MIRA EXPRESS 1 Scheme of Work
SCHOOL: YEAR:DATE: CLASS:
MIRA 1 Módulo 1 ¡Vamos!
Unidad 1 ¡Hola! (pp. 6–7)Framework objectives
/ Launch: 7W1 Everyday words; 7S8 Punctuation; 7L5 Spontaneous talk; 7C5 Social conventionsLesson starters / Starter 1: Introducing the first words of Spanish – greetings and introductions (class work, group work)
Starter 2: Consolidating basic Spanish phrases; thinking about how sentences fit together
Plenary / Introducing the technique of reviewing material at key points
Revising language introduced so far
Learning targets / Introducing yourself
Getting used to Spanish pronunciation
Grammar / Questions words: ¿Cómo? ¿Dónde?
Getting used to idea of verb endings (llamo/llamas
vivo/vives)
Skills
(Programmes of study) / NC levels 1–4
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
Contexts / Personal and social life: self, family and personal relationships
Learning outcomes …
Listening and responding / AT1/1–3 / Understand listening texts in which people introduce themselves, say which city they live in and say how they feel
Understand song about greetings
Speaking / AT2/3–4 / Practise pronunciation of h, ll, v
Ask and answer questions saying who they are and where they live
Reading and responding
Writing / AT4/2–3 / Write short dialogue saying who they are and where they live (using dialogues made up orally)
Copy out phrases
Key language / ¿Cómo te llamas?
Me llamo...
¿Dónde vives?
Vivo en …
¡Hola!
Buenos días/ Buenas tardes/ Buenas noches
¿Qué tal ?
Bien/ Regular/ Fatal/ Fenomenal
¿Cómo estás?
¿Y tú?
¡Adiós!
¡Hasta luego!
High-frequency words / tú
en
y
bien
regular
¿cómo?
¿dónde?
¿qué?
ICT opportunities
Differentiation / Reinforcement: Workbook A, p. 2
Pupil’s Book, Gramática, p. 22, ex. 1
Pupil’s Book, Te toca a ti, p. 116, exs 1 and 4
Extension: Workbook B, p. 2
Numeracy
Literacy / PunctuationVerb forms
Citizenship
Resources / CD 1 tracks 2–6; Workbooks A and B, p. 2
Homework
Notes / Further information on verb endings of –ar verbs and –ir verbs in Pupil’s Book, Gramática 4.2 (a), pp. 130-31
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 1 ¡Vamos!
Unidad 2 ¿Cuántos años tienes? (pp. 8–9)Framework objectives
/ Launch: 7W5 Verbs present (tener); 7W6 Letters and sounds; 7L1 Sound patternsLesson starters / Starter 1: Revising introductions, asking how someone is and responding (class work)
Starter 2: Recapping numbers 0–15 (Electronic package option: Starter X)
Plenary / Developing vocabulary learning strategies
Learning targets / Counting up to 15
Using the verb tener to give your age
Grammar / tener (first/second person)
Questions words: ¿Cuánto?
Skills
(Programmes of study) / NC levels 1–3
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.
Contexts / Everyday activities: the language of the classroom
Personal and social life: self, family and personal relationships
Learning outcomes …
Listening and responding / AT1/1–3 / Understand vocabulary for the numbers 0–15Understand listening text in which people talk about how old they are
Speaking / 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 / CD tracks 7–11; Workbooks A and B, p. 3
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 1 ¡Vamos!
Unidad 3 ¡Feliz cumpleaños! (pp. 10–11)Framework objectives
/ Launch: 7S9 Using simple sentences; 7C4 Stories and songsReinforce: 7S8 Punctuation
Lesson starters / Starter 1: Recapping the numbers 0–15 (class work)
Starter 2: Reviewing dates (Electronic package option: Starter X)
Plenary / Introducing the Mini-test feature
Developing techniques to identify and tackle areas of weakness
Learning targets / Counting up to 31
Saying when your birthday is
Grammar / Question words (¿Cuándo?)
Skills
(Programmes of study) / NC levels 1–4
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
Contexts / Everyday activities: the language of the classroom
Personal and social life: self, family and personal relationships
Learning outcomes …
Listening and responding / AT1/1–4 / Understand vocabulary for the months of the year and the numbers 16–31Understand dates
Understand Happy birthday song
Understand listening text in which people give their age and details of their birthday
Speaking / AT2/2–3 / Practise pronunciation of j and z
Conduct survey about birthdays
Sing along with song
Reading and responding
Writing / AT4/2 / Write out dates
Key language / Months
enero
febrero
marzo
abril
mayo
junio
julio
agosto
septiembre
octubre
noviembre
diciembre
Numbers 16–31
dieciséis
diecisiete
dieciocho
diecinueve
veinte
veintiuno
veintidós
veintitrés
veinticuatro
veinticinco
veintiséis
veintisiete
veintiocho
veintinueve
treinta
treinta y uno
Numbers for dates
el uno de …
el dos de …
¿Cuál es la fecha de hoy?
¿Cuándo es tu cumpleaños?
Mi cumpleaños es …
¡Feliz cumpleaños!
Letters of the alphabet
High-frequency words / el
de
¿cuándo?
y
mi
tu
ser (es)
ICT opportunities / Producing survey chart
Differentiation / Reinforcement: Workbook A, p. 4
Pupil’s Book, Gramática, p. 22, ex. 2
Pupil’s Book, Te toca a ti, p. 116, ex. 2
Extension: Workbook B, p. 4
Pupil’s Book, Te toca a ti, p. 117, exs 1 and 3
Numeracy / Counting
Literacy / The use of capital letters
Citizenship
Resources / CD 1 tracks 12–17; Workbooks A and B, p. 4
Homework
Notes / Assessment for learning
Pupil’s Book, Mini-test, p. 11
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 1 ¡Vamos!
Unidad 4 Hablamos español (pp. 12–13)Framework objectives
/ Launch: 7W5 Verbs present (–ir); 7T1 Reading uses cues; 7C1 Geographical factsLesson starters / Starter 1: Introducing other Spanish-speaking countries
Starter 2: Consolidating when the different ‘you’ forms (tú/usted) are used
Plenary / Practising the present tense of vivir
Learning targets / Learning about Spanish-speaking countries
Understanding regular –ir verbs
Grammar / –ir verbs
Skills
(Programmes of study) / NC levels 1–4
PoS
1b apply grammar
2a listen for gist and detail
2c ask and answer questions
2h scan texts
3b interpret meaning
3c knowledge of language
5a communicate in pairs, etc.
5d respond to spoken/written language
5e use a range of resources
5i work in variety of contexts
Contexts
/ Personal and social life: self, family and personal relationshipsThe world around us: people, places and customs
Learning outcomes …
Listening and responding / AT1/2–4 / Understand a listening text on Spanish-speaking countriesUnderstand personal information (name, country someone lives in, age, birthday)
Identify whether tú or usted is used in a listening text
Speaking / AT2/4 / Conduct a dialogue, asking for and giving personal details, using prompts
Reading and responding / AT3/3 / Read texts and use the information to complete identity cards
Writing / AT4/1, 3 / Copy out the names of the Spanish-speaking countries in Latin America
Write a dialogue giving personal details (using prompts from earlier exercise)
Key language / ¿Cómo te llamas?
¿Cómo se llama usted?
¿Dónde vives?
¿Dónde vive usted?
¿Cómo estás?
¿Cómo está usted?
Names of Spanish-speaking countries
Language from units 1–3 revisited
High-frequency words / el/la
usted
me, te
en
¿dónde?
¿cómo?
¿cuántos?
hablar (hablan)
tener (tengo, tienes)
vivir (all)
estar (está)
ser (es)
ICT opportunities / Internet research
Differentiation / Reinforcement: Workbook A, p. 5
Pupil’s Book, Gramática, p. 22, exs 3–4
Extension: Workbook B, p. 5
Numeracy
Literacy
Citizenship
Resources / CD 1 tracks 18–20; Workbooks A and B, p. 5
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 1 ¡Vamos!
Unidad 5 En mi mochila (pp. 14–15)Framework objectives
/ Launch: 7W4 Gender and plural; 7S5 Basic negatives; 7S6 Compound sentencesReinforce: 7L4 Classroom talk
Lesson starters / Starter 1: Developing strategies for working out new language (pair work, class discussion)
Starter 2: Reinforcing the concept of gender and reviewing un/una; recapping on school items vocabulary (pair work)
Plenary / Recapping on vocabulary in the unit (class work)
Testing knowledge of gender and un/una
Introducing using resources to check work (Vocabulario/dictionary)
Learning targets / Learning the Spanish alphabet
Using the indefinite article un/una (a)
Grammar / Introducing the concept of gender
The indefinite article (un/una)
Making a sentence negative (no)
Skills
(Programmes of study) / NC levels 1–3
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
Contexts / Everyday activities: the language of the classroom
Learning outcomes …
Listening and responding / AT1/1–3 / Understand alphabet songUnderstand school items vocabulary
Understand listening text about school items
Speaking / AT2/1–3 / Sing along with song
Ask and answer about how to spell words
Ask and answer about classroom items
Reading and responding / AT3/3 / Understand written text about items in school bags
Writing / AT4/3 / Write short text listing what they have/don’t have/need for school
Key language / Tengo …
Necesito …
No tengo …
¿Tienes … ?
¿Cómo se escribe … ?
Se escribe …
tambièn
pero
Items for school
un bolígrafo/boli
un cuaderno
un diccionario
un libro
un monedero
un lápiz
un estuche
un móvil
un sacapuntas
una goma
una regla
una agenda
una mochila
una calculadora
High-frequency words / un/una
y
pero
¿cómo?
tener (tengo, tienes)
sí
no
tambièn
ICT opportunities
Differentiation / Reinforcement: Workbook A, p. 6
Pupil’s Book, Gramática, p. 23, ex. 5
Extension: Workbook B, p. 6
Pupil’s Book, Te toca a ti, p. 117, ex. 2
Numeracy
Literacy / The indefinite article
Citizenship
Resources / CD 1 tracks 21–23; Workbooks A and B, p. 6
Homework
Notes / Further information on the indefinite article in Pupil’s Book, Gramática 1.3, p. 129
Further information on making a sentence negative in Pupil’s Book, Gramática 4.4, p. 132
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 1 ¡Vamos!
Unidad 6 En clase (pp. 16–17)Framework objectives
/ Launch: 7W4 Gender and plural (plurals)Reinforce: 7W3 Classroom words
Lesson starters / Starter 1: Introducing plural forms of nouns (Electronic package option: Starter X)
Starter 2: Consolidating plural forms of nouns and the indefinite article
Plenary / Developing vocabulary learning strategies (class discussion)
Learning targets / Talking about the classroom
Understanding the definite article el/la (the)
Grammar / The definite article (el/la/los/las)
The indefinite article (un/una/unos/unas)
Plural nouns (–s/–es; –z [INSERT ARROW] –ces)
Skills
(Programmes of study) / NC levels 1–3
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.
Contexts / Everyday activities: the language of the classroom
Learning outcomes …
Listening and responding / AT1/1, 3 / Understand classroom objects vocabularyUnderstand listening text about classroom items
Speaking / AT2/1–3 / Name classroom objects
Make up a sentence containing as many classroom items as possible
Reading and responding / AT4/1–2 / Read gap-fill text (in preparation for writing task)
Writing / AT4/1, 3 / Write out plural forms of nouns
Copy and complete two texts using the words supplied
Key language / Objects in the classroom
en mi clase
Hay un/una …
¿Qué hay … ?
el alumno
el equipo de música
el profesor
el proyector
el ordenador
la ventana
la pizarra blanca
la puerta
las mesas
las sillas
los libros
los rotuladores
No hay rotuladores.
High-frequency words / el/la/los/las
un/una/unos/unas
¿qué?
y
también
hay
no
ICT opportunities
Differentiation / Reinforcement: Workbook A, p. 7
Pupil’s Book, Gramática, p. 23, exs 6–7
Pupil’s Book, Te toca a ti, p. 116, ex. 3
Extension: Workbook B, p. 7
Pupil’s Book, ¡Extra!, pp. 20–21
Numeracy
Literacy / The definite article
The indefinite article
Plurals
Citizenship
Resources / CD 1 tracks 24–25 (+ track 26 Resumen, tracks 27–28 ¡Extra!); Workbooks A and B, p. 7
Homework
Notes / Further information on plural forms of definite and indefinite articles in Pupil’s Book, Gramática 1.3 and 1.4, p. 129
Further information on plural forms of nouns in Pupil’s Book, Gramática 1.2, p. 129
Assessment for learning:
Pupil’s Book, Resumen, p. 18; Workbooks A and B, Resumen, p. 10; Workbooks A and B, Progreso, p. 11
Pupil’s Book, Prepárate, p. 19; Workbooks A and B, Prepárate 1 and 2, pp. 8–9
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 2 En el instituto
Unidad 1 ¿Qué estudias? (pp. 26–27)Framework objectives
/ Launch: 7W5 Verbs present (and past) (–ar); 7W8 Finding meanings; 7T6 Texts as prompts for writingReinforce: 7W6 Letters and sounds
Lesson starters / Starter 1: Introducing vocabulary for school subjects; developing strategies for working out new language (Electronic package option: Starter X)
Starter 2: Practising vocabulary for school subjects; practising using the connectives también and pero
Plenary / Quiz reviewing key points of the unit (class work in groups)
Learning targets / Talking about your school subjects
Using the –ar verb estudiar (to study)
Grammar / –ar verbs (using estudiar)
Using los to say 'every' (every Thursday, etc.)
Skills
(Programmes of study) / NC levels 2–4
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
Contexts / Everyday activities: home life and school
Learning outcomes …