¡Listos! 2 Rojo
Módulo 5 ¡Diviértete! /
Unidad 1 pp.78-79 ¿Quieres ir al cine?
/ Activity no.Learning objectives / Making arrangements to go out
Framework objectives / Launch: 8L6 (Expressions in speech). Reinforcement: 9L1 (Listening for inferences); 9L2 (Recognising rhetorical devices).
Starters / Starter 1: Telling the time – clock game.
Starter 2: Unjumbling a telephone conversation.
Plenary / Colloquial phrases: quick-fire drill.
Grammar / conmigo, contigo
Skills (Programmes of Study) / 2a listen for gist and detail
2b correct pronunciation / intonation
2c ask and answer questions
2d initiate / develop conversations
2g dealing with the unpredictable
2i report main points
3c use knowledge of English / 2a, 2b
2c
2c
2c
2c
2b
1
Contexts / B Personal and social life
Learning outcomes …
Listening and responding / AT1/3-4 / Understand people discussing where to go and when and where to meet. / 2a, 2b
Speaking / AT2/4 / Ask and answer questions about where to go and when and where to meet. / 2c
Reading and responding / AT3/1 / Identify different entertainment venues; understand short dialogues relating to social arrangements / 1
Writing / AT4/3-4 / Write out dialogues relating to social arrangements. / 3a, 3b
Key language / ¿Diga? / ¿Dígame?
¿Quieres salir/venir conmigo?
No, no quiero salir contigo.
¿Adónde quieres ir?
la bolera
el cine
el club de jóvenes
el parque de atracciones
la pista de hielo / ¿A qué hora?
A (las siete).
¿Dónde quedamos?
¿Dónde nos encontramos?
En la plaza.
Vale
ICT Opportunities / -
Extension (B) / Cuaderno B, p.43
Resources / Cassette C, side 1 or CD3, tracks 2 and 3
Hojas de trabajo, Resource and Assessment File, pp.90-91
Flashcards, 39-42, 53 (¡Listos! 1)
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Rojo
Módulo 5 ¡Diviértete! /
Unidad 2 pp.80-81 ¿Qué tipo de películas te gustan?
/ Activity no.Learning objectives / Giving opinions about types of films
Framework objectives / Launch: 8L5 (Unscripted speech); 9W1 (Word discrimination); 9L5 (Extended/frequent contributions to talk). Reinforcement: 8W1 (Adding abstract words); 8W2 (Connectives); 8S6 (Substituting and adding); 8L4 (Extending sentences); 9C3 (Youth attitudes to sport/culture).
Starters / Starter 1: Film vocabulary: deducing meanings.
Starter 2: Film vocabulary: memory game.
Plenary / Brainstorm film-related adjectives.
Grammar / ¿por qué? / porque
Revision of comparatives
Skills (Programmes of Study) / 2c ask and answer questions
2i report main points
3c use knowledge of English
4c compare cultures
5e range of resources / 2c
2a, 2b, 2c
3a
3a
2c
Contexts / B Personal and social life
Learning outcomes …
Listening and responding / AT1/4 / Understand people expressing and justifying opinions about different types of films. / 2a, 2b
Speaking / AT2/4 / Ask for and express opinions on different types of films. / 2c
Reading and responding / AT3/2-3 / Recognise types of films and forms of entertainment and understand related adjectives. / 1, 3a
Writing / AT4/4 / Write sentences expressing opinions on and comparing different types of film and forms of entertainment. / 2d, 3b
Key language / ¿Qué tipo de películas prefieres?
¿Te gustan las películas …? / (No) Me gustan las películas …
Prefiero las películas …
cómicas
románticas
de ciencia-ficción / de guerra
de terror
policíacas / de acción
de dibujos animados
del oeste
¿Por qué te gustan las películas cómicas? Porque son (más / menos) …
aburrido/a(s)
animado/a(s)
divertido/a(s) / emocionante(s)
gracioso/a(s)
infantil(es) / inteligente(s)
interesante(s)
tonto/a(s)
ICT Opportunities / Using Excel, draw bar graph or pie chart to show findings of survey in 2c
Extension (B) / Cuaderno B, p.44
Resources / Cassette C, side 1 or CD3, tracks 4 and 5, OHTs 25 and 26
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Rojo
Módulo 5 ¡Diviértete! /
Unidad 3 pp.82-83 Dos entradas, por favor
/ Activity no.Learning objectives / Buying cinema tickets.
Framework objectives / Launch: 9T5 (Simple creative writing). Reinforcement: 8S8 (Using high-frequency words and punctuation as clues); 8L3 (Relaying gist and detail).
Starters / Starter 1: Film/book titles: deducing meanings.
Starter 2: Cinema-related language: gap-filling activity.
Plenary / Brainstorm techniques for understanding posters.
Grammar / -
Skills (Programmes of Study) / 2a listen for gist and detail
2e adapt language
2i report main points
3b use context to interpret meaning
4a working with authentic materials
4c compare cultures
5e range of resources
5f using TL creatively
5h listening / reading for enjoyment / 1b
4
1b
1a, 2
1b
1b, 2
4
4
1b
Contexts / B Personal and social life
Learning outcomes …
Listening and responding / AT1/4 / Understand a short dialogue between a cinema-goer and a box office assistant. / 1b
Speaking / AT2/4 / Buy and sell cinema tickets at a box office. / 1c
Reading and responding / AT3/2-4 / Understand a dialogue at a cinema box office and identify different film classifications. / 1a, 2, 3
Writing / AT4/4 / Design a film poster. / 4
Key language / Dos entradas, por favor.
Para Quiero ser como Beckham.
Para la sesión de las siete y media.
¿Cuánto es ?
¿Qué pantalla es?
Apta para todos los públicos/mayores de … años.
ICT Opportunities / Design a film poster.
Extension (B) / Cuaderno B, p.45
Resources / Cassette C, side 1 or CD3, track 6
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Rojo
Módulo 5 ¡Diviértete! /
Unidad 4 pp.84-85 ¡Es genial!
/ Activity no.Learning objectives / Describing an event in the present tense
Framework objectives / Launch: 9S4 (Building answers from questions). Reinforcement: 8S4 (Question types); 8S7 (Present, past, future); 8L6 (Expression in speech); 8C5 (Colloquialisms); 9L3 (Reporting and paraphrasing); 9C5 (Regions of the country).
Starters / Starter 1: Weather idioms with hacer: brainstorming activity.
Starter 2: Question words: use of accents.
Plenary / Practise asking and answering questions.
Grammar / -
Skills (Programmes of Study) / 2c ask and answer questions
2d correct pronunciation / intonation
2f adapt language for different contexts
2g dealing with the unpredictable
2i report main points
4b communicating with native speakers
4c compare cultures / 2b
2b
2c
2b
1
2b, 2c
1
Contexts / B Personal and social life; C The world around us
Learning outcomes …
Listening and responding / AT1/4 / Understand general questions relating to immediate circumstances. / 2aSpeaking / AT2/4 / Ask and answer questions about immediate circumstances. / 2b
Reading and responding / AT3/4 / Understand general questions (and answers) relating to immediate circumstances. / 1
Writing / AT4/4 / Write out a dialogue about immediate circumstances. / 2c
Key language / ¿Dónde estás?
Estoy en (el parque zoológico)
¿Con quién estás?
Estoy aquí con (mi amigo). / ¿Qué tiempo hace?
Hace (mucho sol).
¿Cómo es?
¡Es (fenomenal)!
¿Por qué?
ICT Opportunities / -
Extension (B) / Cuaderno B, p.46
Resources / Cassette C, side 1 or CD3 , track 7.
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Rojo
Módulo 5 ¡Diviértete! /
Unidad 5 pp.86-87 ¿Qué hiciste el sábado?
/ Activity no.Learning objectives / Describing an event in the past.
Framework objectives / Reinforcement: 8W2 (Connectives); 8W5 (Verb tenses); 8S2 (Connectives in extended sentences); 8S7 (Present, past and future).
Starters / Starter 1: Preterite (-ar verbs and ir): dice game.
Starter 2: Practice of –ir and -er verbs.
Plenary / Discuss strategies for memorising irregular verbs.
Grammar / Preterite tense: full forms of –er and –ir verbs
First person singular of some irregular verbs (ver, venir, hacer)
Skills (Programmes of Study) / 2c ask and answer questions
2d correct pronunciation / intonation
2f adapt language for different contexts / 1c
1c
1c
Contexts / B Personal and social life
Learning outcomes …
Listening and responding / AT1/5 / Identify a wide range of basic verbs, nouns and interrogatives. / 1a
Speaking / AT2/5 / Use the preterite in the first and second person singular; apply a wide range of basic verbs, nouns and interrogatives. / 1c
Reading and responding / AT3/5 / Complete sentences about activities in the past with appropriate first person preterite verbs. / 1b, 2
Writing / AT4/5 / Write sentences about activities and actions in the past using the preterite. / 3
Key language / Salí de casa a (las cinco y media).
Fui en (coche).
Vi un partido entre (el Arsenal y el Manchester United).
Llevé (una bufanda).
Comí (un perrito caliente).
Bebí (una Coca-Cola).
Fui a los servicios.
Hice una llamada con mi móvil
Leí el programa.
ICT Opportunities / -
Extension (B) / Cuaderno B, p.47
Resources / Cassette C, side 1 or CD3, track 8
Grammar, Resource and Assessment File, pp.92 and 93
OHTs 27 and 28
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Rojo
Módulo 5 ¡Diviértete! /
Unidad 6 pp.88-89 El estadio estaba lleno
/ Activity no.Learning objectives / Describing what things were like.
Framework objectives / Launch: 8T5 (Writing continuous text); 9W2 (Connectives in complex sentences); 9S6 (Multiple-clause sentences); 9S7 (Different tenses). Reinforcement: 8S7 (Present, past and future); 8S8 (Using high-frequency words and punctuation clues).
Starters / Starter 1: Introducing the imperfect tense.
Starter 2: Imperfect: jumbled sentence activity.
Plenary / A volunteer explains the function of the imperfect tense.
Grammar / The imperfect tense
Skills (Programmes of Study) / -
Contexts / B Personal and social life; C The world around us
Learning outcomes …
Listening and responding / AT1/5 / Recognise terms relating to weather and places in the town. / 1a
Speaking / AT2/5 / Ask and answer questions about a weekend using the imperfect and preterite. / 3
Reading and responding / AT3/5 / Understand a letter describing a weekend in the past, including expressions in the imperfect. / 2
Writing / AT4/5 / Describe a weekend in the past, using the imperfect and preterite and various expressions of time. / 4
Key language / ¿Adónde fuiste? Fui a ( Madrid).
Fui al … campo / centro comercial / cine / museo / parque
Fui a la … pista de hielo / piscina / plaza
¿Qué tiempo hacía? Hacía…
buen tiempo / calor / frío / mal tiempo / sol / viento
¿Qué había en (Madrid)? Había …
muchas tiendas, iglesias …
muchos cafés y restaurantes, museos, parques …
mucho tráfico
mucha gente
ICT Opportunities / -
Extension (B) / Cuaderno B, p.48
Resources / Cassette C, side 1 or CD3, track 9
Flashcards 52, 53, 54, 70 (¡Listos! 1)
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Rojo
Módulo 5 ¡Diviértete! /
Unidad 7 pp.92-93 ¡Extra! Ídolos del fútbol, pasado y presente
/ Activity no.Learning objectives / Reading a longer text about famous footballers.
Framework objectives / Reinforcement: 8T3 (Language and text types); 8T6 (Text as model and source); 8C2 (Famous people); 8C3 (Daily life and young people); 9W2 (Connectives in complex sentences); 9S6 (Multiple-clause sentences).
Starters / Starter 1: Deducing meanings using cognates.
Plenary / Consider different approaches to written work.
Grammar / -
Skills (Programmes of Study) / 3c use knowledge of English
5d respond to different types of language
5e range of resources
5h using TL for real purposes / 1
1
3b
1, 3b
Contexts / B Personal and social life; D The world of work
Learning outcomes …
Listening and responding / AT1/6 / Understand statements about the lives of two footballers. / 2
Speaking / AT2/- / - / -
Reading and responding / AT3/6 / Understand more complex passages about the lives of two footballers. / 1
Writing / AT4/4-6 / Fill in a form with basic information about the footballers; write a longer passage describing the life of a different footballer. / 3a, 3b
Key language / -
ICT Opportunities / Research and write a profile of a famous footballer.
Extension (B) / -
Resources / Cassette C, side 1 or CD3, track 12
Homework
Notes