Covering the Programmes of Study

Listos 2 Rojo Teacher’s Guide new PoS information

Covering the Programmes of Study

Key concepts

There are a number of key concepts outlined in the QCA Programmes of Study, which underpin the study of languages. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. These are addressed in all modules of ¡Listos!2 Rojo, so are not included in the tables below, but are listed here for reference.

Linguistic competence

a developing the skills of listening, speaking, reading and writing in a range of situations and contexts

b applying linguistic knowledge and skills to understand and communicate effectively

Knowledge about language

a understanding how a language works and how to manipulate it

b recognising that languages differ but may share common grammatical, syntactical or lexical features

Creativity

a using familiar language for new purposes and in new contexts

b using imagination to express thoughts, ideas, experiences and feelings

Intercultural understanding

a appreciating the richness and diversity of other cultures

b recognising that there are different ways of seeing the world, and developing an international outlook

Listos 2 Rojo Teacher’s Guide new PoS information

The table below indicates where in ¡Listos!2 Rojo, pupils have the opportunity to progress in the Keyprocesses, Range and content, and Curriculumopportunities prescribed in the QCA Programmes of Study. For each area we have indicated where these appear in the core units of the Pupil’s Book. There are further opportunities both in the Pupil’s Book and the supplementary components. More detail is provided in the grids at the beginning of each module in this Teacher’s Guide.

Listos 2 Rojo Teacher’s Guide new PoS information

Key processes

These are the essential skills and processes in languages that pupils need to learn to make progress.

2.1 Developing language-learning strategies – pupils should be able to:
aidentify patterns in the target language / Module 1 Unit 2, Module 3 Unit 2, Module 4Unit 6
bdevelop techniques for memorising words, phrases and spellings / Resumen (all modules)
cuse their knowledge of English or another language when learning the target language / Module 1 Unit 3, Module 3 Unit 1, Module 5 Unit 1
duse previous knowledge, context and other clues to work out the meaning of what they hear or read / Module 2 ¡Extra!, Module 4 Unit 1, Module 6 Unit 5
euse reference materials such as dictionaries appropriately and effectively / Module 1 Unit 6, Module 4 Unit 1, Module 6 Unit 1
2.2 Developing language skills – pupils should be able to:
alisten for gist or detail / Module 2 Unit 4, Module 3 Unit 2, Module 5 Unit 1
bskim and scan written texts for the main points or details / Module 2 Unit 1, Module 4¡Extra!, Module 6¡Extra!
crespond appropriately to spoken and written language / Module 1 Unit 2, Module 2Te Toca a ti, Module 6 Unit 4
duse correct pronunciation and intonation / Module 2 Unit 3, Module 2 Unit 4, Module 6 Unit 3
eask and answer questions / Module 1 Unit 4, Module 3unit 5, Module 6 Unit 3
finitiate and sustain conversations / Module 2 unit 3, Module 5 Unit 5, Module 6 ¡Extra!
gwrite clearly and coherently, including an appropriate level of detail / Module 1Unit 3, Module 3 Unit 1, Module 4 Unit 4
hredraft their writing to improve accuracy and quality / Module 2 Unit 6, Module 5 Unit 5, Module 6¡Extra!
ire-use language that they have heard or read in their own speaking and writing / Module 3 Unit 4, Module 2Te Toca a ti, Module 4 Unit 5
jadapt language they already know in new contexts for different purposes / Module 3 ¡Extra!, Module 5 Unit 5, Module 6 Unit 5
kdeal with unfamiliar language, unexpected responses and unpredictable situations / Module 3 Unit 1, Module 4 Unit 1, Module 5 Unit 6

Range and content

This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. The study of languages should include:

athe spoken and written form of the target language / All modules
bthe interrelationship between sounds and writing in the target language / Module 1 Unit 1, Module 6 Unit 3, Module 6 Unit 4
cthe grammar of the target language and how to apply it / Module 2 Unit 2, Module 3 Unit 3, Module 4 Unit 3
da range of vocabulary and structures / Module 4 Unit 6, Module 5 Unit 6, Module 6 ¡Extra!
elearning about different countries and cultures / Module 1¡Extra!, Module 2 Unit 5, Module 4¡Extra!
fcomparing pupils’ own experiences and perspectives with those of people in countries and communities where the target language is spoken / Module 1 Unit 3, Module 2Extra!, Module 3 Unit 5

Curriculum opportunities

During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for pupils to:

ahear, speak, read and write in the target language regularly and frequently within the classroom and beyond / All modules
bcommunicate in the target language individually, in pairs, in groups and with speakers of the target language, including native speakers, where possible, for a variety of purposes / Module 2 Unit 2, Module 4 Unit 3, Module 5 Unit 4
cuse an increasing range of more complex language / Module 2¡Extra!, Module 4 Unit 5, Module 5 Extra!,
dmake links with English at word, sentence and text level / Module 2 Unit 6, Module 3 Unit 6, Module 5¡Extra!
euse a range of resources, including ICT, for accessing and communicating information / Module 2 Unit 1, Module 4 Unit 2, Module 5 Unit 3
flisten to, read or view a range of materials, including authentic materials in the target language, both to support learning and for personal interest and enjoyment / Module 1¡Extra!,Module 3 Unit 1, Module 3¡Extra!
guse the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum / Module 1¡Extra!,Module 3 ¡Extra!, Module 5 ¡Extra!

Listos 2 Rojo Teacher’s Guide Replacement pages

1 Nos presentamos(Pupil’s Book pages 6-23)

Unit
Learning
targets / Key framework objectives / PoS / Grammar and key language
1 Son muy famosos
(pp. 6-7)
Talking about yourself and other people
Making comparisons / Unchanged – please refer to original edition / 2.2d pronunciation and intonation
2.2e ask and answer questions
3b sounds and writing
3c apply grammar
4b communicate in pairs etc. / Unchanged – please refer to original edition
2 Juego bien al fútbol(pp. 8-9)
Saying how you do something
Talking about what you are going to do / 2.1a identify patterns
2.1d work out meaning
2.2b skim and scan
2.2c respond appropriately
2.2i reuse language they have met
3Mucho gusto
(pp. 10-11)
Making introductions / 2.1c knowledge of language
2.2f initiate / sustain conversations
2.2g write clearly and coherently
2.2j adapt previously learned language
3f compare experiences
4 Estás en tu casa
(pp. 12-13)
Asking for what you need
Saying what you need / 2.2a listen for gist / detail
2.2e ask and answer questions
2.2j adapt previously learned language
3c apply grammar
4d make links with English
5 Unos regalos
(pp. 14-15)
Buying gifts
Describing someone’s personality / 2.1d work out meaning
2.1e use reference materials
2.2a listen for gist / detail
3b sounds and writing

Listos 2 Rojo Teacher’s Guide Replacement pages

Unit
Learning
targets / Key framework objectives / PoS / Grammar and key language
6 Muchas gracias por el regalo
(pp. 16-17)
Writing a thank-you letter / Unchanged – please refer to original edition / 2.1e use reference materials
2.2a listen for gist / detail
2.2i reuse language they have met
3e different countries / cultures / Unchanged – please refer to original edition
Resumen y Prepárate
(pp. 18-19)
Pupils’ checklist and practice test / 2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
¡Extra! ¡Escríbeme pronto!
(pp. 20-21)
Optional extension unit:
a bulletin board on a website / 2.1d work out meaning
2.2b skim and scan
2.2j adapt previously learned language
3e different countries / cultures
4f language for interest / enjoyment
4g use TL for engaging topics
Te Toca a ti
(pp. 112-113)
Self-access reading and
writing at two levels / 2.1d work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i reuse language they have met

2 La comida(Pupil’s Book pages 24-41)

Unit
Learning
targets / Key framework objectives / PoS / Grammar and key language
1 ¿Qué comes?
(pp. 24-25)
Saying what you have to eat
Talking about meal times in Spain and the UK / Unchanged – please refer to original edition / 2.1e use reference materials
2.2b skim and scan
2.2d pronunciation and intonation
2.2k deal with unfamiliar language
3b sounds and writing
3f compare experiences
4e use a range of resources / Unchanged – please refer to original edition
2 ¿Qué te gusta comer?
(pp. 26-27)
Saying what type of food you like and why
Using ¿Por qué? and porque / 2.1a identify patterns
2.1c knowledge of language
2.2a listen for gist / detail
2.2e ask and answer questions
2.2j adapt previously learned language
3c apply grammar
4b communicate in pairs etc.
3 De compras
(pp. 28-29)
Buying fruit and vegetables
Finding out how much things cost / 2.2a listen for gist / detail
2.2d pronunciation and intonation
2.2e ask and answer questions
2.2f initiate / sustain conversations
3b sounds and writing
4 Cien gramos de jamón y
una barra de pan
(pp. 30-31)
Buying food and drink in a shop
Numbers 31-1000 / 2.2a listen for gist / detail
2.2d pronunciation and intonation
2.2f initiate / sustain conversations
3b sounds and writing
3d use a range of vocab / structures
Unit
Learning
targets / Key framework objectives / PoS / Grammar and key language
5 ¡Que aproveche!
(pp. 32-33)
Saying you are hungry and thirsty
Ordering tapas and drinks / Unchanged – please refer to original edition / 2.1b memorising
2.2e ask and answer questions
2.2j adapt previously learned language
3c apply grammar
3e different countries / cultures
4e use a range of resources
4f language for interest / enjoyment / Unchanged – please refer to original edition
6 La comida sana
(pp. 34-35)
Talking about healthy eating / 2.2h redraft to improve writing
4c use more complex language
4d make links with English
4e use a range of resources
4f language for interest / enjoyment
4g use TL for engaging topics
Resumen y Prepárate
(pp.36-37)
Pupils’ checklist and practice test / 2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
¡Extra! ¡Feliz Navidad!
(pp. 38-39)
Optional extension unit:Christmas / 2.1d work out meaning
2.2h redraft to improve writing
3e different countries / cultures
3f compare experiences
4c use more complex language
4f language for interest / enjoyment
Te Toca a ti
(pp. 114-115)
Self-access reading and
writing at two levels / 2.1d work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i reuse language they have met

3 De compras(Pupil’s Book pages 42-59)

Unit
Learning
targets / Key framework objectives / PoS / Grammar and key language
1 ¿Qué ropa llevan?
(pp. 42-43)
Talking about clothes
Comparing prices / Unchanged – please refer to original edition / 2.1c knowledge of language
2.1d work out meaning
2.2g write clearly and coherently
2.2k deal with unfamiliar language
4f language for interest / enjoyment / Unchanged – please refer to original edition
2 Me gusta aquella camisetaroja
(pp. 44-45)
Talking about what clothes you like and what suits you / 2.1a identify patterns
2.2a listen for gist / detail
2.2d pronunciation and intonation
3b sounds and writing
3c apply grammar
3 ¿Me lo puedo probar?
(pp. 46-47)
Shopping for clothes / 2.2a listen for gist / detail
2.2f initiate / sustain conversations
2.2k deal with unfamiliar language
3c apply grammar
4 ¿Qué vas a llevar para ir a la fiesta?
(pp. 48-49)
Describing clothes
Asking what someone is wearing
Saying what you are wearing / 2.1a identify patterns
2.2a listen for gist / detail
2.2i reuse language they have met
3d use a range of vocab / structures
4c use more complex language
Unit
Learning
targets / Key framework objectives / PoS / Grammar and key language
5 ¿Llevas uniforme?
(pp. 50-51)
Talking about your school uniform / Unchanged – please refer to original edition / 2.2b skim and scan
2.2e ask and answer questions
3f compare experiences
3e different countries / cultures
4b communicate in pairs etc. / Unchanged – please refer to original edition
6 En la calle principal
(pp. 52-53)
Talking about types of shops
Saying where you can buy things / 2.1c knowledge of language
2.1d work out meaning
2.2k deal with unfamiliar language
4d make links with English
Resumen y Prepárate
(pp.54-55)
Pupils’ checklist and practice test / 2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
¡Extra! ¿Cuál es tu estilo?
(pp. 56-57)
Optional extension unit:
personal style / 2.1d work out meaning
2.2b skim and scan
2.2c respond appropriately
2.2ireuse language they have met
4d make links with English
4f language for interest / enjoyment
4g use TL for engaging topics
Te Toca a ti
(pp. 116-117)
Self-access reading and
writing at two levels / 2.1d work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i reuse language they have met

4 El turismo(Pupil’s Book pages 60-77)

Unit
Learning
targets / Key framework objectives / PoS / Grammar and key language
1 ¿Qué hay de interés?
(pp. 60-61)
Asking what is of interest in a place and what you can do there / Unchanged – please refer to original edition / 2.1a identify patterns
2.1d work out meaning
2.1e use reference materials
2.2b skim and scan
2.2d pronunciation and intonation
2.2k deal with unfamiliar language
3f compare experiences / Unchanged – please refer to original edition
2 Tus vacaciones
(pp. 62-63)
Talking about where you can go and what you can do on holiday / 2.1c knowledge of language
2.2a listen for gist /detail
2.2e ask and answer questions
3f compare experiences
4e use a range of resources
3 ¿Dónde fuiste?
(pp. 64-65)
Saying where you went, what for and who with / 2.1d work out meaning
2.1e use reference materials
3b sounds and writing
3c apply grammar
3e different countries / cultures
4b communicate in pairs etc.
4 ¿Adónde fueron?
(pp. 66-67)
Talking about where other people went / 2.2a listen for gist /detail
2.2f initiate / sustain conversations
2.2g write clearly and coherently
3e different countries / cultures
4f language of interest / enjoyment
5 ¿Lo pasaste bien?
(pp. 68-69)
Saying what you did on holiday / 2.1bmemorising
2.2e ask and answer questions
2.2i reuse language they have met
2.2j adapt previously learned language
3c apply grammar
4c use more complex language
Unit
Learning
targets / Key framework objectives / PoS / Grammar and key language
6 Fueron de excursión
(pp. 70-71)
Saying what other people did on holiday / Unchanged – please refer to original edition / 2.1a identify patterns
2.2g write clearly and coherently
3b sounds and writing
3d use a range of vocab / structures / Unchanged – please refer to original edition
Resumen y Prepárate
(pp.72-73)
Pupils’ checklist and practice test / 2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
¡Extra! ¡Cuba!
(pp. 74-75)
Optional extension unit:Cuba / 2.1d work out meaning
2.1e use reference materials
2.2b skim and scan
2.2a listen for gist / detail
2.2k deal with unfamiliar language
3e different countries / cultures
4d make links with English
Te Toca a ti
(pp. 118-119)
Self-access reading and
writing at two levels / 2.1d work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i reuse language they have met

5 ¡Diviértete!(Pupil’s Book pages 78-95)

Unit
Learning
targets / Key framework objectives / PoS / Grammar and key language
1 ¿Quieres ir al cine?
(pp. 78-79)
Making arrangements to go out / Unchanged – please refer to original edition / 2.1c knowledge of language
2.2a listen for gist /detail
2.2e ask and answer questions
2.2f initiate / sustain conversations
2.2k deal with unfamiliar language
3b sounds and writing / Unchanged – please refer to original edition
2 ¿Qué tipo de películas te gustan?
(pp. 80-81)
Saying what sort of films you like
Justifying an opinion / 2.1a identify patterns
2.2e ask and answer questions
2.2g write clearly and coherently
3f compare experiences
4d make links with English
4e use a range of resources
3 Dos entradas, por favor
(pp. 82-83)
Buying cinema tickets / 2.1c knowledge of language
2.2a listen for gist / detail
2.2j adapt previously learned language
3e different countries / cultures
4e use a range of resources
4f language for interest / enjoyment
4 ¡Es genial!
(pp. 84-85)
Describing an event in the present tense / 2.2e ask and answer questions
2.2f initiate / sustain conversations
2.2j adapt previously learned language
2.2k deal with unfamiliar language
3e different countries / cultures
4b communicate in pairs etc.
Unit
Learning
targets / Key framework objectives / PoS / Grammar and key language
5 ¿Qué hiciste el sábado?
(pp. 86-87)
Describing an event in the past / Unchanged – please refer to original edition / 2.2f initiate / sustain conversations
2.2g write clearly and coherently
2.2h redraft to improve writing
2i reuse language they have met
2.2j adapt previously learned language
3c apply grammar
4c use more complex language
4g use TL for engaging topics / Unchanged – please refer to original edition
6 El estadio estaba lleno
(pp. 88-89)
Describing what events were like / 2.1a identify patterns
2.2b skim and scan
2.2g write clearly and coherently
2.2k deal with unfamiliar language
3c apply grammar
3d use a range of vocab / structures
4c use more complex language
Resumen y Prepárate
(pp.90-91)
Pupils’ checklist and practice test / 2.1b memorising
2.1e use reference materials
2.2c respond appropriately
2.2i reuse language they have met
¡Extra! Ídolos del fútbol, pasado y presente
(pp. 92-93)
Optional extension unit:two famous footballers, Maradona and Raúl / 2.1c knowledge of language
3d use a range of vocab / structures
4c use more complex language
4d make links with English
4e use a range of resources
4f language for interest / enjoyment
4g use TL for engaging topics
Te Toca a ti
(pp. 120-121)
Self-access reading and
writing at two levels / 2.1d work out meaning
2.2c respond appropriately
2.2g write clearly and coherently
2.2i reuse language they have met

6 La salud (Pupil’s Book pages 96-111)

Unit
Learning
targets / Key framework objectives / PoS / Grammar and key language
1 ¿Qué te duele?
(pp. 96-97)
Saying what’s wrong / Unchanged – please refer to original edition / 2.1a identify patterns
2.1c knowledge of language
2.1e use reference materials
2.2k deal with unfamiliar language
4f language for interest / enjoyment / Unchanged – please refer to original edition
2 Me siento mal
(pp. 98-99)
Saying you’re not feeling well / 2.2a listen for gist /detail
2.2b skim and scan
2.2g write clearly and coherently
2.2i reuse language they have met