 1: Reviewing food vocabulary; introducing the concepts
of healthy/unhealthy eating
Starter 2: Revising expressions of frequency; revising the
vocabulary for healthy/unhealthy eating
Plenary
Using the Mini-test to review the language of the unit
Learning targets
Talking about healthy and unhealthy food
Making resolutions for the future
Grammar
Direct object pronouns
Skills
(Programmes of
study)
NC levels 1–5
Contexts
Everyday activities: food, health and fitness
PoS
1b apply grammar
2c ask and answer questions
2f adapt previously learned language
3e develop independence
3c knowledge of language
3d use dictionaries
5b respond to classroom events
Learning outcomes …
Listening
and
responding
AT1/4–
5
Understand a text identifying food/drink items as
healthy/unhealthy; use this to check answers
Understand the details of two people doing a questionnaire on
healthy eating
Speaking
AT2/4
Ask and answer questions about how often they eat/drink
certain things (using the direct object pronoun)
Reading
and
responding
AT3/5
Understand a text about what someone eats/drinks and future
plans to change his diet; identify the Spanish for English
expressions in the text
Writing
AT4/1,
5
Sort food and drink words into healthy/unhealthy categories
Write a text about what they eat/drink and what changes they
are going to make in their diet in future
Key language
verduras
galletas
patatas fritas
Coca-cola
fruta
pescado
café
caramelos
huevos
leche
agua
pasteles
lo/la/los/las como …
todos los días
dos veces a la semana
una vez al mes
de vez en cuando
nunca
casi nunca
High-frequency
words
a (a la, al)
lo, la, los, las
nunca
comer (como)
ICT opportunities
Word-processing/Using a spreadsheet package
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Te toca a ti, p. 124, ex. 2
Extension: Cuaderno B, p. 00
Cuaderno B, ¡Extra! 1 + 2, pp. 57–58
Literacy
Citizenship
Healthy living
Resources
CD 3 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Further information on direct object pronouns in Pupil’s Book,
Gramática 2
Assessment for learning:
Pupil’s Book, Mini-test, p. 101
Resource & Assessment Module 6 Gramática Worksheet Direct
object pronouns – lo, la, los, las
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 6 Me duele …
Unidad 4 La vida sana (pp. 102–103)
Framework
objectives
Launch: 9S3 Different tense modals
Reinforce: 9W5 Verb tenses (+ conditional) (conditional);
9S6 Multiple-clause sentences
Lesson starters
Starter 1: Revising expressions followed by the infinitive;
revising modal verbs
Starter 2: Revising the preterite
Plenary
Summarising deber + infinitive
Reading out and discussing e-mail texts giving advice on how
to live more healthily
Learning targets
Talking about healthy living
Using para to make more complex sentences
Grammar
deber + infinitive
Skills
(Programmes of
study)
NC levels 4–6
Contexts
Everyday activities: food, health and fitness
PoS
2a listen for gist and detail
2d initiate/develop conversations
2f adapt previously learned language
2h scan texts
3b interpret meaning
5i work in a variety of contexts
Learning outcomes …
Listening
and
responding
AT1/4–
5
Understand and put in order pieces of advice on healthy living
Understand conversations in which people talk about their
lifestyles and note the details (the positive things they do, the
negative things they do, the advice they are given)
Speaking
AT2/3,
6
Make up the longest sentence possibly incorporating the phrase
Para llevar una vida más sana …
Reading
and
responding
AT3/6
Understand and match e-mails describing health problems with
the pieces of advice given
Summarise a health problem question + advice in English
Writing
AT4/5
Write an e-mail describing a health problem and a response
giving advice on it
Para llevar una vida más sana debes …
hacer deporte frecuentemente
dormir ocho horas al día
beber agua frecuentemente
Key language
comer más fruta y verduras
comer menos caramelos
No debes …
comer comida basura
fumar cigarrillos
tomar drogas
beber alcohol
beber muchos refrescos
Ayer bebí, comí, salí, vi, fumé, hice, jugué
High-frequency
words
una
a (al)
para
y
beber (bebí)
comer (comí)
deber (debes)
hacer (hice)
jugar (jugué)
tomar
más
menos
muchos
ICT opportunities
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Gramática, pp. 110–111, exs 3–4
Extension: Cuaderno B, p. 00
Pupil’s Book, Te toca a ti, p. 125, ex. 1
Literacy
Verb tenses
Citizenship
Healthy living
Resources
CD 3 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Assessment for learning:
MIRA EXPRESS 2 CD SoW
SCHOOL:
DATE:
YEAR:
CLASS:
MIRA EXPRESS 2 Módulo 6 Me duele …
Unidad 5 Mis pecados (pp. 104–105)
Framework
objectives
Reinforce: 9W5 Verb tenses (+ conditional) (present, preterite
& near future together); 9L4 Questions/text as stimulus to talk
Lesson starters
Starter 1: Revising preterite, present and near future tense of
key verbs
Starter 2: Revising using different tenses
Plenary
Quiz using the Resumen section to review key points of the
module (team activity)
Learning targets
Talking about lifestyle changes
Using three tenses together
Grammar
Using different tenses (preterite, present, near future)
Skills
(Programmes of
study)
NC level 6
Contexts
Everyday activities: food, health and fitness
Personal and social life: free time and social activities
PoS
1b apply grammar
1c use a range of vocab/structures
2c ask and answer questions
2g deal with the unpredictable
4b communicate with native speakers
4c compare home and TL culture
4d knowledge of experiences and perspectives
5d respond to spoken/written language
5i work in a variety of contexts
Learning outcomes …
Listening
and
responding
Speaking
AT1/6
Understand a text about a night on the town and the morning
after
AT2/6
Ask and answer questions as though they were the character
describing his night out/morning after
Reading
and
responding
Writing
AT3/6
Identify the verbs in a text by tense (preterite, present, near
future)
Complete a gap-fill text on lifestyle (past/present/future plans)
Write a blog on lifestyle (past/present/future plans)
AT4/6
Key language
Language from Module 6
High-frequency
words
ayer
mañana
¿adónde?
¿cómo?
¿qué?
beber (in three tenses)
comer (in three tenses)
hacer (haces)
ir (in three tenses)
jugar (in three tenses)
salir (in three tenses)
ICT opportunities
E-mail contact with a Spanish school
Differentiation
Reinforcement: Cuaderno A, p. 00
Pupil’s Book, Gramática, p. 111, ex. 5
Extension: Cuaderno B, p. 00
Cuaderno A, ¡Extra! 1 + 2, pp. 57–58
Pupil’s Book, ¡Extra!, pp. 108–109
Pupil’s Book, Te toca a ti, p. 125, exs 2–3
Literacy
Citizenship
Resources
CD 3 tracks 000; Cuadernos A and B, p. 00
Homework
Notes
Further information on using different tenses in Pupil’s Book,
Gramática 4.5
Assessment for learning:
Pupil’s Book, Resumen, p. 106; Cuadernos A and B, Resumen
Pupil’s Book, Prepárate, p. 107; Cuadernos A and B, ¡Extra!
Resource & Assessment Module 6 Gramática Worksheet
Combining the preterite, the present and the near future tenses;
Resource & Assessment Module 6 Writing Skills Worksheet
Writing creatively