DATE: CLASS:
¡Listos! 1
Módulo 3 ¡Vamos al instituto! /
Unidad 1 pp44-45 Me encanta la informática
/ Activity no.Learning objectives / Talking about school subjects, expressing likes and dislikes
Framework objectives / Launch: 7S6 (Compound sentences). Reinforcement: 7W1 (Everyday words); 7W4 (Gender and plural); 7L3 (Gist and detail).
Starters / Starter 1: Sound spelling links (Identifying pronunciation of letter strings fía, gía, geo, ción and gión.)
Starter 2: Opposites (Practising (No) me gusta- pupils write down the opposites of the opinions expressed by Raúl on PB p.45)
Plenary / Pupils prepare three questions to test what they have learnt.
Grammar / gustar: (no) me gusta/me gustan
connectors: y, pero, también
Skills
(Programmes of Study– revised in 2007 ) / 2.1a identify patterns
2.1c knowledge of language
2.2a listen for gist / detail
2.2e ask and answer questions
3b sounds and writing
3c apply grammar
4d make links with English / Gramática
1a, 5a
3
4
1a
4
1a, 5a
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/1-3 / Identify subjects, note people’s school subject preferences / 1a, 1b, 3, 5a
Speaking / AT2/1-2 / Say words for subjects, ask and answer questions on opinions of school subjects / 2, 4
Reading and responding / AT3/3 / Read texts on school subjects and complete a grid of information / 5b
Writing / AT4/3 / Write a text about subjects you like and dislike / 6
Key language / las asignaturas: las ciencias, la informática, la tecnología, el inglés, la educación física, las matemáticas, la música, el francés, la religión, el español, la geografía, la historia
¿Te gusta la geografía?
¿Te gustan las ciencias?
(No) Me gusta la historia. Me gusta mucho la música.
Me gusta bastante el inglés. No me gusta la tecnología.
(No) Me gustan las matemáticas.
Me encantan el español y el francés.
No me gusta nada la educación física.
Odio la informática. Detesto la religión.
Pero, también, y
ICT Opportunities / ICT Pack: Activity 1, design a school timetable in a grid.
Reinforcement (A)
Extension (B) / Cuadernos A & B, pp. 25 & 33 (ex. 1)
Te toca a ti A, p. 120 (ex. 1)
Resources / Cassette B, side 1 or CD 2, track 2
R&A File, Hojas de trabajo 1-3, pp. 37-38
Flashcards 1-12: subjects
OHTs 13 & 14
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
¡Listos! 1
Módulo 3 ¡Vamos al instituto! / Unidad 2 pp46-47 La historia es interesante / Activity no.
Learning objectives / Giving opinions about school subjects
Framework objectives / Launch: 7T7 (Improving written work). Reinforcement: 7W4 (Gender and plural); 7W5 (Verbs present (+ past)); 7T2 (Reading aloud).
Starters / Starter 1: Cognates (Discuss contextsof adjectives used to describe academic subjects and deduce meanings)
Starter 2: Spot the mistake (Looking at adjectival agreements in statements of opinion about school subjects)
Plenary / Pupils talk about school subjects and correct each other’s mistakes
Grammar / Adjective agreement: masc. + fem, sing. + plural
es/son + school subject
Present tense: pensar and preferir (all forms)
Skills
(Programmes of Study – revised in 2007) / 2.1a identify patterns
2.1d work out meaning
2.2g write clearly and coherently
2.2j adapt previously learned language
3c apply grammar
4b communicate in pairs etc. / Gramática
3a
2, 5a
5a
4
4, 5b
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/2-3 / Compare phrases with pictures, listen for gist / 1a, 3a
Speaking / AT2/2-3 / Express opinions about different subjects, read a dialogue with correct intonation and expression / 4, 5b
Reading and responding / AT3/2-3 / Matching half-sentences to form opinions, true or false exercise on written dialogue / 1b, 3b
Writing / AT4/2-3 / Write sentences with your own opinions about different subjects, create a dialogue on school subjects / 2, 5a
Key language / ¿Te gusta el instituto? ¿Te gustan las matemáticas?
Las matemáticas son aburridas. Los profesores son buenos.
Los alumnos son simpáticos. Prefiero las ciencias.
Pienso que el francés es difícil. Me gusta el inglés.
Odio el inglés.
Es/Son …aburrido/a-aburridos/as, inteligente- inteligentes, bueno/a-buenos/as, interesante-interesantes, difícil-difíciles, relajante-relajantes, divertido/a-divertidos/as, simpático/a-simpáticos/as, fácil-fáciles, útil- útiles
ICT Opportunities / ICT Pack: Activity 2, listen to opinions about subjects and fill in grid.
Reinforcement (A)
Extension (B) / Cuadernos A & B, pp. 25 & 33 (ex. 2)
Resources / Cassette B, side 1 or CD 2, track 3
R&A File, Grammar 1, p. 44
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
¡Listos! 1
Módulo 3 ¡Vamos al instituto! /
Unidad 3 pp48-49 ¿Qué hora es?
/ Activity no.Learning objectives / Asking and telling the time, talking about your school timetable
Framework objectives / Launch: 7T4 (Using resources); 7T6 (Texts as prompts); 7C3 (Contact with native speakers).
Starters / Starter 1: Noughts and crosses (Practising numbers 1-30)
Starter 2: Time sequencing (Rearranging times into chronological order)
Plenary / True-or-false game relating to pupils’ school timetable
or throw-and-catch game (translating expressions of time into English).
Grammar / Empezar: empieza/empiezan
Terminar: termina/terminan
Telling the time: es la ..., son las ..., a las ...
Skills
(Programmes of Study – revised in 2007) / 2.2a listen for gist / detail
2.2e ask and answer questions
2.2h redraft to improve writing
3d use a range of vocab / structures
3e different countries / cultures
3f compare experiences
4d make links with English / 5
4, 6
7b
7b
1, 7a
7a, 7b
1, 5, 7a
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/2-3 / Listen for 12-hour clock times and check answers, listen for information on school timetables / 1, 3b, 5
Speaking / AT2/2-3 / Say and ask times, ask and answer question on the school timetable / 2, 4, 6
Reading and responding / AT3/2-3 / Understand times, answer true or false questions on a text about a school day / 3a, 7a
Writing / AT4/3-4 / Write an e-mail about oneself, including information on the school timetable / 4, 7b
Key language / ¿Qué hora es? Es la una. Son las dos.
Son las cuatro y media. Son las dos y cinco. Son las tres y veinte. Son las cinco y veinticinco.
Son las cinco menos veinte. Son las diez menos cinco. Son las tres y cuarto. Son las seis menos cuarto.
¿A qué hora empieza(n)/termina(n) …? ¿Tienes clases por la tarde?
Las clases empiezan a las ocho y media y terminan a las dos.
Tenemos recreo a las diez y media.
Empieza a las diez y media y termina a las once.
Tenemos media hora de recreo.
El viernes tenemos ciencias a las nueve. El miércoles... etc.
No hay recreo. (No) Tenemos clases por la tarde.
Después tenemos inglés. Tenemos muchos deberes.
ICT Opportunities / MS Word: produce timetable as in ex. 5, TG p. 72
ICT Pack: Activity 3, record the times shown on various clocks
Reinforcement (A)
Extension (B) / Cuadernos A & B, p. 27
Te toca a ti A, p. 120 (exs. 2, 3a, 3b)
Resources / Cassette B, side 1 or CD 2, track 4
R&A File, Hojas de trabajo 3-5, pp. 39-41
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
¡Listos! 1
Módulo 3 ¡Vamos al instituto!
/Unidad 4 pp50-51 La hora de comer
/ Activity no.Learning objectives / Talking about mealtimes, saying what you have to eat and drink
Framework objectives / Part-Launch: 7S7 (Time and tenses).Reinforcement: 7W5 (Verbs present (+ past)); 7S3 (Adapting sentences); 7T6 (Texts as prompts).
Starters / Starter 1: Guess the gender (Deducing gender of assorted food and drink items)
Starter 2: Squashed sentences (Inserting spaces and punctuation inot sentences relating to food and meals )
Plenary / Pupils translate phrases into Spanish based on language from the spread.
Grammar / Epressions of frequency: normalmente, generalmente, siempre, a veces, nunca
Skills
(Programmes of Study – revised in 2007) / 2.1d work out meaning
2.2a listen for gist / detail
2.2g write clearly and coherently
2.2i reuse language they have met
3d use a range of vocab / structures
3f compare experiences / 2a
2b, 3a
2c, 4b
4b
4b
4b
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/2-3 / Identify mealtimes, identify what people have for meals and how often, notice differences between countries / 1a, 2a, 2b, 3a
Speaking / AT2/2-3 / Ask and answer questions about your own and someone else’s mealtimes / 1b, 3b
Reading and responding / AT3/3 / Understand descriptions of what and how often someone eats / 4a
Writing / AT4/3-4 / Write a short text about what someone eats and drinks,
Write a text about your own mealtimes / 2c, 4b
Key language / ¿Qué comes/bebes/tomas?
el desayuno, la comida, la merienda, la cena
un bocadillo, un agua mineral, una ensalada, un café con leche, unos espaguetis, una Coca Cola, fruta, una limonada, una hamburguesa, una naranjada, unas patatas fritas, un zumo de naranja, una pizza, una tostada
Como a las dos.
normalmente, siempre, nunca, generalmente, a veces
ICT Opportunities / ICT Pack: Activity 4, create a poster about what you usually eat and drink
Reinforcement (A)
Extension (B) / Cuadernos A & B, p. 28, p. 33 (ex.3)
Resources / Cassette B, side 1 or CD 2, track 5
R&A File, Hoja de trabajo 5, p. 42
Flashcards 13–22: food and drink
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
¡Listos! 1
Módulo 3 ¡Vamos al instituto!
/Unidad 5 pp52-53 Mi instituto
/ Activity no.Learning objectives / Describing your school
Framework objectives / Reinforcement: 7W6 (Letters and sounds); 7S5 (Basic negatives); 7T5 (Assembling text).
Starters / Starter 1: Sound spelling links (Practising pronunciation of words containing the sounds ay and h)
Starter 2: Match up (Matching halves of sentences describing a school, paying attention to gender agreement )
Plenary / Pupils change one part of a sentence to alter its meaning
Grammar / hay/no hay
Skills
(Programmes of Study – revised in 2007) / 2.2a listen for gist / detail
2.2b skim and scan
2.2e ask and answer questions
3d use a range of vocab / structures
3f compare experiences
3e different countries / cultures / 2b, 2c, 3a
4a
2d, 3b
4c
4a, 4c
4a, 4c
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/2–3 / Matching different types of schools and school facilities with pictures, noting where subjects are taught / 1a, 2a, 2b, 2c, 3a
Speaking / AT2/2-3 / Ask and answer questions about types of school, uniform and school facilities / 1b, 2d, 3b
Reading and responding / AT3/3-4 / Understand short descriptions of schools / 4a
Writing / AT4/2-4 / Correct wrong sentences, write a short letter about school / 4b, 4c
Key language / ¿Dónde estudias?
Estudio en un instituto/colegio mixto/masculino/femenino.
(No) Es un instituto moderno. (No) Hay uniforme.
¿Qué tiene tu instituto?
Mi instituto tiene … Hay/No hay …
unas aulas (de inglés), unas laboratorios (de idiomas/ciencias), una biblioteca, un patio, una cafetería, unas pistas polideportivas, un comedor, una sala de profesores, el despacho de la directora, un salón de actos, un gimnasio, unos servicios¿Dónde estudias historia?Estudio historia en el aula de historia.
los alumnos, los profesores
ICT Opportunities / ICT Pack: Activity 5, write a short description of a school.
Reinforcement (A)
Extension (B) / Cuadernos A & B, p. 29
Resources / Cassette B, side 1 or CD 2, track 6
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
¡Listos! 1
Módulo 3 ¡Vamos al instituto!
/Unidad 6 pp54-55 ¡Ya llegamos!
/ Activity no.Learning objectives / Saying how to get to school
Framework objectives / Launch: 7L5 (Spontaneous talk). Reinforcement: 7W6 (Letters and sounds); 7L1 (Sound patterns).
Starters / Starter 1: Letter strings (Pupils match transport vocabulary to written letter strings as you read it out)
Starter 2: Battleships (Recapping transport vocabulary and conjugations of llegar)
Plenary / Pupils form five sentences about different times in the school day,
Grammar / llegar: present tense, all forms
en + transport, a pie
time expressions: pronto/a tiempo/tarde
Skills
(Programmes of Study – revised in 2007) / 2.1a identify patterns
2.2a listen for gist / detail
2.2g write clearly and coherently
3c apply grammar
4b communicate in pairs etc. / Gramática
1a, 2b
3a, 3b
1c
1c
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/2 / Match means of transport to pictures, understand and check the meanings phrases / 1a, 2b
Speaking / AT2/3 / Do a survey about transport used to get to school / 1c
Reading and responding / AT3/2-3 / Match short captions with pictures showing time expressions / 2a
Writing / AT4/2-3 / Complete sentences with time expressions and means of transport, conjugate llegar and fill gaps, write a short paragraph about family transport / 1b, 3a, 3b
Key language / ¿A qué hora llegas/llega al instituto?
Llego/Llega a las ocho y media. Llego pronto/a tiempo/tarde.
¿Cómo llegas? Llego a pie.
Llego en autobús, metro, coche, bici, moto, tren.
ICT Opportunities / Microsoft Excel: survey (ex. 1c) + produce pie charts or bar graphs, TG p. 81.
ICT Pack: Activity 6, carry out a survey on how friends get to school
Reinforcement (A)
Extension (B) / Cuadernos A & B, pp. 30-32, 34
Te toca a ti B, p. 121
¡Extra!, PB, pp. 58-59 (Extension)
Resources / Cassette B, side 1 or CD 2, tracks 7
R&A File, Hoja de trabajo 6, p. 43
R&A File, Skills 1, p. 45
Flashcards 23-29: types of transport
OHTs 15 & 16
Homework
Notes