SCHOOL: YEAR:
MIRA EXPRESS 1 Scheme of Work
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 1 ¡Vamos! |
|Unidad 1 ¡Hola! (pp. 6–7) |
|Framework objectives |Launch: 7W1 Everyday words; 7S8 Punctuation; 7L5 Spontaneous talk; 7C5 Social conventions |
|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 |NC levels 1–4 |
|(Programmes of study) | |
| |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 |AT1/ |Understand listening texts in which people introduce themselves, say which city they live in and say how they |
|responding |1–3 |feel |
| | |Understand song about greetings |
|Speaking |AT2/3–4 |Practise pronunciation of h, ll, v |
| | |Ask and answer questions saying who they are and where they live |
|Reading and responding | | |
|Writing |AT4/2–3 |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, Gramática, p. 22, ex. 1 |
| |Pupil’s Book, Te toca a ti, p. 116, 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 and –ir verbs in Pupil’s Book, Gramática 4.2 (a), pp. 130-31 |
|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 sounds; 7L1 Sound patterns |
|Lesson starters |Starter 1: Revising introductions, 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 |NC levels 1–3 |
|(Programmes of study) | |
| |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 |AT1/1–3 |Understand vocabulary for the numbers 0–15 |
|responding | |Understand 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 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 songs |
| |Reinforce: 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 |Question words (¿Cuándo?) |
|Skills |NC levels 1–4 |
|(Programmes of study) | |
| |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 |AT1/1–4 |Understand vocabulary for the months of the year and the numbers 16–31 |
|responding | |Understand dates |
| | |Understand 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, Gramática, p. 22, ex. 2 |
| |Pupil’s Book, Te toca a ti, p. 116, ex. 2 |
| | |
| |Extension: Workbook B, p. 4 |
| |Pupil’s Book, Te toca a ti, p. 117, 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 Hablamos español (pp. 12–13) |
|Framework objectives |Launch: 7W5 Verbs present (–ir); 7T1 Reading uses cues; 7C1 Geographical facts |
|Lesson starters |Starter 1: Introducing other Spanish-speaking countries |
| |Starter 2: Consolidating when the different ‘you’ forms (tú/usted) are used |
|Plenary |Practising the present tense of vivir |
|Learning targets |Learning about Spanish-speaking countries |
| |Understanding regular –ir verbs |
|Grammar |–ir verbs |
|Skills |NC levels 1–4 |
|(Programmes of study) | |
| |PoS |
| |1b apply grammar |
| |2a listen for gist and detail |
| |2c ask and answer questions |
| |2h scan texts |
| |3b interpret meaning |
| |3c knowledge of language |
| |5a communicate in pairs, etc. |
| |5d respond to spoken/written language |
| |5e use a range of resources |
| |5i work in variety of contexts |
|Contexts |Personal and social life: self, family and personal relationships |
| |The world around us: people, places and customs |
|Learning outcomes … |
|Listening and |AT1/2–4 |Understand a listening text on Spanish-speaking countries |
|responding | |Understand personal information (name, country someone lives in, age, birthday) |
| | |Identify whether tú or usted is used in a listening text |
|Speaking |AT2/4 |Conduct a dialogue, asking for and giving personal details, using prompts |
|Reading and responding |AT3/3 |Read texts and use the information to complete identity cards |
|Writing |AT4/1, 3 |Copy out the names of the Spanish-speaking countries in Latin America |
| | |Write a dialogue giving personal details (using prompts from earlier exercise) |
|Key language |¿Cómo te llamas? |
| |¿Cómo se llama usted? |
| |¿Dónde vives? |
| |¿Dónde vive usted? |
| |¿Cómo estás? |
| |¿Cómo está usted? |
| | |
| |Names of Spanish-speaking countries |
| | |
| |Language from units 1–3 revisited |
|High-frequency words |el/la |
| |usted |
| |me, te |
| |en |
| |¿dónde? |
| |¿cómo? |
| |¿cuántos? |
| |hablar (hablan) |
| |tener (tengo, tienes) |
| |vivir (all) |
| |estar (está) |
| |ser (es) |
|ICT opportunities |Internet research |
|Differentiation |Reinforcement: Workbook A, p. 5 |
| |Pupil’s Book, Gramática, p. 22, exs 3–4 |
| | |
| |Extension: Workbook B, p. 5 |
|Numeracy | |
|Literacy | |
|Citizenship | |
|Resources |CD 1 tracks 18–20; Workbooks A and B, p. 5 |
|Homework | |
|Notes | |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 1 ¡Vamos! |
|Unidad 5 En mi mochila (pp. 14–15) |
|Framework objectives |Launch: 7W4 Gender and plural; 7S5 Basic negatives; 7S6 Compound sentences |
| |Reinforce: 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 article un/una (a) |
|Grammar |Introducing the concept of gender |
| |The indefinite article (un/una) |
| |Making a sentence negative (no) |
|Skills |NC levels 1–3 |
|(Programmes of study) | |
| |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 |AT1/1–3 |Understand alphabet song |
|responding | |Understand 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 … |
| |tambièn |
| |pero |
| | |
| |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 |
| |tambièn |
|ICT opportunities | |
|Differentiation |Reinforcement: Workbook A, p. 6 |
| |Pupil’s Book, Gramática, p. 23, ex. 5 |
| | |
| |Extension: Workbook B, p. 6 |
| |Pupil’s Book, Te toca a ti, p. 117, ex. 2 |
|Numeracy | |
|Literacy |The indefinite article |
|Citizenship | |
|Resources |CD 1 tracks 21–23; Workbooks A and B, p. 6 |
|Homework | |
|Notes |Further information on the indefinite article in Pupil’s Book, Gramática 1.3, p. 129 |
| |Further information on making a sentence negative in Pupil’s Book, Gramática 4.4, p. 132 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 1 ¡Vamos! |
|Unidad 6 En clase (pp. 16–17) |
|Framework objectives |Launch: 7W4 Gender and plural (plurals) |
| |Reinforce: 7W3 Classroom words |
|Lesson 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 article el/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 |NC levels 1–3 |
|(Programmes of study) | |
| |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 |AT1/1, 3 |Understand classroom objects vocabulary |
|responding | |Understand 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 |AT4/1–2 |Read gap-fill text (in preparation for writing task) |
|Writing |AT4/1, 3 |Write out plural forms of nouns |
| | |Copy and complete two texts using the words supplied |
|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. 7 |
| |Pupil’s Book, Gramática, p. 23, exs 6–7 |
| | |
| |Pupil’s Book, Te toca a ti, p. 116, ex. 3 |
| | |
| |Extension: Workbook B, p. 7 |
| |Pupil’s Book, ¡Extra!, pp. 20–21 |
|Numeracy | |
|Literacy |The definite article |
| |The indefinite article |
| |Plurals |
|Citizenship | |
|Resources |CD 1 tracks 24–25 (+ track 26 Resumen, tracks 27–28 ¡Extra!); Workbooks A and B, p. 7 |
| | |
|Homework | |
|Notes |Further information on plural forms of definite and indefinite articles in Pupil’s Book, Gramática 1.3 and |
| |1.4, p. 129 |
| | |
| |Further information on plural forms of nouns in Pupil’s Book, Gramática 1.2, p. 129 |
| | |
| |Assessment for learning: |
| |Pupil’s Book, Resumen, p. 18; Workbooks A and B, Resumen, p. 10; Workbooks A and B, Progreso, p. 11 |
| |Pupil’s Book, Prepárate, p. 19; Workbooks A and B, Prepárate 1 and 2, pp. 8–9 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 2 En el instituto |
|Unidad 1 ¿Qué estudias? (pp. 26–27) |
|Framework objectives |Launch: 7W5 Verbs present (and past) (–ar); 7W8 Finding meanings; 7T6 Texts as prompts for writing |
| |Reinforce: 7W6 Letters and sounds |
|Lesson starters |Starter 1: Introducing vocabulary for school subjects; developing strategies for working out new language |
| |(Electronic package option: Starter X) |
| |Starter 2: Practising vocabulary for school subjects; practising using the connectives también and pero |
|Plenary |Quiz reviewing key points of the unit (class work in groups) |
|Learning targets |Talking about your school subjects |
| |Using the –ar verb estudiar (to study) |
|Grammar |–ar verbs (using estudiar) |
| |Using los to say 'every' (every Thursday, etc.) |
|Skills |NC levels 2–4 |
|(Programmes of study) | |
| |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 |AT1/2–4 |Listen to check answers |
|responding | |Understand listening texts about school subjects which are studied/not studied |
| | |Understand song about days of the week |
|Speaking |AT2/3 |Practise pronunciation of g |
| | |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? |
| |¿Qué no estudias? |
| |Estudio … |
| |No 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. 13 |
| |Pupil’s Book, Te toca a ti, p. 118, exs 1 and 2 |
| | |
| |Extension: Workbook B, p. 13 |
|Numeracy | |
|Literacy |No capitals for days of the week |
| |The infinitive |
|Citizenship | |
|Resources |CD 1 tracks 29–33; Workbooks A and B, p. 13 |
|Homework | |
|Notes |Further information on –ar verbs in Pupil’s Book, Gramática 4.2 (a), p. 130 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 2 En el instituto |
|Unidad 2 ¿Qué haces en clase? (pp. 28–29) |
|Framework objectives |Launch: 7W5 Verbs present (–er); 7W7 Learning about words |
| |Reinforce: 7W1 Everyday words |
|Lesson starters |Starter 1: Consolidating verb endings for –ar verbs; introducing using grammar to help predict new forms |
| |Starter 2: Practising present tense forms for –ar/–er/–ir verbs |
| |(Using resources – Gramática section) |
|Plenary |Recapping on the infinitive and 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 |
|Grammar |–ar, –er, –ir verbs |
|Skills |NC levels 3–4 |
|(Programmes of study) | |
| |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 |AT1/3–4 |Understand listening texts about what people do, featuring high-frequency verbs |
|responding | | |
|Speaking |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 |
| | |Supply 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 |
| |pinto |
| | |
|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. 14 |
| |Pupil’s Book, Gramática, p. 40, exs 1–3 |
| | |
| |Extension: Workbook B, p. 14 |
| |Pupil’s Book, Te toca a ti, p. 119, ex. 1 |
|Numeracy | |
|Literacy | |
|Citizenship | |
|Resources |CD 1 tracks 34–35; Workbooks A and B, p. 14 |
|Homework | |
|Notes |Further information on –ar/–er/–ir verbs in Pupil’s Book, Gramática 4.2 (a), p. 130 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 2 En el instituto |
|Unidad 3 Los profesores (pp. 30–31) |
|Framework objectives |Launch: 7W2 High-frequency words; 7T7 Improving written work; 7L3 Gist and detail |
|Lesson 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 that end in -o/-a |
|Grammar |Definite articles (revisited) |
| |Qualifiers |
| |Adjectival agreements (o/a) |
|Skills |NC levels 1–4 |
|(Programmes of study) | |
| |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 |AT1/2–3 |Understand listening texts in which teachers are described |
|responding | | |
|Speaking |AT2/1, 3 |Ask and answer questions describing teachers |
| | |Practise pronunciation of words featuring accents to show stress |
|Reading and responding |AT3/3 |Understand written text describing teachers of different subjects |
|Writing |AT4/3–4 |Write a paragraph describing five teachers |
|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) |
| |pero |
| |también |
| |no |
| |sí |
| |poco |
| |bastante |
| |muy |
| |y |
|ICT opportunities | |
|Differentiation |Reinforcement: Workbook A, p. 15 |
| |Pupil’s Book, Gramática, p. 41, ex. 4 |
| | |
| |Extension: Workbook B, p. 15 |
| |Pupil’s Book, Te toca a ti, p. 119, ex. 3 |
|Numeracy | |
|Literacy |Definite articles |
| |Qualifiers |
|Citizenship | |
|Resources |CD 1 tracks 36–38; Workbooks A and B, p. 15 |
|Homework | |
|Notes |Further information on adjectival agreements (o/a) in Pupil’s Book, Gramática 3.1, pp. 129-130 |
| | |
| |Assessment for learning |
| |Pupil’s Book, Mini-test, p. 31 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 2 En el instituto |
|Unidad 4 Me gusta el español (pp. 32–33) |
|Framework objectives |Launch: 7S6 Compound sentences; 7L2 Following speech |
| |Reinforce: 7W4 Gender and plural; 7S4 Basic questions; 7S9 Using simple sentences; 7C4 Stories and songs |
|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 |NC levels 2–4 |
|(Programmes of study) | |
| |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 |AT1/3–4 |Understand listening texts about which subjects people like/dislike |
|responding | |Understand 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 |¿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. 16 |
| |Pupil’s Book, Gramática, p. 41, exs 5–7 |
| | |
| |Extension: Workbook B, p. 16 |
| |Pupil’s Book, Te toca a ti, p. 119, ex. 2 |
|Numeracy | |
|Literacy | |
|Citizenship | |
|Resources |CD 1 tracks 39–41; Workbooks A and B, p. 16 |
|Homework | |
|Notes |Further information on me gusta/me gustan in Pupil’s Book, Gramática 4.5, p. 132 |
| | |
| |Further information on adjectival endings in Pupil’s Book, Gramática 3.1, p. 129 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 2 En el instituto |
|Unidad 5 ¿Qué comes? (pp. 34–35) |
|Framework objectives |Launch: 7S3 Adapting sentences; 7L6 Improving speech |
| |Reinforce: 7C5 Social conventions |
|Lesson starters |Starter 1: Introducing vocabulary for snacks and drinks; developing strategies for working out new language|
| |(Electronic package option: Starter X) |
| |Starter 2: Consolidating larger numbers |
|Plenary |Developing vocabulary learning strategies (class discussion) |
|Learning targets |Talking about snacks |
| |Counting up to 100 |
|Grammar | |
|Skills |NC levels 1–4 |
|(Programmes of study) | |
| |PoS |
| |1b apply grammar |
| |2a listen for gist and detail |
| |2c ask and answer questions |
| |2d initiate/develop conversations |
| |2f adapt previously learned language |
| |2j redraft and improve writing |
| |3a memorise words and phrases |
| |3c knowledge of language |
| |3e develop independence |
| |5a communicate in pairs, etc. |
| |5e use a range of resources |
|Contexts |Everyday activities: food, health and fitness |
|Learning outcomes … |
|Listening and |AT1/1–4 |Understand drinks and snacks vocabulary |
|responding | |Understand listening text about what people eat and drink |
| | |Understand numbers and prices |
| | |Understand a dialogue where someone is buying food |
|Speaking |AT2/2–4 |Conduct a survey about what people eat and drink at break |
| | |Ask and answer questions about prices |
| | |Make up dialogues in which someone orders food (using picture prompts) |
|Reading and responding | | |
|Writing |AT4/4 |Write dialogues (using picture prompts/dialogues made up orally) |
|Key language |¿Qué comes (en el recreo)? |
| |Como … |
| |¿Qué bebes? |
| |Bebo … |
| | |
| |Snacks/drinks |
| |agua mineral |
| |un bocadillo |
| |un plátano |
| |un zumo de naranja |
| |una hamburguesa |
| |una pizza |
| |una Coca-Cola |
| |una limonada |
| |una manzana |
| |unas patatas fritas |
| |¿Cuánto es? |
| |Son dos euros con veinte. |
| | |
| |Numbers up to 100 |
| | |
| |Quiero una hamburguesa. |
| |Aquí tienes. |
| |¿Algo más? |
| |No, nada más. |
| |por favor |
| |gracias |
| |De nada. |
|High-frequency words |un, una, unas |
| |el |
| |en |
| |y |
| |pero |
| |aquí |
| |¿qué? |
| |¿cuánto? |
| |beber (bebo, bebes, bebe) |
| |comer (como, comes, come) |
| |querer (quiero) |
| |ser (es, son) |
| |tener (tienes) |
| |algo |
|ICT opportunities |Word-processing |
|Differentiation |Reinforcement: Workbook A, p. 17 |
| |Pupil’s Book, Te toca a ti, p. 118, ex. 3 |
| | |
| |Extension: Workbook B, p. 17 |
| |Pupil’s Book, ¡Extra!, pp. 38–39 |
|Numeracy |Mental arithmetic |
|Literacy |Organising and testing vocabulary |
|Citizenship | |
|Resources |CD 1 tracks 42–46 (+ track 47 Resumen, track 48 ¡Extra!); Workbooks A and B, p. 17 |
|Homework | |
|Notes |Assessment for learning: |
| |Pupil’s Book, Resumen, p. 36; Workbooks A and B, Resumen, p. 20; Workbooks A and B, Progreso, p. 21 |
| |Pupil’s Book, Prepárate, p. 37; Workbooks A and B, Prepárate 1 and 2, pp. 18–19 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 3 Mi familia |
|Unidad 1 ¿Tienes hermanos? (pp. 44–45) |
|Framework objectives |Launch: 7T5 Assembling text; 8T1 Meanings in context |
| |Reinforce: 7W5 Verbs present (tener); 7S5 Basic negatives; 7T7 Improving written work |
|Lesson starters |Starter 1: Developing strategies for working out new language (pair work) |
| |Starter 2: Revising vocabulary and structures relating to families (Electronic package option: Starter X) |
|Plenary |Practising the language of the unit in a personalised writing activity |
| |Checking the work of a partner/redrafting |
|Learning targets |Talking about your family |
| |Using tener (to have) |
|Grammar |tener (full paradigm) |
| |negative forms: no + tener |
| |possessive adjectives: mi(s), tu(s), su(s) |
|Skills |NC levels 1–4 |
|(Programmes of study) | |
| |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 |
| |2j redraft and improve writing |
| |3b interpret meaning |
| |3c knowledge of language |
| |3e develop independence |
| |5a communicate in pairs, etc. |
| |5b respond to classroom events |
| |5e use a range of resources |
| |5h use language for real purposes |
|Contexts |Personal and social life: self, family and personal relationships |
|Learning outcomes … |
|Listening and |AT1/2–4 |Understand listening texts about brothers and sisters and other family members |
|responding | | |
|Speaking |AT2/2, 4 |Conduct survey about brothers and sisters |
| | |Ask and answer about family members |
|Reading and responding |AT3/1 |Understand vocabulary for family members |
|Writing |AT4/3–4 |Write text describing their family |
|Key language |¿Tienes hermanos? |
| |Sí, tengo … |
| |una hermana/dos hermanas |
| |un hermano/tres hermanos |
| |No tengo hermanos/hermanas. |
| |Soy hijo único/hija única. |
| |¿Cómo se llama(n) tu(s) … ? |
| |Mi hermano/a se llama … |
| |Mis hermanos/as se llaman … |
| |¿Cuántos años tiene(n) …? |
| |Tiene(n) … años. |
| | |
| |En mi familia hay x personas. |
| |mi madre/padre |
| |mi abuelo/abuela |
| |mi tío/tía |
| |mi primo/prima |
| |mi hermano |
| |mis hermanos |
| |tu hermana |
| |tus hermanas |
|High-frequency words |un/una |
| |y |
| |¿cómo? |
| |¿cuántos? |
| |mi, tu, su |
| |mis, tus, sus |
| |ser (soy) |
| |tener |
| |sí, no |
|ICT opportunities |Producing survey chart |
|Differentiation |Reinforcement: Workbook A, p. 23 |
| |Pupil’s Book, Gramática, p. 58, exs 1–2 |
| | |
| |Extension: Workbook B, p. 23 |
|Numeracy |Percentages |
|Literacy | |
|Citizenship | |
|Resources |CD 2 tracks 2–4; Workbooks A and B, p. 23 |
|Homework | |
|Notes |Further information on tener in Pupil’s Book, Gramática 4.2 (c), p. 131 |
| | |
| |Further practice of mi(s), tu(s), su(s) in Pupil’s Book, Gramática 3.4, p. 130 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 3 Mi familia |
|Unidad 2 ¿Tienes animales? (pp. 46–47) |
|Framework objectives |Launch: 8W4 Word endings |
| |Reinforce: 7W8 Finding meanings; 7T1 Reading using cues |
|Lesson starters |Starter 1: Developing strategies for working out new language; practising predicting pronunciation (group |
| |work) |
| |Starter 2: Reviewing plural forms of the article and nouns |
|Plenary |Recapping on the grammar associated with colours |
| |Practising using grammatical terms (class work) |
|Learning targets |Talking about your pets |
| |Making colours agree with nouns |
|Grammar |Plural forms of nouns |
| |Adjectival endings |
|Skills |NC levels 2–4 |
|(Programmes of study) | |
| |PoS |
| |1a sounds and writing |
| |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 |
| |2j redraft and improve writing |
| |3b interpret meaning |
| |5a communicate in pairs, etc. |
| |5b respond to classroom events |
| |5f use language creatively |
|Contexts |Personal and social life: self, family and personal relationships |
|Learning outcomes … |
|Listening and |AT1/2–3 |Understand listening texts about pets |
|responding | | |
|Speaking |AT2/2–3 |Ask and answer about pets |
|Reading and responding |AT3/3 |Understand written text describing pets |
|Writing |AT4/3–4 |Write sentences describing the pets pictured |
| | |Write a text describing an imaginary pet |
|Key language |¿Tienes animales? |
| |Tengo … |
| |un gato |
| |un pájaro |
| |un perro |
| |una cobaya |
| |un caballo |
| |un conejo |
| |un pez |
| |un ratón |
| |un hámster |
| |una tortuga |
| |una serpiente |
| |No tengo animales |
| |Tengo dos peces/tres pájaros … |
| | |
| |rojo |
| |amarillo |
| |blanco |
| |negro |
| |azul |
| |marrón |
| |verde |
| |gris |
| |rosa |
| |naranja |
| |grande, pequeño, |
| |bonito, feo |
| |El/La … es … |
| |Los/Las … son … |
| |Se llama … |
| |Tiene … años. |
| |come |
| |bebe |
|High-frequency words |un/una |
| |el/la/los/las |
| |su |
| |y |
| |muy |
| |ser (es, son) |
| |tener (tengo, tienes, tiene) |
| |no |
|ICT opportunities |Producing survey results |
|Differentiation |Reinforcement: Workbook A, p. 24 |
| |Pupil’s Book, Gramática, p. 58, ex. 3 |
| |Pupil’s Book, Te toca a ti, p. 120, exs 1 and 3 |
| | |
| |Extension: Workbook B, p. 24 |
| |Pupil’s Book, Te toca a ti, p. 121, ex. 1 |
|Numeracy | |
|Literacy | |
|Citizenship | |
|Resources |CD 2 tracks 5–6; Workbooks A and B, p. 24 |
|Homework | |
|Notes |Further information on adjectival endings in Pupil’s Book, Gramática 3.1, pp. 129-130 |
| | |
| |Assessment for learning |
| |Pupil’s Book, Mini-test, p. 47 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 3 Mi familia |
|Unidad 3 ¿Cómo eres? (pp. 48–49) |
|Framework objectives |Launch: 7W5 Verbs present (ser); 7T3 Checking before reading |
| |Reinforce: 7S4 Basic questions; 7L6 Improving speech |
|Lesson starters |Starter 1: Revising the forms of ser (to be) introduced so far (soy/es/son) |
| |Starter 2: Revising character adjectives and adjective endings (Electronic package option: Starter X) |
|Plenary |Quiz reviewing key points of the unit (class work in groups) |
|Learning targets |Talking about your appearance and character |
| |Using the verb ser (to be) |
|Grammar |Adjectival endings |
| |Questions without question words: |
| |¿Eres grande? |
| |ser (full paradigm) |
|Skills |NC levels 2–4 |
|(Programmes of study) | |
| |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 |
| |2h scan texts |
| |3b interpret meaning |
| |3c knowledge of language |
| |3e develop independence |
| |5a communicate in pairs, etc. |
| |5c express feelings and opinions |
|Contexts |Personal and social life: self, family and personal relationships |
|Learning outcomes … |
|Listening and |AT1/2, 4 |Understand listening texts describing people (physical and character descriptions, plus age) |
|responding | | |
|Speaking |AT2/2–4 |Ask about people and give descriptions |
| | |Practise pronunciation to sound authentic |
|Reading and responding |AT3/4 |Understand written text containing physical descriptions of people |
|Writing |AT4/3–4 |Write sentences describing their own family |
| | |Write longer text describing members of an imaginary pop group |
|Key language |Appearance adjectives: |
| |alto, bajo, delgado, gordo, guapo, feo |
| | |
| |Character adjectives: |
| |simpático |
| |antipático |
| |aburrido |
| |severo |
| |divertido |
| |inteligente |
| |perezoso |
| |tímido |
| | |
| |muy |
| |bastante |
| |y |
| |pero |
| |también |
|High-frequency words |mi, su |
| |¿cómo? |
| |ser (all parts) |
| |y |
| |pero |
| |también |
| |muy |
| |bastante |
| |poco |
| |sí, no |
|ICT opportunities |Word-processing/DTP |
|Differentiation |Reinforcement: Workbook A, p. 25 |
| |Pupil’s Book, Gramática, p. 59, ex. 4 |
| |Pupil’s Book, Te toca a ti, p. 120, ex. 2 |
| | |
| |Extension: Workbook B, p. 25 |
| |Pupil’s Book, Te toca a ti, p. 121, ex. 2 |
|Numeracy | |
|Literacy | |
|Citizenship | |
|Resources |CD 2 tracks 7–9; Workbooks A and B, p. 25 |
|Homework | |
|Notes |Further information on ser in Pupil’s Book, Gramática 4.2 (c), p. 131 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 3 Mi familia |
|Unidad 4 Tengo los ojos azules (pp. 50–51) |
|Framework objectives |Launch: 7S1 Typical word order; 7S2 Sentence gist; 8C2 Famous people |
| |Reinforcement: 7L3 Gist and detail |
|Lesson starters |Starter 1: Revising colours (Electronic package option: Starter X) |
| |Starter 2: Reviewing the language for describing people (some class discussion after the activity) |
|Plenary |Reviewing adjectives (agreement and position) |
|Learning targets |Talking about eyes and hair |
| |Using adjectives after nouns |
|Grammar |Word order: adjectives after nouns |
|Skills |NC levels 2–4 |
|(Programmes of study) | |
| |PoS |
| |1b apply grammar |
| |1c use a range of vocab/structures |
| |2a listen for gist and detail |
| |2e vary language |
| |2f adapt previously learned language |
| |3b interpret meaning |
| |3c knowledge of language |
| |5a communicate in pairs, etc. |
| |5d respond to spoken/written language |
| |5e use a range of resources |
| |5f use language creatively |
|Contexts |Personal and social life: self, family and personal relationships |
|Learning outcomes … |
|Listening and |AT1/2, 4 |Understand listening texts about eye and hair colour |
|responding | |Understand longer listening text describing people’s physical appearance in detail |
|Speaking |AT2/3 |Play noughts and crosses game practising describing hair and eye colour |
|Reading and responding |AT3/4 |Understand written text giving detailed descriptions of people |
|Writing |AT4/3–4 |Write short text describing what they look like |
| | |Write longer text describing a famous person |
|Key language |¿Cómo es tu pelo? |
| |Tengo el pelo … |
| |castaño |
| |rubio |
| |negro |
| |pelirrojo |
| |gris |
| |blanco |
| | |
| |largo |
| |liso |
| |corto |
| |rizado |
| |ondulado |
| | |
| |¿De qué color son tus ojos? |
| |Tengo los ojos … |
| |marrones |
| |azules |
| |verdes |
| |grises |
| |rojos |
| | |
| |Tengo barba. |
| |Tengo bigote. |
| |Tengo gafas. |
| | |
| |Third person forms: |
| |es |
| |tiene |
| |vive en |
| |habla |
| |escucha |
| |baila |
| |pinta |
|High-frequency words |el/los |
| |de |
| |tu |
| |tus |
| |y |
| |¿cómo? |
| |¿qué? |
| |muy |
| |tener (tengo, tiene) |
| |ser (es, son) |
| |no |
|ICT opportunities |Internet research |
|Differentiation |Reinforcement: Workbook A, p. 26 |
| |Pupil’s Book, Gramática, p. 59, ex. 5 |
| | |
| |Extension: Workbook B, p. 26 |
|Numeracy | |
|Literacy | |
|Citizenship | |
|Resources |CD 2 tracks 10–12 |
| |Workbooks A and B, p. 26 |
|Homework | |
|Notes |Further information on the position of adjectives in Pupil’s Book, Gramática 3.2, p. 130 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 3 Mi familia |
|Unidad 5 ¿Cómo es? (pp. 52–54) |
|Framework objectives |Launch: 8T7 Checking inflections and word order |
|Lesson starters |Starter 1: Reviewing adjective agreement and verb forms; practising checking texts for errors |
| |Starter 2: Revising possessive adjectives |
|Plenary |Quiz using the Resumen section to review key points of the module (class work in groups) |
|Learning targets |Using tener and ser in the he/she form |
| |Using texts as a model for creative writing |
|Grammar |The 3rd person of regular verbs |
|Skills |NC levels 3–4 |
|(Programmes of study) | |
| |PoS |
| |1b apply grammar apply grammar |
| |1c use a range of vocab/structures |
| |2a listen for gist and detail |
| |2c ask and answer questions |
| |2e vary language |
| |2f adapt previously learned language |
| |2h scan texts |
| |5i work in variety of contexts |
| |5a communicate in pairs, etc. |
| |5d respond to spoken/written language |
| |5e use a range of resources |
| |5f use language creatively |
|Contexts |Personal and social life: self, family and personal relationships |
|Learning outcomes … |
|Listening and |AT1/4 |Understand listening text describing people’s physical appearance |
|responding | | |
|Speaking |AT2/3 |Play a game describing people for partner to identify from pictures |
|Reading and responding |AT3/4 |Understand written texts giving detailed descriptions of people |
|Writing |AT4/4 |Write text in the form of a ‘Wanted’ poster |
|Key language |Language from earlier in the Module: |
| |Es alto/bajo, etc. |
| |Tiene los ojos azules, etc. |
| |Tiene el pelo liso y rubio, etc. |
| |Tiene gafas, etc. |
| |3rd person verb forms |
| | |
| |Receptive vocabulary: |
| |Le gustan/No le gustan |
| |fumar |
| |cigarros |
| |poesías |
| |chicle |
| |literatura |
| | |
| |¿Cómo es su pelo? |
| |¿Cómo son sus ojos? |
|High-frequency words |el, los |
| |su, sus |
| |y |
| |¿cómo? |
| |ser (es, son) |
| |tener (tiene) |
| |vivir (vive) |
|ICT opportunities |Word-processing/DTP |
|Differentiation |Reinforcement: Workbook A, p. 27 |
| | |
| |Extension: Workbook B, p. 27 |
| |Pupil’s Book, ¡Extra!, pp. 56–57 |
| |Pupil’s Book, Te toca a ti, p. 121, ex. 3 |
|Numeracy | |
|Literacy | |
|Citizenship | |
|Resources |CD 2 track 13 (+ tracks 14–15 Resumen, tracks 16–17 ¡Extra!); Workbooks A and B, p. 27 |
| | |
|Homework | |
|Notes |Assessment for learning: |
| |Pupil’s Book, Resumen, p. 54; Workbooks A and B, Resumen, p. 30; Workbooks A and B, Progreso, p. 31 |
| |Pupil’s Book, Prepárate, p. 55; Workbooks A and B, Prepárate 1 and 2, pp. 28–29 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 4 En casa |
|Unidad 1 Vivimos en Europa (pp. 62–63) |
|Framework objectives |Reinforce: 7W5 Verbs present (–ir verbs); 7W7 Learning about words; 7C2 Everyday culture |
|Lesson starters |Starter 1: Introducing the vocabulary for country names; developing strategies for working out new language |
| |Starter 2: Consolidating the vocabulary for country names; revising vivir in the present tense |
|Plenary |Practising country names and all forms of vivir in the present tense (class work in groups) |
|Learning targets |Describing where you live |
| |Adding extra detail into sentences |
|Grammar |–ir verbs (full paradigm with vivir) |
|Skills |NC levels 2–3 |
|(Programmes of study) | |
| |PoS |
| |1b apply grammar |
| |2a listen for gist and detail |
| |2c ask and answer questions |
| |2d initiate/develop conversations |
| |2h scan texts |
| |2i summarise and report |
| |3c knowledge of language |
| |4c compare home and TL culture |
| |4d knowledge of experiences and perspectives |
| |5a communicate in pairs, etc. |
|Contexts |The world around us: people, places and customs |
|Learning outcomes … |
|Listening and |AT1/2–3 |Understand listening texts in which people talk about which country they live in |
|responding | |Understand listening texts in which people talk about where they live (house or flat/location) |
|Speaking |AT2/3 |Ask and answer about where people live |
| | |Make up dialogues about where people live |
|Reading and responding |AT3/3 |Understand written text about where people live, family, etc. |
|Writing |AT4/3 |Write sentences describing where they live |
|Key language |¿Dónde vives? |
| |Vivo en … |
| |Francia |
| |España |
| |Alemania |
| |Italia |
| |Grecia |
| |Portugal |
| |Irlanda |
| |Gales |
| |Inglaterra |
| |Escocia |
| |¿Eres …? |
| |Soy … |
| | |
| |una casa |
| |un piso |
| |o |
| | |
| |en el campo |
| |en la montaña |
| |en la costa |
| |en una ciudad |
| |en un pueblo |
|High-frequency words |el/la |
| |un/una |
| |en |
| |¿dónde? |
| |ser (soy, eres) |
| |vivir (whole verb) |
| |sí |
| |no |
|ICT opportunities | |
|Differentiation |Reinforcement: Workbook A, p. 33 |
| |Pupil’s Book, Gramática, p. 76, exs 1–2 |
| |Pupil’s Book, Te toca a ti, p. 122, ex. 1 |
| | |
| |Extension: Workbook B, p. 33 |
|Numeracy | |
|Literacy | |
|Citizenship |Awareness of European countries |
|Resources |CD 2 tracks 18–20; Workbooks A and B, p. 33 |
|Homework | |
|Notes | |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 4 En casa |
|Unidad 2 ¿Cómo es tu casa? (pp. 64–65) |
|Framework objectives |Launch: 8C4 Poems, jokes, songs and stories |
| |Reinforce: 7W2 High-frequency words; 7S1 Typical word order; 7S2 Sentence gist; 7T4 Using resources |
|Lesson starters |Starter 1: Working out the meaning of new adjectives using context and what they know; recapping on adjective|
| |agreement |
| | |
| |Starter 2: Revising talking about the location of houses in preparation for talking about houses in more |
| |detail; revising word order in sentences, including the position of adjectives |
|Plenary |Practising asking and talking about rooms in a house |
|Learning targets |Talking about your home |
| |Writing a longer passage |
|Grammar |Agreement of adjectives |
| |hay … |
|Skills |NC levels 2–4 |
|(Programmes of study) | |
| |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 |
| |2i summarise and report |
| |3b interpret meaning |
| |3d use dictionaries |
| |3e develop independence |
| |5a communicate in pairs, etc. |
| |5c express feelings and opinions |
| |5e use a range of resources |
|Contexts |The world around us: home town and local area |
| | |
|Learning outcomes … |
|Listening and |AT1/2–4 |Understand listening texts about where people live (house/flat, countryside/town, etc.) |
|responding | |Understand poem about where people live |
| | |Understand listening text about rooms in a house |
|Speaking |AT2/4 |Read a poem aloud |
| | |Ask and answer about rooms in a house |
|Reading and responding | | |
|Writing |AT4/4 |Write a paragraph on where they live |
|Key language |¿Cómo es tu piso/casa? |
| |Mi piso/casa es… |
| |antiguo/a |
| |moderno/a |
| |bonito/a |
| |nuevo/a |
| |feo/a |
| |cómodo/a |
| |pequeño/a |
| |viejo/a |
| |grande |
| | |
| |¿Qué hay en tu casa/piso … ? |
| |abajo |
| |arriba |
| |fuera |
| |mi dormitorio |
| |Hay … |
| |un aseo |
| |un cuarto de baño |
| |un dormitorio |
| |el dormitorio de mis padres |
| |el dormitorio de mi hermano |
| |un salón |
| |un garaje |
| |un jardín |
| |un comedor |
| |un pasillo |
| |una cocina |
| |una terraza |
|High-frequency words |un/una |
| |el/la |
| |mi, mis, tu |
| |en |
| |¿dónde? |
| |¿cómo? |
| |¿qué? |
| |hay |
| |ser (es) |
| |vivir (vivo, vives) |
| |y |
| |o |
| |pero |
|ICT opportunities |Word-processing/Using the computer as a reference resource |
|Differentiation |Reinforcement: Workbook A, p. 34 |
| |Pupil’s Book, Gramática, p. 76, ex. 3 |
| |Pupil’s Book, Te toca a ti, p. 122, ex. 2 |
| | |
| |Extension: Workbook B, p. 34 |
| |Pupil’s Book, Te toca a ti, p. 123, ex. 1 |
|Numeracy | |
|Literacy | |
|Citizenship | |
|Resources |CD 2 tracks 21–24; Workbooks A and B, p. 34 |
|Homework | |
|Notes | |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 4 En casa |
|Unidad 3 ¿Qué haces? (pp. 66–67) |
|Framework objectives |Launch: 7W5 Verbs present (stem-changing verbs) |
|Lesson starters |Starter 1: Reviewing high-frequency verbs (escucho, bebo, estudio, hablo, leo, como (class work) |
| |Starter 2: Consolidating the vocabulary for activities (Electronic package option: Starter X) |
|Plenary |Developing revision techniques |
| |Quiz using the Mini-test section to review key points of the module (class work) |
|Learning targets |Talking about activities you do in your house |
| |Using stem-changing verbs |
|Grammar |Stem-changing verbs: dormir and jugar (full paradigm) |
|Skills |NC levels 1–4 |
|(Programmes of study) | |
| |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 |
| |2h scan texts |
| |3b interpret meaning |
| |3e develop independence |
| |5a communicate in pairs, etc. |
| |5c express feelings and opinions |
| |5d respond to spoken/written language |
| |5g listen and read for personal enjoyment |
|Contexts |Everyday activities: home life and school |
|Learning outcomes … |
|Listening and |AT1/2–4 |Understand listening texts about activities people do in their bedroom |
|responding | |Understand song about activities people do in their bedroom |
|Speaking |AT2/3 |Ask and answer about bedroom activities using picture prompts |
|Reading and responding |AT3/3 |Understand a longer written text about the activities someone does in his bedroom |
|Writing |AT4/1, 3–4 |Write short text describing what they do in their bedrooms |
| | |Write out verbs from song in ‘I’ form |
|Key language |¿Qué haces en tu dormitorio? |
| |Duermo. |
| |Juego con el ordenador. |
| |Hablo por teléfono. |
| |Escucho música. |
| |Mando mensajes. |
| |Bebo Coca-cola. |
| |Estudio. |
| |Como bocadillos. |
| |Leo libros. |
| |Veo la televisión. |
| |Navego por Internet. |
| |normalmente |
|High-frequency words |el, la |
| |tu |
| |en |
| |con |
| |por |
| |y |
| |¿qué? |
| |hablar |
| |hacer |
| |jugar |
| |escuchar |
| |beber |
| |comer |
| |leer |
| |ver |
|ICT opportunities | |
|Differentiation |Reinforcement: Workbook A, p. 35 |
| |Pupil’s Book, Gramática, p. 77, ex. 4 |
| | |
| |Extension: Workbook B, p. 35 |
|Numeracy | |
|Literacy | |
|Citizenship | |
|Resources |CD 2 tracks 25–27; Workbooks A and B, p. 35 |
|Homework | |
|Notes |Further information on stem-changing verbs in Pupil’s Book, Gramática 4.2(c) , p. 131 |
| | |
| |Assessment for learning |
| |Pupil’s Book, Mini-test, p. 67 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 4 En casa |
|Unidad 4 En mi dormitorio (pp. 68–69) |
|Framework objectives |Reinforce: 7S3 Adapting sentences; 7T5 Assembling text; 7L1 Sound patterns |
|Lesson starters |Starter 1: Introducing the vocabulary for items of furniture; developing vocabulary learning strategies |
| |(Electronic package option: Starter X) |
| |Starter 2: Revising the vocabulary for bedroom items, with emphasis on the correct form of the article |
| |(group work) |
|Plenary |Reviewing the vocabulary for classroom items |
| |Reviewing prepositions (class work) |
|Learning targets |Describing your bedroom |
| |Using prepositions |
|Grammar |prepositions + del/de la |
|Skills |NC levels 2–4 |
|(Programmes of study) | |
| |PoS |
| |1b apply grammar |
| |1c use a range of vocab/structures |
| |2a listen for gist and detail |
| |2c ask and answer questions |
| |3a memorise words and phrases |
| |3b interpret meaning |
| |3e develop independence |
| |5a communicate in pairs, etc. |
|Contexts |Everyday activities: home life and school |
|Learning outcomes … |
|Listening and |AT1/2–3 |Understand listening texts about furniture items in a bedroom |
|responding | |Understand listening text about prepositions |
|Speaking |AT2/3 |Give a detailed description of bedrooms from pictures |
|Reading and responding |AT3/3 |Understand written text about a bedroom, noting discrepancies between it and a picture of the same room |
|Writing |AT4/3–4 |Write longer text describing their own bedroom |
|Key language |¿Qué hay...? |
| |¿Qué tienes...? |
| |En mi dormitorio hay … |
| |No hay … |
| |No tengo … |
| | |
| |un armario |
| |un equipo de música |
| |una lámpara |
| |una cama |
| |una alfombra |
| |una estantería |
| |un ordenador |
| |una mesa |
| |una silla |
| |una televisión |
| |una puerta |
| |una ventana |
| | |
| |Hay/Tengo pósters en las paredes. |
| | |
| |Prepositions |
| |debajo (de) |
| |delante (de) |
| |detrás (de) |
| |encima (de) |
| |entre |
| |al lado (de) |
| |a la derecha (de) |
| |a la izquierda (de) |
| | |
| |… está(n) … del/de la |
|High-frequency words |un, una |
| |el, la |
| |mi |
| |estar |
| |hay |
| |a/al |
| |de/del |
| |en |
| |entre |
| |al lado de |
| |debajo de |
| |delante de |
| |detrás de |
| |encima de |
| |tener (tengo) |
|ICT opportunities | |
|Differentiation |Reinforcement: Workbook A, p. 36 |
| |Pupil’s Book, Gramática, p. 77, ex. 5 |
| |Pupil’s Book, Te toca a ti, p. 122, ex. 3 |
| | |
| |Extension: Workbook B, p. 36 |
|Numeracy | |
|Literacy |Prepositions |
|Citizenship | |
|Resources |CD 2 tracks 28–30; Workbooks A and B, p. 36 |
|Homework | |
|Notes |Further information on prepositions/del in Pupil’s Book, Gramática 5, p. 133 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 4 En casa |
|Unidad 5 Mi rutina diaria (pp. 70–71) |
|Framework objectives |Launch: 7W5 Verbs present (reflexive verbs) |
|Lesson starters |Starter 1: Recapping on verb endings for regular –ar, –er and –ir verbs |
| |Starter 2: Consolidating reflexive verbs |
|Plenary |Discussing how to get the most out of the Resumen section |
| |Quiz using the Resumen section to review key points of the module (class work in groups) |
|Learning targets |Talking about your daily routine |
| |Using reflexive verbs |
|Grammar |Reflexive verbs (singular) |
|Skills |NC levels 1–4 |
|(Programmes of study) | |
| |PoS |
| |1b apply grammar |
| |2a listen for gist and detail |
| |2c ask and answer questions |
| |2h scan texts |
| |2j redraft and improve writing |
| |3c knowledge of language |
| |5a communicate in pairs, etc. |
| |5c express feelings and opinions |
| |5i work in variety of contexts |
|Contexts |Everyday activities: home life and school |
|Learning outcomes … |
|Listening and |AT1/1–3 |Understand listening texts in which people describe their daily routines |
|responding | | |
|Speaking |AT2/2–3 |Conduct a survey about morning routines |
|Reading and responding |AT3/2, 4 |Understand listening texts in which people describe their daily routines |
|Writing |AT4/1, 3–4 |Write a description of their own daily routine |
|Key language |¿Qué haces por la mañana? |
| |Me despierto |
| |Me levanto |
| |Me ducho |
| |Me peino |
| |Me visto |
| |Desayuno |
| |Voy al instituto. |
| | |
| |¿Qué haces por la tarde? |
| |Hago mis deberes |
| |Ceno |
| |Veo la televisión |
| |Me lavo los dientes |
| |Me acuesto |
| | |
| |Rooms of the house from Unit 2 |
|High-frequency words |a, al |
| |la, los |
| |me |
| |mis |
| |por |
| |¿qué? |
| |hacer (hago, haces) |
| |ir (voy) |
| |ver (veo) |
| | |
|ICT opportunities | |
|Differentiation |Reinforcement: Workbook A, p. 37 |
| |Pupil’s Book, Gramática, p. 77, ex. 6 |
| | |
| |Extension: Workbook B, p. 37 |
| |Pupil’s Book, ¡Extra!, pp. 74–75 |
| |Pupil’s Book, Te toca a ti, p. 123, exs 2–3 |
|Numeracy | |
|Literacy | |
|Citizenship | |
|Resources |CD 2 tracks 31–33 (+ track 34 Resumen, track 35 ¡Extra!); Workbooks A and B, p. 37 |
|Homework | |
|Notes |Further practice of reflexive verbs in Pupil’s Book, Gramática 4.2 (d), p. 132 |
| | |
| |Assessment for learning: |
| |Pupil’s Book, Resumen, p. 72; Workbooks A and B, Resumen, p. 40; Workbooks A and B, Progreso, p. 41 |
| |Pupil’s Book, Prepárate, p. 73; Workbooks A and B, Prepárate 1 and 2, pp. 38–39 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 5 El tiempo libre |
|Unidad 1 Mi tiempo libre (pp. 80–81) |
|Framework objectives |Launch: 7W5 Verbs present (hacer, salir); 7S7 Time and tenses; 7C3 Contact with native speakers; 8W1 Adding|
| |abstract words |
|Lesson starters |Starter 1: Developing strategies for working out new language (Electronic package option: Starter X) |
| |Starter 2: Consolidating the expressions for activities, focusing on high-frequency verbs (pair work) |
|Plenary |Practising expressions of frequency (class work in groups) |
|Learning targets |Saying what you do in your free time |
| |Using salir (to go out) and hacer (to do) |
|Grammar |Expressions of frequency |
| |a + definite article (al/a la) |
| |Irregular verbs salir and hacer (full paradigm) |
|Skills |NC levels 2–4 |
|(Programmes of study) | |
| |PoS |
| |1b apply grammar |
| |1c use a range of vocab/structures |
| |2a listen for gist and detail |
| |2c ask and answer questions |
| |2g deal with the unpredictable |
| |2h scan texts |
| |2i summarise and report |
| |2j redraft and improve writing |
| |3b interpret meaning |
| |3c knowledge of language |
| |3e develop independence |
| |4a work with authentic materials |
| |4b communicate with native speakers |
| |4d knowledge of experiences and perspectives |
| |5a communicate in pairs, etc. |
| |5b respond to classroom events |
| |5e use a range of resources |
| |5i work in variety of contexts |
|Contexts |Personal and social life: free time and social activities |
|Learning outcomes … |
|Listening and |AT1/3 |Understand listening texts about free-time activities and how frequently they are done |
|responding | | |
|Speaking |AT2/3 |Ask and answer about what they do in their free time |
|Reading and responding |AT3/2, 4 |Understand expressions of frequency |
| | |Understand gist of a written text |
| | |Understand a written text about free time activities |
|Writing |AT4/3–4 |Write sentences describing what they do in their free time |
| | |Write a longer text describing what they do in their free time |
|Key language |¿Qué haces en tu tiempo libre? |
| |Voy al cine. |
| |Voy a la piscina. |
| |Voy de compras. |
| |Salgo con mis amigos. |
| |Hago mis deberes. |
| |Monto en bicicleta. |
| |Escucho música. |
| |Veo la televisión. |
| |Navego por Internet. |
| |Juego con mi ordenador. |
| | |
| |No hago mis deberes. |
| | |
| |todos los días |
| |los fines de semana |
| |los lunes |
| |una vez por semana |
| |dos veces a la semana |
|High-frequency words |el, la, los |
| |me |
| |mi, mis |
| |a, al |
| |de |
| |con |
| |en |
| |por |
| |y |
| |también |
| |escuchar |
| |hacer |
| |ir |
| |jugar |
| |ver |
| |no |
| |ser (es) |
|ICT opportunities |Producing survey chart |
| |E-mailing Spanish pupils |
|Differentiation |Reinforcement: Workbook A, p. 43 |
| |Pupil’s Book, Gramática, p. 94, exs 1–2 |
| |Pupil’s Book, Te toca a ti, p. 124, ex. 1 |
| | |
| |Extension: Workbook B, p. 43 |
|Numeracy | |
|Literacy | |
|Citizenship |Finding out about the experience of teenagers in another country |
|Resources |CD 3 tracks 2–3; Workbooks A and B, p. 43 |
|Homework | |
|Notes |Further information on a + el = al in Pupil’s Book, Gramática 5, p. 133 |
| |Further practice of salir and hacer in Pupil’s Book, Gramática 4.2 (c), p. 131 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 5 El tiempo libre |
|Unidad 2 ¿Qué hora es? (pp. 82–83) |
|Framework objectives |Launch: 7W5 Verbs present (ir); 8L2 Media listening skills |
| |Reinforce: 7L2 Following speech |
|Lesson starters |Starter 1: Recapping on numbers |
| |Starter 2: Revising times (Electronic package option: Starter X) |
|Plenary |Practising times (class work) |
|Learning targets |Telling the time |
| |Using the verb ir (to go) |
|Grammar |The irregular verb ir (whole paradigm) |
|Skills |NC levels 1–4 |
|(Programmes of study) | |
| |PoS |
| |1b apply grammar |
| |1c use a range of vocab/structures |
| |2a listen for gist and detail |
| |2c ask and answer questions |
| |2h scan texts |
| |3a memorise words and phrases |
| |3b interpret meaning |
| |3c knowledge of language |
| |3e develop independence |
| |5a communicate in pairs, etc. |
| |5b respond to classroom events |
| |5h use language for real purposes |
|Contexts |Personal and social life: free time and social activities |
|Learning outcomes … |
|Listening and |AT1/1–4 |Understand vocabulary for telling the time |
|responding | |Understand listening text about times |
| | |Listen to song to check answers to gap-fill activity |
|Speaking |AT2/1, 4 |Repeat the expressions for telling the time |
| | |Ask and answer about the times specific things happen |
|Reading and responding |AT3/4 |Understand song about free time activities and times |
| | |Identify the missing words |
| | |Classify words by grammatical category |
|Writing |AT4/3–4 |Write short dialogues using the pictures of clocks to ask and give the time |
| | |Write another verse for the song |
|Key language |¿Qué hora es? |
| |Es la una. |
| |Son las dos … |
| |y cinco |
| |y diez |
| |y cuarto |
| |y veinte |
| |y veinticinco |
| |y media |
| |menos veinticinco |
| |menos veinte |
| |menos cuarto |
| |menos diez |
| |menos cinco |
| | |
| |¿A qué hora … ? |
| |¿ … vas al cine? |
| |¿... escuchas música? |
| |¿... sales con tus amigos? |
| |¿... vas de compras? |
| |¿... navegas por Internet? |
| |¿... vas a la piscina? |
| |¿... ves la televisión? |
| |A la una. |
| |A las cuatro. |
| | |
| |de la mañana |
| |de la tarde |
| |de la noche |
|High-frequency words |la/las |
| |tus |
| |a/al/a la |
| |de/de la |
| |con |
| |por |
| |¿qué? |
| |escuchar (escuchas) |
| |ir |
| |ser (es, son) |
| |ver (ves) |
| |y |
|ICT opportunities | |
|Differentiation |Reinforcement: Workbook A, p. 44 |
| |Pupil’s Book, Gramática, p. 94, ex. 3 |
| | |
| |Extension: Workbook B, p. 44 |
|Numeracy |Mental arithmetic |
|Literacy | |
|Citizenship | |
|Resources |CD 3 tracks 4–7; Workbooks A and B, p. 44 |
|Homework | |
|Notes |Further information on ir in Pupil’s Book, Gramática 4.2 (a), p. 131 |
| | |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 5 El tiempo libre |
|Unidad 3 ¿Qué deportes haces? (pp. 84–85) |
|Framework objectives |Launch: 8S1 Word, phrase and clause sequencing; 8T3 Language and text types |
|Lesson starters |Starter 1: Practising predicting pronunciation and stress (class work) |
| |Starter 2: Consolidating the vocabulary for sports (pair work) |
|Plenary |Quiz based on the Mini-test reviewing key points of the unit so far (class work in groups) |
|Learning targets |Talking about sports |
| |Practising pronunciation |
|Grammar | |
|Skills |NC levels 2–4 |
|(Programmes of study) | |
| |PoS |
| |1a sounds and writing |
| |2a listen for gist and detail |
| |2b pronunciation and intonation |
| |2c ask and answer questions |
| |2h scan texts |
| |3b interpret meaning |
| |3c knowledge of language |
| |5a communicate in pairs, etc. |
| |5d respond to spoken/written language |
| |5e use a range of resources |
| |5g listen and read for personal enjoyment |
| |5h use language for real purposes |
| |5i work in variety of contexts |
|Contexts |Personal and social life: free time and social activities |
|Learning outcomes … |
|Listening and |AT1/2, 4 |Understand listening text about sports |
|responding | |Listen to note down missing words |
|Speaking |AT2/2–3 |Practise pronunciation of h and qu (review) |
| | |Ask and answer about what sports people do |
|Reading and responding |AT3/4 |Understanding longer text (quiz and solutions) |
|Writing |AT4/2, 4 |Rewrite jumbled sentences in the correct order |
| | |Write short text giving answers to quiz questions |
|Key language |¿Qué deportes haces? |
| |Hago … |
| |atletismo |
| |ciclismo |
| |equitación |
| |esquí |
| |natación |
| |patinaje |
| | |
| |Juego … |
| |al baloncesto |
| |al fútbol |
| |al tenis |
| |al voleibol |
| |al hockey |
|High-frequency words |al |
| |¿qué? |
| |muy |
| |poco |
| |hacer (hago, haces) |
| |jugar (juego) |
| |ser (eres) |
| |y |
| |sí |
| |no |
|ICT opportunities |Internet research |
|Differentiation |Reinforcement: Workbook A, p. 45 |
| |Pupil’s Book, Gramática, pp. 94–95, exs 4–5 |
| | |
| |Extension: Workbook B, p. 45 |
| |Pupil’s Book, Te toca a ti, p. 125, exs 1–2 |
|Numeracy | |
|Literacy | |
|Citizenship | |
|Resources |CD 3 tracks 8–10; Workbooks A and B, p. 45 |
| | |
|Homework | |
|Notes |Assessment for learning |
| |Pupil’s Book, Mini-test, p. 85 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 5 El tiempo libre |
|Unidad 4 Me gusta ir al cine (pp. 86–87) |
|Framework objectives |Launch: 8S5 Negative forms and words; 8T5 Writing continuous text; 8L4 Extending sentences |
|Lesson starters |Starter 1: Reviewing me gusta(n) + noun |
| |Starter 2: Consolidating the structures me gusta/me encanta/prefiero + infinitive (can be done in pairs) |
|Plenary |Summarising how me gusta(n) is used |
| |Recapping on expressions followed by an infinitive |
|Learning targets |Saying what you like to do |
| |Using me gusta and the infinitive |
|Grammar |me gusta/me encanta + infinitive |
| |prefiero + infinitive |
|Skills |NC levels 1–4 |
|(Programmes of study) | |
| |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 |
| |5a communicate in pairs, etc. |
| |5c express feelings and opinions |
|Contexts |Personal and social life: free time and social activities |
|Learning outcomes … |
|Listening and |AT1/1, 4 |Understand vocabulary for free-time activities and sports |
|responding | |Understand listening texts about likes/dislikes, free-time activities/sports and reasons for |
| | |liking/disliking |
|Speaking |AT2/4 |Ask and answer about what they like doing/don’t like doing in their free time and why |
|Reading and responding |AT3/3 |Understand written text about free time activities and opinions (likes/dislikes/preferences) |
| | |Identify the infinitive forms of verbs |
| | |Understand expressions used to give opinions |
|Writing |AT4/3–4 |Copy and complete the text replacing the pictures with words |
| | |Write a short text saying what they like/don’t like doing in their free time |
|Key language |¿Qué (no) te gusta hacer en tu tiempo libre? |
| |Me gusta (mucho) … |
| |Me encanta … |
| |No me gusta … |
| |No me gusta nada. |
| |Odio … |
| |Prefiero… |
| | |
| |jugar al fútbol |
| |hacer atletismo |
| |navegar por Internet |
| |ir al cine |
| |salir con mis amigos |
| |ver la televisión |
| |hacer mis deberes |
| |escuchar música |
| |ir de compras |
| |hacer natación |
| | |
| |¿Por qué? |
| |Porque |
| |es divertido/sano/barato/interesante/fácil/aburrido/caro/bueno … |
|High-frequency words |al |
| |tu |
| |me |
| |te |
| |en |
| |porque |
| |y |
| |¿qué? |
| |¿por qué? |
| |escuchar |
| |hacer |
| |ir |
| |jugar |
| |se (es) |
| |ver |
| |mucho |
| |no |
|ICT opportunities | |
|Differentiation |Reinforcement: Workbook A, p. 46 |
| |Pupil’s Book, Gramática, p. 95, ex. 6 |
| |Pupil’s Book, Te toca a ti, p. 124, exs 2–3 |
| | |
| |Extension: Workbook B, p. 46 |
|Numeracy | |
|Literacy |The infinitive |
|Citizenship | |
|Resources |CD 3 tracks 11–13; Workbooks A and B, p. 46 |
|Homework | |
|Notes |Further information on me gusta + infinitive in Pupil’s Book, Gramática 4.5 p. 132-3 and of me gusta/me |
| |encanta/prefiero + infinitive in Pupil’s Book, Gramática 4.6, pp. 133 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 5 El tiempo libre |
|Unidad 5 ¿Qué vas a hacer? (pp. 88–89) |
|Framework objectives |Launch: 7W5 Verbs present (+ past) (near future tense); 8S8 Using high-frequency words and punctuation |
| |clues |
| | |
|Lesson starters |Starter 1: Reviewing the full present tense of ir (to go) (Electronic package option: Starter X) |
| |Starter 2: Consolidating the near future tense |
|Plenary |Quiz using the Resumen section to review key points of the module (class work in groups) |
|Learning targets |Saying what you are going to do |
| |Using ir (to go) and the infinitive |
|Grammar |The near future tense (ir a + infinitive) |
| |Time expressions indicating the future |
|Skills |NC levels 1–5 |
|(Programmes of study) | |
| |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 |
| |2i summarise and report |
| |2j redraft and improve writing |
| |3c knowledge of language |
| |5a communicate in pairs, etc. |
| |5i work in variety of contexts |
|Contexts |Personal and social life: free time and social activities |
| |Personal and social life: holidays and special occasions |
|Learning outcomes … |
|Listening and |AT1/5 |Understand listening texts about what activities people are going to do in the future (near future tense)|
|responding | | |
| | |Identify the tense being used (present/near future) |
|Speaking |AT2/3 |Ask and answer about what they are going to do at various times in the future |
|Reading and responding |AT3/4–5 |Understand written texts about free time activities and sports |
| | |Understand longer text about free time activities and sports |
|Writing |AT4/4 |Write short text describing what they are going to do in the holidays (near future tense) |
|Key language |¿Qué vas a hacer … ? |
| |mañana |
| |la semana que viene |
| |este fin de semana |
| |en las vacaciones |
| |normalmente |
| |Voy a … |
| |jugar al fútbol |
| |jugar al voleibol |
| |jugar al tenis |
| |hacer esquí |
| |hacer ciclismo |
| |hacer natación |
| |hacer equitación |
| |hacer patinaje |
| |ir al cine |
| |ir de compras |
|High-frequency words |la/las |
| |a/al |
| |de |
| |en |
| |y |
| |mañana |
| |¿qué? |
| |que |
| |hacer |
| |ir (all parts) |
| |jugar |
| |venir (viene) |
| |este |
|ICT opportunities | |
|Differentiation |Reinforcement: Workbook A, p. 47 |
| |Pupil’s Book, Gramática, p. 95, ex. 7 |
| | |
| |Extension: Workbook B, p. 47 |
| |Pupil’s Book, ¡Extra!, pp. 92–93 |
| |Pupil’s Book, Te toca a ti, p. 125, ex. 3 |
|Numeracy | |
|Literacy |Talking about the future |
| |The infinitive |
|Citizenship | |
|Resources |CD 3 tracks 14–15 (+ tracks 16–17 Resumen, track 18 ¡Extra!); Workbooks A and B, p. 47 |
| | |
|Homework | |
|Notes |Further information on the near future tense in Pupil’s Book, Gramática 4.3, p. 132 |
| | |
| |Assessment for learning: |
| |Pupil’s Book, Resumen, p. 90; Workbooks A and B, Resumen, p. 50; Workbooks A and B, Progreso, p. 51 |
| |Pupil’s Book, Prepárate, p. 91; Workbooks A and B, Prepárate, p. 48–49 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 6 En la ciudad |
|Unidad 1 ¿Cómo es tu ciudad? (pp. 98–99) |
|Framework objectives |Launch: 8W6 Sound-spelling exceptions; 8T2 Expression in text; 8L1 Listening for subtleties (launch) |
| | |
|Lesson starters |Starter 1: Reviewing key adjectives and adjective agreement (Electronic package option: Starter X) |
| |Starter 2: Consolidating adjective agreement in preparation for the comparative; practising using e (can be|
| |done in pairs) |
|Plenary |Quiz on adjectives (class work in groups) |
|Learning targets |Saying what your town is like |
| |Using comparatives |
|Grammar |Adjectival endings |
| |Connectives: porque, pero |
|Skills |NC levels 2–4 |
|(Programmes of study) | |
| |PoS |
| |1a sounds and writing |
| |1b apply grammar |
| |2a listen for gist and detail |
| |2b pronunciation and intonation |
| |2c ask and answer questions |
| |2f adapt previously learned language |
| |2i summarise and report |
| |4d knowledge of experiences and perspectives |
| |5a communicate in pairs, etc. |
| |5c express feelings and opinions |
|Contexts |The world around us: home town and local area |
|Learning outcomes … |
|Listening and |AT1/2, 4 |Understand listening texts in which people describe where they live in more detail |
|responding | |Listen to sentences featuring the comparative |
|Speaking |AT2/2–3 |Ask and answer about where they live and what it is like, using prompts |
| | |Repeat sentences featuring the comparative |
|Reading and responding |AT3/3 |Understand series of statements about towns in Spain featuring the comparative |
|Writing |AT4/3 |Write sentences comparing towns/cities, giving opinions and preferences and reasons for these |
|Key language |¿Vives en una ciudad o un pueblo? |
| |Vivo en … |
| |un pueblo |
| |una ciudad |
| |¿Cómo es tu ciudad/pueblo? |
| |(No) Es … |
| |moderno/a |
| |industrial |
| |pequeño/a |
| |grande |
| |histórico/a |
| |tranquilo/a |
| |importante |
| |túristico/a |
| |bonito/a |
| |feo/a |
| | |
| |Cazorla es menos importante que Madrid. |
| |Córdoba es más historica que Gijón. |
| | |
| |Me gusta … porque … pero prefiero … porque … |
|High-frequency words |un/una |
| |me |
| |tu |
| |en |
| |o |
| |y |
| |pero |
| |porque |
| |¿cómo? |
| |muy |
| |bastante |
| |poco |
| |ser (es) |
| |vivir (vivo, vives) |
| |más |
| |menos |
| |que |
| |no |
|ICT opportunities | |
|Differentiation |Reinforcement: Workbook A, p. 53 |
| |Pupil’s Book, Gramática, p. 112, exs 1–2 |
| | |
| |Extension: Workbook B, p. 53 |
|Numeracy | |
|Literacy | |
|Citizenship | |
|Resources |CD 3 tracks 19–20; Workbooks A and B, p. 53 |
|Homework | |
|Notes |Further information on the comparative in Pupil’s Book, Gramática 3.3, p. 130 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 6 En la ciudad |
|Unidad 2 ¿Qué hay? (pp. 100–101) |
|Framework objectives |Launch: 7W5 Verbs present (estar) |
| | |
|Lesson starters |Starter 1: Developing strategies for working out new language (Electronic package option: Starter X) |
| |Starter 2: Recapping on places in town; practising the definite and indefinite articles. |
|Plenary |Recapping on language in the unit (group work) |
|Learning targets |Asking where something is in a town |
| |Giving directions |
|Grammar |Review of indefinite and definite articles |
| |estar (full paradigm) |
|Skills |NC levels 2–4 |
|(Programmes of study) | |
| |PoS |
| |1b apply grammar |
| |1c use a range of vocab/structures |
| |2a listen for gist and detail |
| |2c ask and answer questions |
| |2e vary language |
| |2i summarise and report |
| |3c knowledge of language |
| |3d use dictionaries |
| |3e develop independence |
| |5a communicate in pairs, etc. |
| |5c express feelings and opinions |
| |5d respond to spoken/written language |
| |5e use a range of resources |
| |5i work in variety of contexts |
|Contexts |The world around us: home town and local area |
|Learning outcomes … |
|Listening and |AT1/2–4 |Understand listening text about places in town |
|responding | |Listen to directions |
| | |Understand dialogues, identifying places and directions |
|Speaking |AT2/2–4 |Play a game listing places in a town |
| | |Repeat directions |
| | |Conduct a dialogue using a map, asking where places are and giving directions |
|Reading and responding |AT3/4 |Understand longer written text about places in town |
|Writing |AT4/3–4 |Write text describing their own town |
|Key language |¿Qué hay? |
| |Hay … |
| |No hay … |
| |un estadio |
| |un centro comercial |
| |un cine |
| |un parque |
| |un mercado |
| |un polideportivo |
| |un museo |
| |un castillo |
| |un hospital |
| |una estación de autobuses/trenes |
| |una plaza |
| |una playa |
| |una piscina |
| |una plaza de toros |
| |una tienda |
| | |
| |Sigue todo recto. |
| |Dobla a la derecha/a la izquierda. |
| |Cruza la plaza. |
| |Toma la segunda calle a la derecha/a la izquierda. |
| |Está a la derecha/a la izquierda. |
| | |
| |¿Hay un/una … ? |
| |Hay un/una … |
| |¿Hay unos/unas … ? |
| |Hay unos/unas … |
| |¿Dónde está (el/la …)? |
| |¿Dónde están (los/las …)? |
|High-frequency words |un/una/unos/unas |
| |el/la/los/las |
| |a |
| |de |
| |¿dónde? |
| |¿qué? |
| |estar (whole paradigm) |
| |tomar (toma) |
| |hay |
| |no |
|ICT opportunities |Writing and sending an e-mail |
|Differentiation |Reinforcement: Workbook A, p. 54 |
| |Pupil’s Book, Gramática, pp. 112–113, exs 3–5 |
| |Pupil’s Book, Te toca a ti, p. 126, ex. 1 |
| | |
| |Extension: Workbook B, p. 54 |
| |Pupil’s Book, Te toca a ti, p. 127, ex. 2 |
|Numeracy | |
|Literacy | |
|Citizenship | |
|Resources |CD 3 tracks 21–23; Workbooks A and B, p. 54 |
|Homework | |
|Notes |Further information on estar in Pupil’s Book, Gramática 4.2, p. 132 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 6 En la ciudad |
|Unidad 3 ¿Quieres ir al cine? (pp. 102–103) |
|Framework objectives |Launch: 8S3 Modal verbs (querer); 8L5 Unscripted speech; 8L6 Expression in speech; 8C5 Colloquialisms |
|Lesson starters |Starter 1: Revising the days of the week; developing strategies to work out and apply language patterns |
| |(group work) |
| |Starter 2: Consolidating the structure quieres + infinitive; consolidating al and a la (class work) |
|Plenary |Self-testing on the language of the unit so far using the Mini-test |
| |Checking a partner’s work/redrafting (pair work) |
|Learning targets |Making and responding to invitations |
| |Using querer (to want) |
|Grammar |querer |
| |al/a la + noun |
|Skills |NC levels 3–4 |
|(Programmes of study) | |
| |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 |
| |2e vary language |
| |2f adapt previously learned language |
| |2j redraft and improve writing |
| |5a communicate in pairs, etc. |
| |5c express feelings and opinions |
| |5d respond to spoken/written language |
| |5h use language for real purposes |
|Contexts |Personal and social life: free time and social activities |
|Learning outcomes … |
|Listening and |AT1/3–4 |Understand listening text in which people discuss/make arrangements for going out |
|responding | |Understand longer listening text in which people discuss/make arrangements for going out |
|Speaking |AT2/4 |Play game with dice and write short dialogues to practise invitations |
| | |Conduct dialogue about going out, using prompts |
|Reading and responding | | |
|Writing | | |
|Key language |Places in town (see Unit 2) |
| |Day of the week |
| |Times |
| | |
| |¿Quieres ir al/a la … ? |
| |¿Cuándo? |
| |¿A qué hora … ? |
| |A las cuatro, etc. |
| |de la mañana |
| |de la tarder |
| |de la noche |
| |Vale/Bueno/De acuerdo/Está bien |
| |Lo siento, no puedo. |
| |¿Dónde está el/la….? |
| |Directions |
| |Estás aquí. |
| |Pues |
| |A ver |
| |Oye |
| |Ay |
| |Bueno |
|High-frequency words |a/al/a la |
| |el / la |
| |de |
| |aquí |
| |bueno |
| |¿cuándo? |
| |¿dónde? |
| |¿qué? |
| |ir |
| |estar (está, estás) |
| |poder (puedo) |
| |querer (quieres) |
| |no |
|ICT opportunities | |
|Differentiation |Reinforcement: Workbook A, p. 55 |
| |Pupil’s Book, Te toca a ti, p. 126, ex. 3 |
| | |
| |Extension: Workbook B, p. 55 |
|Numeracy | |
|Literacy | |
|Citizenship | |
|Resources |CD 3 tracks 24–25; Workbooks A and B, p. 55 |
|Homework | |
|Notes |Further information on querer in Pupil’s Book, Gramática 4.2 (b), p. 131, and 4.6, p. 133 |
| | |
| |Assessment for learning |
| |Pupil’s Book, Mini-test, p. 103 |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 6 En la ciudad |
|Unidad 4 ¿Qué tiempo hace? (pp. 104–105) |
|Framework objectives |Launch: 8W2 Connectives; 8W8 Non-literal meanings; 8S2 Connectives in extended sentences; 8C3 Daily life and |
| |young people |
| | |
| |Reinforce: 7C3 Contact with native speakers (reinforce) |
|Lesson starters |Starter 1: Reviewing grammatical terms; thinking about how words work in a sentence (Electronic package |
| |option: Starter X) |
| |Starter 2: Consolidating weather expressions and reviewing language for activities (class work) |
|Plenary |Quiz reviewing key points of the unit (class work in groups) |
|Learning targets |Talking about the weather |
| |Using cuando (when) to join bits of information |
|Grammar | |
|Skills |NC levels 2–4 |
|(Programmes of study) | |
| |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 |
| |3c knowledge of language |
| |4a work with authentic materials |
| |4b communicate with native speakers |
| |4c compare home and TL culture |
| |4d knowledge of experiences and perspectives |
| |5a communicate in pairs, etc. |
| |5b respond to classroom events |
| |5c express feelings and opinions |
| |5d respond to spoken/written language |
| |5e use a range of resources |
| |5g listen and read for personal enjoyment |
|Contexts |The world around us: the natural and made environment |
| |Personal and social life: free time and social activities |
|Learning outcomes … |
|Listening and |AT1/2, 4 |Understand listening text about the weather |
|responding | |Understand longer listening text giving a weather forecast |
| | |Understand song/poem about the weather |
|Speaking |AT2/4 |Ask and answer about the weather |
| | |Prepare (and give) a presentation on where they live, the weather there and their hobbies |
|Reading and responding | | |
|Writing |AT4/3–4 |Write short text describing the weather in each season |
| | |Write sentences featuring cuando, using picture prompts |
|Key language |¿Qué tiempo hace? |
| |Hace buen tiempo. |
| |Hace mal tiempo. |
| |Hace calor. |
| |Hace frío. |
| |Hace sol. |
| |Hace viento. |
| |Hay niebla. |
| |Hay tormenta. |
| |Llueve. |
| |Nieva. |
| | |
| |en primavera/invierno/verano/otoño |
| | |
| |cuando |
| | |
| |Leisure activities from Module 5 |
|High-frequency words |me |
| |en |
| |cuando |
| |¿qué? |
| |hacer (hace) |
| |vivir (vivo) |
| |hay |
| |no |
|ICT opportunities |E-mailing |
|Differentiation |Reinforcement: Workbook A, p. 56 |
| |Pupil’s Book, Te toca a ti, p. 126, ex. 2 |
| | |
| |Extension: Workbook B, p. 56 |
|Numeracy | |
|Literacy | |
|Citizenship | |
|Resources |CD 3 tracks 26–28; Workbooks A and B, p. 56 |
|Homework | |
|Notes | |
|SCHOOL: YEAR: |
|DATE: CLASS: |
|MIRA 1 Módulo 6 En la ciudad |
|Unidad 5 Este fin de semana (pp. 106–107) |
|Framework objectives |Launch: 8T4 Dictionary use; 8T6 Text as model and source |
| |Reinforce: 7W5 Verbs present (+ past) (present and near future) |
|Lesson starters |Starter 1: Reviewing the near future tense (pair work) |
| |Starter 2: Developing reading skills (scanning texts to get gist); revising time expressions |
|Plenary |Quiz using the Resumen section to review key points of the module (class work in groups) |
|Learning targets |Using two tenses together |
| |Saying what you do in town |
|Grammar |Present tense + near future |
|Skills |NC level 5 |
|(Programmes of study) | |
| |PoS |
| |1b apply grammar |
| |1c use a range of vocab/structures |
| |2a listen for gist and detail |
| |2c ask and answer questions |
| |2h scan texts |
| |2i summarise and report |
| |2j redraft and improve writing |
| |3b interpret meaning |
| |3d use dictionaries |
| |3e develop independence |
| |5a communicate in pairs, etc. |
| |5c express feelings and opinions |
| |5d respond to spoken/written language |
| |5e use a range of resources |
| |5f use language creatively |
| |5h use language for real purposes |
| |5i work in variety of contexts |
|Contexts |Personal and social life: free time and social activities |
|Learning outcomes … |
|Listening and |AT1/5 |Understand listening text about what people usually do at the weekend and what they are planning to do this|
|responding | |weekend (near future tense) |
| | |Understand listening text about where someone lives and what she usually does/is planning to do this |
| | |weekend (near future tense) |
|Speaking |AT2/5 |Make up sentences about the present and future using picture prompts |
| | |Prepare (and give) a presentation on where they live, the weather there and their hobbies, including |
| | |details of what they plan to do this weekend (near future tense) |
|Reading and responding |AT3/5 |Understand longer written text about where someone lives, what there is to do there and what she’s going to|
| | |do this weekend (near future tense) |
| | |Identify verbs in the present and near future tenses |
| | |Match sentence halves by sense/using grammar |
|Writing |AT4/5 |Write longer text describing their town and what you can do there, and giving details of what they are |
| | |going to do this weekend (near future tense) |
|Key language |normalmente |
| |ahora |
| |voy al centro commercial |
| |juego al fútbol |
| |hago ciclismo |
| |voy al cine |
| |hago mis deberes |
| | |
| |mañana |
| |este fin de semana |
| |los fines de semana |
| |en las vacaciones |
| |voy a ir de compras |
| |voy a jugar con mi ordenador |
| |voy a hacer natación |
| |voy a ir al estadio |
| |voy a hacer equitación |
|High-frequency words |los/las |
| |mis |
| |a/al |
| |con |
| |de |
| |en |
| |ahora |
| |mañana |
| |hacer (hacer, hago) |
| |ir (ir, voy) |
| |jugar (jugar, juego) |
| |este |
|ICT opportunities |Internet research |
| |Creating a webpage |
|Differentiation |Reinforcement: Workbook A, p. 57 |
| |Pupil’s Book, Gramática, p. 113, ex. 6 |
| | |
| |Extension: Workbook B, p. 57 |
| |Pupil’s Book, ¡Extra!, pp. 110–111 |
| |Pupil’s Book, Te toca a ti, p. 125, ex. 1 |
|Numeracy | |
|Literacy |Time expressions and tense |
|Citizenship | |
|Resources |CD 3 tracks 29–30 (+ track 31 Resumen, tracks 32–33 ¡Extra!); Workbooks A and B, p. 57 |
|Homework | |
|Notes |Assessment for learning: |
| |Pupil’s Book, Resumen, p. 108; Workbooks A and B, Resumen, p. 60; Workbooks A and B, Evaluación Anual p. 61|
| |Pupil’s Book, Prepárate, p. 109; Workbooks A and B, Prepárate, pp. 58–59 |
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