MIRA CD SoW
SCHOOL: YEAR:DATE: CLASS:
MIRA 1 Módulo 1 ¡Vamos!
Unidad 1 ¡Hola! (pp. 6–7)Framework objectives
/ Launch:7W1 Everyday words; 7S8 Punctuation; 7C5 Social conventionsReinforce: 7L5 Spontaneous talk
Lesson 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 1–2
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 / AT2/2–3 / Practise pronunciation of h, ll, v
Ask and answer questions saying who they are and where they live
Reading and responding
Writing / AT4/3 / 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, Te toca a ti, p. 114, exs 1 and 4
Extension: Workbook B, p. 2
Numeracy
Literacy / Punctuation
Verb forms
Citizenship
Resources / CD 1 tracks 2-6; Workbooks A and B, p. 2
Homework
Notes / Further information on verb endings of –ar verbs in Pupil’s Book, Gramática 4.2 (a), p. 129
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 sound; 7L1 Sound patternsLesson starters / Starter 1: Revising 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 1–2
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 1 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
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, 3–4 / Understand vocabulary for the months of the year and the numbers 16–31Understand 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, Te toca a ti, p. 114, ex. 2
Extension: Workbook B, p. 4
Pupil’s Book, Te toca a ti, p. 115, 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 En mi mochila (pp. 12–13)Framework objectives
/ Launch:7W4Gender and plural; 7S5 Basic negativesReinforce: 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 articleun/una (a)
Grammar / Introducing the concept of gender
The indefinite article (un/una)
Making a sentence negative (no)
Skills
(Programmes of study) / NC levels1–2
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 / AT1/1–2 / 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 …
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
ICT opportunities
Differentiation / Reinforcement: Workbook A, p. 5
Extension: Workbook B, p. 5
Pupil’s Book, Te toca a ti, p. 115, ex. 2
Numeracy
Literacy / The indefinite article
Citizenship
Resources / CD 1 tracks 18- 20; Workbooks A and B, p. 5
Homework
Notes / Further practice of the indefinite article in Pupil’s Book, Gramática 1.3, p. 127
Further practice in making a sentence negative in Pupil’s Book, Gramática 4.4, p. 133
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 1 ¡Vamos!
Unidad 5 En clase (pp. 14–15)Framework objectives
/ Launch:7W3 Classroom words; 7W4 Gender and pluralLesson 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 articleel/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 levels1–3
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 / AT3/3 / Understand written text describing the items in a picture of a classroom
Understand written text about schoolbag items and classroom objects
Writing / AT4/1, 3 / Write out plural forms of nouns
Write a short text describing a classroom
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. 6
Pupil’s Book, Te toca a ti, p. 114, ex. 3
Extension: Workbook B, p. 6
Pupil’s Book, ¡Extra 1!, pp. 18–19; ¡Extra 2!, pp. 20–21
Numeracy
Literacy / The definite article
The indefinite article
Plurals
Citizenship
Resources / CD 1 tracks 21- 22; Workbooks A and B, p. 6
Homework
Notes / Further practice of plural forms of definite and indefinite articles in Pupil’s Book, Gramática 1.3 and 1.4, p. 127
Further practice of plural forms of nouns in Pupil’s Book, Gramática 1.2, p. 127
Assessment for learning:
Pupil’s Book, Resumen, p. 16; Workbooks A and B, Resumen, p. 9; Workbooks A and B, Progreso, p. 10
Pupil’s Book, Prepárate, p. 17; Workbooks A and B, Prepárate 1 and 2, pp. 7–8
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 2 En el instituto
Unidad 1 ¿Qué estudias? (pp. 24–25)Framework objectives
/ Launch:7W5 Verbs present (and past) (–ar); 7W8 Finding meaningsReinforce:7W6 Letters and sounds; 7S8 Punctuation
Lesson starters / Starter 1: Introducing vocabulary for school subjects; developing strategies for working out new language (Electronic package option: Starter X)
Starter 2: Practising using the correct verb endings for –ar verbs in the singular
Plenary / Quiz reviewing key points of the unit (class work in groups)
Learning targets / Talking about your school subjects
Using of the -ar verb estudiar(to study)
Grammar / –ar verbs 1st/2nd/3rd persons (using estudiar)
Using los to say 'every' (every Thursday, etc.)
Skills
(Programmes of study) / NC levels1–3
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 …
Listening and responding / AT1/2–4 / Understand listening texts about school subjects and when they are studiedUnderstand song about days of the week
Speaking / AT2/2–3 / Practise pronunciation of g and word stress (accented letters)
Ask and answer about school subjects
Reading and responding / AT3/3 / Understand written text about school subjects
Writing / AT4/4 / Write sentences describing the school subject they do on each day of the week
Key language / ¿Qué estudias?
Estudio …
María estudia …
ciencias
matemáticas
inglés
francés
español
historia
música
tecnología
informática
geografía
dibujo
educación física
religión
teatro
las asignaturas
Days of the week
lunes
martes
miércoles
jueves
viernes
sábado
domingo
los lunes, etc.
y
también
High-frequency words / el, la, los, las
tú
¿qué?
y
también
no
ICT opportunities / Preparing a timetable
Differentiation / Reinforcement: Workbook A, p. 12
Pupil’s Book, Te toca a ti, p. 116, exs 1 and 2
Extension: Workbook B, p. 12
Numeracy
Literacy / No capitals for days of the week
The infinitive
Citizenship
Resources / CD 1 tracks 26- 29; Workbooks A and B, p. 12
Homework
Notes / Further practice of –ar verbs (singular) in Pupil’s Book, Gramática 4.2 (a), p. 129
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 2 En el instituto
Unidad 2 ¿Qué haces en clase? (pp. 26–27)Framework objectives
/ Launch:7W5 Verbs present (and past) (–ir/–er); 7W7 Learning about wordsReinforce: 7W1 Everyday words; 7W3 Classroom words
Lesson starters / Starter 1:Consolidating verb endings for –ar verbs in the singular; introducing using grammar to help predict new forms
Starter 2: Practising the 3rd person singular endings for –ar/–er/–ir verbs
(Using resources – Gramática section)
Plenary / Recapping on the infinitive and singular present tense forms of –ar, –er and –ir verbs
Identifying patterns to help learn language
Learning targets / Saying what you do in lessons
Understanding regular -ar, -er and -ir verbs (singular)
Grammar / –ar, –er,–ir verbs (1st/2nd/3rd persons – main focus on first person)
Skills
(Programmes of study) / NC levels1–3
PoS
1b apply grammar
2a listen for gist and detail
2c ask and answer questions
3a memorise words and phrases
3e develop independence
5a communicate in pairs, etc.
5d respond to spoken/written language
Contexts / Everyday activities: home life and school
Learning outcomes …
Listening and responding / AT1/3–4 / Understand listening texts about what people do, featuring high-frequency verbsSpeaking / AT2/3–4 / Ask and answer about school subjects/classroom activities
Reading and responding / AT3/3 / Understand written text about school subjects and classroom activities
Identify verb forms
Writing / AT4/3–4 / Write short dialogues about school subjects and classroom activities (using dialogues made up orally)
Write a short text describing their week at school (subjects and classroom activities)
Key language / ¿Qué estudias?
Estudio (inglés).
¿Qué haces en clase de inglés?
hablo (con mis amigos/por teléfono)
como (chicle)
escribo
escucho (música)
leo
no hablo/como/escribo/escucho/leo
canto (receptive only)
pinto (receptive only)
High-frequency words / los
¿qué?
también
y
en
con
por
comer (como)
escuchar (escucho)
escribir (escribo)
hablar (hablo)
leer (leo)
no
ICT opportunities
Differentiation / Reinforcement: Workbook A, p. 13
Extension: Workbook B, p. 13
Pupil’s Book, Te toca a ti, p. 117, ex. 1
Numeracy
Literacy
Citizenship
Resources / CD 1 tracks 30- 31; Workbooks A and B, p. 13
Homework
Notes / Further information on –ar/–er/–ir verbs in Pupil’s Book, Gramática 4.2 (a), pp. 129–130
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 2 En el instituto
Unidad 3 Los profesores (pp. 28–29)Framework objectives
/ Launch:7W2 High-frequency words; 7T7 Improving written work; 7L3 Gist and detailLesson starters / Starter 1: Recapping on school subject vocabulary (pair work)
Starter 2: Practising agreement of –o/–a adjectives in the singular
Plenary / Doing the Mini-test (pair work)
Checking the work of another pair/(redrafting)
Identifying where to find help (class discussion)
Learning targets / Talking about your teachers
Using adjectives which end in -o/-a
Grammar / Definite articles (revisited)
Qualifiers
Adjectival agreements (o/a)
Skills
(Programmes of study) / NC levels1–3
PoS
1a sounds and writing
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2b pronunciation and intonation
2c ask and answer questions
2i summarise and report
3e develop independence
5a communicate in pairs, etc.
Contexts / Everyday activities: home life and school
Learning outcomes …
Listening and responding / AT1/2–3 / Understand listening texts in which teachers are describedSpeaking / AT2/1, 3 / Ask and answer questions describing teachers
Practise pronunciation of words featuring accents to show stress
Reading and responding / AT3/2 / Understand written text describing teachers of different subjects
Writing / AT4/2 / Copy and complete a paragraph
Key language / ¿Cómo es … ?
El profesor/La profesora de (español) es …
muy/bastante/un poco
simpático/a
antipático/a
severo/a
aburrido/a
divertido/a
Señor
Señora
Señorita
High-frequency words / el, la
de
ser (es)
no
sí
poco
bastante
muy
ICT opportunities
Differentiation / Reinforcement: Workbook A, p. 14
Extension: Workbook B, p. 14
Pupil’s Book, Te toca a ti, p. 117, ex. 3
Numeracy
Literacy / Definite articles
Qualifiers
Citizenship
Resources / CD 1 tracks 32- 34; Workbooks A and B, p. 14
Homework
Notes / Further information on adjectival agreements (o/a) in Pupil’s Book, Gramática 3.1, p. 128
Assessment for learning
Pupil’s Book, Mini-test, p. 29
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 2 En el instituto
Unidad 4 Me gusta el español (pp. 30–31)Framework objectives
/ Launch:7S6 Compound sentences; 7L2 Following speechReinforce: 7W4 Gender and plural; 7S4 Basic questions; 7S9 Using simple sentences
Lesson starters / Starter 1:Introducing the expressions me gusta and no me gusta (class work, pair work)
Starter 2: Practising implementing key grammar points; reading a text closely for accuracy (Electronic package option: Starter X)
Plenary / Practising using adjectives (group work)
Learning targets / Giving opinions and reasons
Understanding all adjective agreements
Grammar / adjectival endings (full range)
me/te gusta(n) + noun
Skills
(Programmes of study) / NC levels1–3
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
2f adapt previously learned language
3d use dictionaries
3e develop independence
5a communicate in pairs, etc.
5c express feelings and opinions
5d respond to spoken/written language
Contexts / Everyday activities: home life and school
Learning outcomes …
Listening and responding / AT1/3–4 / Understand listening texts about which subjects people like/dislikeUnderstand song recapping key language of the module so far
Speaking / AT2/3–4 / Ask and answer about school subjects they like/dislike
Reading and responding / AT3/2 / Understand written text about school subjects and opinions of them
Writing / AT4/4 / Write sentences giving opinions on school subjects and reasons for the opinions
Key language / School subjects
¿Te gusta (el inglés)?
¿Te gustan (las ciencias)?
Me gusta(n) …
No me gusta(n) …
mucho
nada
Me gusta (el español) porque es …
bueno/a
aburrido/a
divertido/a
interesante
fácil
difícil
importante
útil
Me gustan las matemáticas porque son buenas/interesantes/útiles, etc.
High-frequency words / me, te
el, la, los, las
mucho
muy
porque
ser (es, son)
no
nada
ICT opportunities
Differentiation / Reinforcement: Workbook A, p. 15
Extension: Workbook B, p. 15
Pupil’s Book, Te toca a ti, p. 117, ex. 2
Numeracy
Literacy
Citizenship
Resources / CD 1 tracks 35-37; Workbooks A and B, p. 15
Homework
Notes / Further practice of me gusta/me gustan in Pupil’s Book, Gramática 4.5, p. 133
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 2 En el instituto