¡Listos! 2 Verde
Módulo 6 La salud
/Unidad 1 pp.92-93 ¿Qué te duele?
/ Activity no.Learning objectives / Saying what hurts and asking others.
Framework objectives / Reinforcement: 8W4 (Word endings); 8C4 (Poems, jokes and songs).
Starters / Starter 1: Parts of the body: match with the appropriate definite article.
Starter 2: Parts of the body: anagram game.
Plenary / Quick-fire test of four phrases learnt.
Grammar / doler
Pronouns me and te
Skills (Programmes of Study) / 5g listening /reading for enjoyment / 2a
Contexts / B Personal and social life
Learning outcomes …
Listening and responding / AT1/1-2 / Recognise parts of the body and conjugations of doler. / 1b, 3a
Speaking / AT2/2 / Tell others to move different parts of their bodies; say what part of your body is hurting and ask others. / 2c, 3c
Reading and responding / AT3/1-3 / Recognise parts of the body and conjugations of doler. / 1a, 2a, 3b
Writing / AT4/2 / Write sentences to explain what hurts based on a series of pictures. / 3d
Key language / Me duele(n) …
el brazo
la cabeza / el estómago
las muelas / la garganta
la mano / los oídos
el pie / la pierna
la espalda
ICT Opportunities / Use Text salad to jumble up lines from the song in 2a.
Reinforcement (A) / Cuaderno A, p.53
Resources / Cassette C, side 1 or CD3, tracks 14, 15, 16 and 17
Starter 2, Resource and Assessment File, p. 111
Hojas de trabajo, Resource and Assessment File, pp.114 and 115
Grammar, Resource and Assessment File, p.116
OHTs 31 and 32
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Verde
Módulo 6 La salud /
Unidad 2 pp.94-95 ¿Qué te pasa?
/ Activity no.Learning objectives / Asking / complaining about ailments using tener.
Framework objectives / Reinforcement: 8S6 (Substituting and adding); 8L4 (Extending sentences).
Starters / Starter 1: Use of tener: answer questions about home and family.
Starter 2: Tengo + ailment: guessing game (pairwork).
Plenary / Test knowledge of tener and phrases learnt in the unit.
Grammar / tener for ailments
Skills (Programmes of Study) / 2a listen for gist and detail / 1a, 2a, 2b
Contexts / B Personal and social life
Learning outcomes …
Listening and responding / AT1/2-3 / Recognise various ailments/symptoms that use tener. / 1a, 2a, 2b
Speaking / AT2/2-3 / Describe your own ailments/symptoms and ask others about theirs. / 1b, 2c
Reading and responding / AT3/3 / Recognise various ailments/symptoms using tener. / 3b
Writing / AT4/2 / Complete absence notes from parents to teachers using parts of phrases learnt in the unit. / 3a
Key language / ¿Qué te pasa? Tengo …
fiebre
tos
diarrea / catarro
gripe / dolor de cabeza
dolor de garganta dolor de estómago / una insolación
una picadura
ICT Opportunities / Record parent / school secretary roleplay.
Reinforcement (A) / Cuaderno A, p.54
Resources / Cassette C, side 1 or CD3, tracks 18, 19 and 20
Hojas de trabajo, Resource and Assessment File, pp.114 and 115
OHTs 31 and 32
Flashcards 43-48
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Verde
Módulo 6 La salud /
Unidad 3 pp.96-97 En la farmacia
/ Activity no.Learning objectives / Buying things at the chemist’s and giving medical advice.
Framework objectives / Launch: 9L6 (Formality of language). Reinforcement: 8S3 (Modal verbs).
Starters / Starter 1: Illnesses using tener: miming activity.
Starter 2: Medicinal items: jumbled phrases game.
Plenary / Discuss and practise deber.
Grammar / Present tense of deber
Demonstrative adjective este
Adjectives
Skills (Programmes of Study) / 1a sounds and writing
2a listen for gist and detail
2b pronunciation / intonation
2c ask and answer questions
2i report main points
5e range of resources / 1a
1b, 1c
1a, 2a, 3c
2a
1b, 1c
3d
Contexts / B Personal and social life
Learning outcomes …
Listening and responding / AT1/1-4 / Recognise various medicinal products and their containers; understand medical complaints and advice. / 1a, 1b, 1c
Speaking / AT2/2-4 / Buy and sell items in a chemist’s. / 2a, 3c
Reading and responding / AT3/3 / Understand medical complaints and advice. / 3a, 3d
Writing / AT4/4 / Give written medical advice. / 2b
Key language / ¿Tiene algo para (la diarrea)?
Este jarabe es …
Esta pomada es …
Estas aspirinas son … / Deme …
un tubo (grande)
una caja de aspirinas
una caja de pastillas
una botella de jarabe para la tos
un tubo de pomada
un paquete de tiritas
un tubo de crema antiséptica
ICT Opportunities / Design a poster promoting a medicinal product.
Reinforcement (A) / Cuaderno A, p.55
Resources / Cassette C, side 1 or CD3, tracks 21, 22, 23 and 24
Starter 2, Resource and Assessment File, p.111
OHTs 31 and 32
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Verde
Módulo 6 La salud /
Unidad 4 pp.98-99 Hace dos años que estudio español
/ Activity no.Learning objectives / Saying how long you have been doing something; general advice.
Framework objectives / Launch: 8L2 (Media listening skills) Reinforcement: 8W8 (Non-literal meanings); 8S1 (Sequencing); 8S7 (Present, past, future); 8C3 (Daily life and young people).
Starters / Starter 1: Idioms with hacer: brainstorm.
Starter 2: Conjugation of – ar verbs.
Plenary / Discuss strategies for understanding questions.
Grammar / Hace … que + verb
Skills (Programmes of Study) / 5d respond to different types of language
5e range of resources / 4a
3c, 4b
Contexts / B Personal and social life
Learning outcomes …
Listening and responding / AT1/2 / Understand people saying how long they have been doing something. / 2
Speaking / AT2/3 / Say how long you have been doing various things and ask others. / 3a
Reading and responding / AT3/3-5 / Recognise various activities; understand an interview about skateboarding. / 1, 4b
Writing / AT4/3 / Write sentences saying how long you have been doing various things. / 3b, 3c
Key language / ¿Cuánto tiempo hace …
que juegas … al fútbol? / al voleibol? / al tenis? / al hockey?
que practicas … la equitación? / la gimnasia? / el judo?
que vives en Londres?
que estudias en Francia?
Hace / un mes
dos meses
un año
dos años
cinco años
diez años / que juego al baloncesto / al golf / al rugby.
que practico el ciclismo / la equitación.
que vivo en Escocia
que estudio español
ICT Opportunities / Wordprocess activity 3c; write an interview in the style of Sergio’s in 4b.
Reinforcement (A) / Cuaderno A, p.56
Resources / Cassette C, side 1 or CD3, tracks 25 and 26
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Verde
Módulo 6 La salud
/Unidad 5 pp.100-101 No hay que comer chocolate todos los días
/ Activity no.Learning objectives / Talking about healthy living.
Framework objectives / Reinforcement: 8S2 (Connectives in extended sentences); 8S3 (Modal verbs); 8S7 (Present, past, future); 8L2 (Media listening skills).
Starters / Starter 1:Recognising irregular verbs.
Starter 2: Hay que and Tienes que: gap-filling activity.
Plenary / Discuss the formation and use of the immediate future.
Grammar / The immediate future
Hay que and Tienes que
Skills (Programmes of Study) / 4d consider experiences in other countries
5e range of resources / 4a
4b
Contexts / A Everyday activities
Learning outcomes …
Listening and responding / AT1/3 / Understand people giving advice and saying what they are going to do to improve their health. / 1b, 3
Speaking / AT2/3 / Give advice about healthy living. / 1c
Reading and responding / AT3/3-5 / Understand people giving advice and saying what they are going to do to improve their health. / 1a, 4a
Writing / AT4/4-5 / Write sentences, giving advice on living healthily and saying what you are going to do in the summer. / 2, 4b
Key language / (No) Hay que beber dos litros de agua al día.
(No) Tienes que hacer deporte tres veces a la semana.
ICT Opportunities / Design a poster about healthy living; wordprocess activity 4b.
Reinforcement (A) / Cuaderno A, p.57
Resources / Cassette C, side 2 or CD3, tracks 27 and 28
Starters 1 and 2, Resource and Assessment File, p.112
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Verde
Módulo 6 La salud /
Unidad 6 pp.108-109 ¡Extra! Entrevista con una deportista
/ Activity no.Learning objectives / Reading a longer interview with a sporting champion.
Framework objectives / Reinforcement: 8S7 (Present, past, future); 8S8 (Using high-frequency words); 8T3 (Language and text types); 8L2 (Media listening skills).
Starters / Starter 1: Write sentences in the immediate future.
Plenary / Discuss strategies for tackling a longer text.
Grammar / Hace … que … .
Immediate future (first person)
Skills (Programmes of Study) / 4a working with authentic materials / 1a
Contexts / B Personal and social life; D The world of work
Learning outcomes …
Listening and responding / AT1/4 / Identify key information in a similar interview with another professional cyclist. / 2
Speaking / AT2/5 / Make resolutions (not) to do various things in the future. / 3
Reading and responding / AT3/5 / Understand vocabulary relating to health and fitness. / 1b
Writing / AT4/5 / Write sentences, resolving (not) to do various things in the future. / 4
Key language / -
ICT Opportunities / -
Reinforcement (A) / -
Resources / Cassette C, side 2 or CD3, tracks 32 and 33
Homework
Notes