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MIRA CD SoW

SCHOOL: YEAR:DATE: CLASS:

MIRA 1 Módulo 1 ¡Vamos!Unidad 1 ¡Hola! (pp. 6–7)

Framework objectives

Launch: 7W1 Everyday words; 7S8 Punctuation; 7C5 Social conventionsReinforce: 7L5 Spontaneous talk

Lesson starters Starter 1: Introducing the first words of Spanish – greetings and introductions (class work, group work)Starter 2: Consolidating basic Spanish phrases; thinking about how sentences fit together

Plenary Introducing the technique of reviewing material at key pointsRevising language introduced so far

Learning targets Introducing yourselfGetting used to Spanish pronunciation

Grammar Questions words: ¿Cómo? ¿Dónde?Getting used to idea of verb endings (llamo/llamasvivo/vives)

Skills(Programmes of study)

NC levels 1–2

PoS 1a sounds and writing1b apply grammar apply grammar2a listen for gist and detail2b pronunciation and intonation2c ask and answer questions2d initiate/develop conversations3a memorise words and phrases3b interpret meaning5a communicate in pairs, etc.5b respond to classroom events5c express feelings and opinions5h use language for real purposes

Contexts Personal and social life: self, family and personal relationships

Learning outcomes … Listening and responding

AT1/1–3

Understand listening texts in which people introduce themselves, say which city they live in and say how they feelUnderstand song about greetings

Speaking AT2/2–3

Practise pronunciation of h, ll, vAsk and answer questions saying who they are and where they live

Reading and respondingWriting AT4/3 Write short dialogue saying who they are and where they live (using

dialogues made up orally)Copy out phrases

Key language ¿Cómo te llamas?Me llamo...¿Dónde vives?Vivo en …

¡Hola!Buenos días/ Buenas tardes/ Buenas noches ¿Qué tal ?Bien/ Regular/ Fatal/ Fenomenal¿Cómo estás?¿Y tú?¡Adiós!¡Hasta luego!

High-frequency words

túenybienregular¿cómo?¿dónde?¿qué?

ICT opportunitiesDifferentiation Reinforcement: Workbook A, p. 2

Pupil’s Book, Te toca a ti, p. 114, exs 1 and 4

Extension: Workbook B, p. 2

NumeracyLiteracy Punctuation

Verb forms

CitizenshipResources CD 1 tracks 2-6; Workbooks A and B, p. 2

HomeworkNotes Further information on verb endings of –ar verbs in Pupil’s Book, Gramática

4.2 (a), p. 129


MIRA 1 Módulo 1 ¡Vamos!Unidad 2 ¿Cuántos años tienes? (pp. 8–9)


Launch: 7W5 Verbs present (tener); 7W6 Letters and sound; 7L1 Sound patterns

Lesson starters Starter 1: Revising asking how someone is and responding (class work)Starter 2: Recapping numbers 0–15 (Electronic package option: Starter X)

Plenary Developing vocabulary learning strategies

Learning targets Counting up to 15Using the verb tener to give your age

Grammar tener (first/second person)Questions words: ¿Cuánto?


NC levels 1–2

PoS1a sounds and writing1b apply grammar2a listen for gist and detail2b pronunciation and intonation2c ask and answer questions2d initiate/develop conversations3a memorise words and phrases5a communicate in pairs, etc.

Contexts Everyday activities: the language of the classroomPersonal and social life: self, family and personal relationships


AT1/1–3

Understand vocabulary for the numbers 0–15Understand listening text in which people talk about how old they are

Speaking AT2/1–3

Practise pronunciation of c, ñPlay bingo in groupsAsk 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 cerounodostres

cuatrocincoseissieteochonuevediezoncedocetrececatorcequince

¿Cuántos años tienes?Tengo … años.


túyen¿cuántos?¿qué?¿cómo?¿dónde?tener (tengo, tienes)



Numeracy Simple mental arithmetic

LiteracyCitizenshipResources CD 1 tracks 7- 11; Workbooks A and B, p. 3

HomeworkNotes


MIRA 1 Módulo 1 ¡Vamos!Unidad 3 ¡Feliz cumpleaños! (pp. 10–11)


Launch: 7S9 Using simple sentences; 7C4 Stories and songsReinforce: 7S8 Punctuation

Lesson starters Starter 1: Recapping the numbers 0–15 (class work)Starter 2: Reviewing dates (Electronic package option: Starter X)

Plenary Introducing the Mini-test featureDeveloping techniques to identify and tackle areas of weakness

Learning targets Counting up to 31Saying when your birthday is

Grammar


NC levels 1–4

PoS1a sounds and writing1b apply grammar2a listen for gist and detail2b pronunciation and intonation2c ask and answer questions2d initiate/develop conversations3b interpret meaning3c knowledge of language5a communicate in pairs, etc.5b respond to classroom events5e use a range of resources 5h use language for real purposes5i work in variety of contexts

Contexts Everyday activities: the language of the classroomPersonal and social life: self, family and personal relationships


AT1/1, 3–4

Understand vocabulary for the months of the year and the numbers 16–31Understand Happy birthday song Understand listening text in which people give their age and details of their birthday

Speaking AT2/2–3

Practise pronunciation of j and zConduct survey about birthdaysSing along with song


Writing AT4/2 Write out dates

Key language Monthsenerofebreromarzoabrilmayo juniojulioagostoseptiembreoctubrenoviembrediciembre

Numbers 16–31dieciséisdiecisietedieciochodiecinueveveinteveintiunoveintidósveintitrésveinticuatroveinticincoveintiséisveintisieteveintiochoveintinuevetreintatreinta y uno

Numbers for datesel uno de …el dos de …

¿Cuál es la fecha de hoy?¿Cuándo es tu cumpleaños?Mi cumpleaños es …¡Feliz cumpleaños!

Letters of the alphabet


elde¿cuándo?ymituser (es)

ICT opportunities Producing survey chart

Differentiation Reinforcement: Workbook A, p. 4Pupil’s Book, Te toca a ti, p. 114, ex. 2

Extension: Workbook B, p. 4Pupil’s Book, Te toca a ti, p. 115, exs 1 and 3

Numeracy CountingLiteracy The use of capital letters

CitizenshipResources CD 1 tracks 12- 17; Workbooks A and B, p. 4

HomeworkNotes Assessment for learning

Pupil’s Book, Mini-test, p. 11


MIRA 1 Módulo 1 ¡Vamos!Unidad 4 En mi mochila (pp. 12–13)


Launch: 7W4 Gender and plural; 7S5 Basic negativesReinforce: 7L4 Classroom talk

Lesson starters Starter 1: Developing strategies for working out new language (pair work, class discussion)Starter 2: Reinforcing the concept of gender and reviewing un/una; recapping on school items vocabulary (pair work)

Plenary Recapping on vocabulary in the unit (class work)Testing knowledge of gender and un/unaIntroducing using resources to check work (Vocabulario/dictionary)

Learning targets Learning the Spanish alphabetUsing the indefinite article un/una (a)

Grammar Introducing the concept of genderThe indefinite article (un/una)Making a sentence negative (no)


NC levels 1–2

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2d initiate/develop conversations2f adapt previously learned language2g deal with the unpredictable3c knowledge of language3d use dictionaries3e develop independence5a communicate in pairs, etc.5b respond to classroom events5h use language for real purposes

Contexts Everyday activities: the language of the classroom


AT1/1–2

Understand alphabet songUnderstand school items vocabulary Understand listening text about school items

Speaking AT2/1–3

Sing along with songAsk and answer about how to spell wordsAsk and answer about classroom items


AT3/3 Understand written text about items in school bags

Writing AT4/3 Write short text listing what they have/don’t have/need for school

Key language Tengo …Necesito … No tengo …¿Tienes … ?¿Cómo se escribe … ?Se escribe …

Items for schoolun bolígrafo/boliun cuadernoun diccionarioun libroun monederoun lápizun estucheun móvilun sacapuntas

una gomauna reglauna agendauna mochilauna calculadora


un/unaypero¿cómo?tener (tengo, tienes)síno


Extension: Workbook B, p. 5Pupil’s Book, Te toca a ti, p. 115, ex. 2

NumeracyLiteracy The indefinite article


HomeworkNotes Further practice of the indefinite article in Pupil’s Book, Gramática 1.3, p.

127Further practice in making a sentence negative in Pupil’s Book, Gramática

4.4, p. 133


MIRA 1 Módulo 1 ¡Vamos!Unidad 5 En clase (pp. 14–15)


Launch: 7W3 Classroom words; 7W4 Gender and plural

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 classroomUnderstanding 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)


NC levels 1–3

PoS1b apply grammar2a listen for gist and detail2c ask and answer questions2d initiate/develop conversations3a memorise words and phrases3b interpret meaning3c knowledge of language3e develop independence5a communicate in pairs, etc.

Contexts Everyday activities: the language of the classroomLearning outcomes … Listening and responding

AT1/1, 3

Understand classroom objects vocabularyUnderstand listening text about classroom items

Speaking AT2/1–3

Name classroom objectsMake up a sentence containing as many classroom items as possible


AT3/3 Understand written text describing the items in a picture of a classroomUnderstand written text about schoolbag items and classroom objects

Writing AT4/1, 3

Write out plural forms of nouns Write a short text describing a classroom

Key language Objects in the classroomen mi claseHay un/una …¿Qué hay … ?

el alumnoel equipo de músicael profesorel proyectorel ordenadorla ventanala pizarra blancala puertalas mesaslas sillaslos libroslos rotuladoresNo hay rotuladores.


el/la/los/lasun/una/unos/unas¿qué?ytambiénhayno


Pupil’s Book, Te toca a ti, p. 114, ex. 3

Extension: Workbook B, p. 6Pupil’s Book, ¡Extra 1!, pp. 18–19; ¡Extra 2!, pp. 20–21

NumeracyLiteracy The definite article

The indefinite articlePlurals


HomeworkNotes Further practice of plural forms of definite and indefinite articles in Pupil’s

Book, Gramática 1.3 and 1.4, p. 127 Further practice of plural forms of nouns in Pupil’s Book, Gramática 1.2, p. 127

Assessment for learning: Pupil’s Book, Resumen, p. 16; Workbooks A and B, Resumen, p. 9; Workbooks A and B, Progreso, p. 10Pupil’s Book, Prepárate, p. 17; Workbooks A and B, Prepárate 1 and 2, pp. 7–8


MIRA 1 Módulo 2 En el institutoUnidad 1 ¿Qué estudias? (pp. 24–25)


Launch: 7W5 Verbs present (and past) (–ar); 7W8 Finding meaningsReinforce: 7W6 Letters and sounds; 7S8 Punctuation

Lesson starters Starter 1: Introducing vocabulary for school subjects; developing strategies for working out new language (Electronic package option: Starter X)Starter 2: Practising using the correct verb endings for –ar verbs in the singular

Plenary Quiz reviewing key points of the unit (class work in groups)

Learning targets Talking about your school subjectsUsing of the -ar verb estudiar (to study)

Grammar –ar verbs 1st/2nd/3rd persons (using estudiar)Using los to say 'every' (every Thursday, etc.)


NC levels 1–3

PoS1a sounds and writing1b apply grammar2a listen for gist and detail2b pronunciation and intonation2c ask and answer questions2i summarise and report3c knowledge of language3e develop independence 5a communicate in pairs, etc.5d respond to spoken/written language5e use a range of resources

Contexts Everyday activities: home life and school


AT1/2–4

Understand listening texts about school subjects and when they are studiedUnderstand song about days of the week

Speaking AT2/2–3

Practise pronunciation of g and word stress (accented letters)Ask and answer about school subjects


AT3/3 Understand written text about school subjects

Writing AT4/4 Write sentences describing the school subject they do on each day of the week

Key language ¿Qué estudias?Estudio …María estudia …ciencias

matemáticasinglésfrancésespañolhistoriamúsicatecnologíainformáticageografíadibujoeducación físicareligiónteatrolas asignaturas

Days of the weeklunesmartes miércolesjuevesviernessábadodomingo

los lunes, etc.

ytambién


el, la, los, lastú¿qué?ytambiénno

ICT opportunities Preparing a timetable

Differentiation Reinforcement: Workbook A, p. 12Pupil’s Book, Te toca a ti, p. 116, exs 1 and 2


NumeracyLiteracy No capitals for days of the week

The infinitive


HomeworkNotes Further practice of –ar verbs (singular) in Pupil’s Book, Gramática 4.2 (a), p.

129


MIRA 1 Módulo 2 En el institutoUnidad 2 ¿Qué haces en clase? (pp. 26–27)


Launch: 7W5 Verbs present (and past) (–ir/–er); 7W7 Learning about wordsReinforce: 7W1 Everyday words; 7W3 Classroom words

Lesson starters Starter 1: Consolidating verb endings for –ar verbs in the singular; introducing using grammar to help predict new formsStarter 2: Practising the 3rd person singular endings for –ar/–er/–ir verbs(Using resources – Gramática section)

Plenary Recapping on the infinitive and singular present tense forms of –ar, –er and –ir verbsIdentifying patterns to help learn language

Learning targets Saying what you do in lessonsUnderstanding regular -ar, -er and -ir verbs (singular)

Grammar –ar, –er, –ir verbs (1st/2nd/3rd persons – main focus on first person)


NC levels 1–3

PoS1b apply grammar2a listen for gist and detail2c ask and answer questions3a memorise words and phrases3e develop independence5a communicate in pairs, etc.5d respond to spoken/written language



AT1/3–4

Understand listening texts about what people do, featuring high-frequency verbs

Speaking AT2/3–4

Ask and answer about school subjects/classroom activities


AT3/3 Understand written text about school subjects and classroom activitiesIdentify 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)escriboescucho (música)leono hablo/como/escribo/escucho/leocanto (receptive only)pinto (receptive only)


los¿qué?tambiényenconporcomer (como)escuchar (escucho)escribir (escribo)hablar (hablo)leer (leo)no



NumeracyLiteracyCitizenshipResources CD 1 tracks 30- 31; Workbooks A and B, p. 13

HomeworkNotes Further information on –ar/–er/–ir verbs in Pupil’s Book, Gramática 4.2 (a),

pp. 129–130


MIRA 1 Módulo 2 En el institutoUnidad 3 Los profesores (pp. 28–29)


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 teachersUsing adjectives which end in -o/-a

Grammar Definite articles (revisited)QualifiersAdjectival agreements (o/a)


NC levels 1–3

PoS1a sounds and writing1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2b pronunciation and intonation2c ask and answer questions2i summarise and report3e develop independence5a communicate in pairs, etc.



AT1/2–3

Understand listening texts in which teachers are described

Speaking AT2/1, 3

Ask and answer questions describing teachers Practise pronunciation of words featuring accents to show stress


AT3/2 Understand written text describing teachers of different subjects

Writing AT4/2 Copy and complete a paragraph

Key language ¿Cómo es … ?El profesor/La profesora de (español) es …muy/bastante/un poco

simpático/a antipático/asevero/aaburrido/adivertido/aSeñorSeñoraSeñorita


el, ladeser (es)nosípocobastantemuy



NumeracyLiteracy Definite articles

Qualifiers


HomeworkNotes Further information on adjectival agreements (o/a) in Pupil’s Book,

Gramática 3.1, p. 128

Assessment for learningPupil’s Book, Mini-test, p. 29


MIRA 1 Módulo 2 En el institutoUnidad 4 Me gusta el español (pp. 30–31)


Launch: 7S6 Compound sentences; 7L2 Following speechReinforce: 7W4 Gender and plural; 7S4 Basic questions; 7S9 Using simple sentences

Lesson starters Starter 1: Introducing the expressions me gusta and no me gusta (class work, pair work)Starter 2: Practising implementing key grammar points; reading a text closely for accuracy (Electronic package option: Starter X)

Plenary Practising using adjectives (group work)

Learning targets Giving opinions and reasonsUnderstanding all adjective agreements

Grammar adjectival endings (full range)me/te gusta(n) + noun


NC levels 1–3

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2f adapt previously learned language3d use dictionaries3e develop independence5a communicate in pairs, etc.5c express feelings and opinions5d respond to spoken/written language



AT1/3–4

Understand listening texts about which subjects people like/dislikeUnderstand song recapping key language of the module so far

Speaking AT2/3–4

Ask and answer about school subjects they like/dislike


AT3/2 Understand written text about school subjects and opinions of them

Writing AT4/4 Write sentences giving opinions on school subjects and reasons for the opinions

Key language School subjects

¿Te gusta (el inglés)?

¿Te gustan (las ciencias)?Me gusta(n) …No me gusta(n) …muchonada

Me gusta (el español) porque es …bueno/aaburrido/adivertido/ainteresantefácildifícilimportanteútilMe gustan las matemáticas porque son buenas/interesantes/útiles, etc.


me, teel, la, los, lasmuchomuyporqueser (es, son)nonada



NumeracyLiteracyCitizenshipResources CD 1 tracks 35-37; Workbooks A and B, p. 15

HomeworkNotes Further practice of me gusta/me gustan in Pupil’s Book, Gramática 4.5, p.

133


MIRA 1 Módulo 2 En el institutoUnidad 5 ¿Qué comes? (pp. 32–33)


Launch: 7S3 Adapting sentences; 7T6 Texts as prompts for writing

Lesson starters Starter 1: Introducing vocabulary for snacks and drinks; developing strategies for working out new language (Electronic package option: Starter X)Starter 2: Practising using –er/–ir verbs in the singular

Plenary Developing writing strategies (class discussion)

Learning targets Talking about snacksUsing comer (to eat) and beber (to drink)

Grammar –er verbs 1st/2nd/3rd persons (using comer/beber)


NC levels 1–3

PoS1b apply grammar2a listen for gist and detail2c ask and answer questions2j redraft and improve writing3a memorise words and phrases3b interpret meaning3c knowledge of language3d use dictionaries3e develop independence5a communicate in pairs, etc.5d respond to spoken/written language5e use a range of resources

Contexts Everyday activities: food, health and fitness


AT1/1, 3–4

Understand drinks and snacks vocabularyUnderstand listening text about what people eat and drink

Speaking AT2/3 Ask and answer about what they eat and drink at break


AT3/3 Understand written text about school life (subjects, activities, breaktime snacks/drinks, teachers, opinions)

Writing AT4/2, 4

Write short text describing what is in each of the pictures (list)Write longer text describing their own school

Key language ¿Qué comes (en el recreo)?Como …

¿Qué bebes?Bebo …

Snacks/drinksagua mineralun bocadilloun plátanoun zumo de naranjauna hamburguesauna pizzauna Coca-Colauna limonadauna manzanaunas patatas fritas

Revision of language from earlier units


un, una, unaselenypero¿qué?beber (bebo, bebes, bebe)comer (como, comes, come)

ICT opportunities Word-processing


Extension: Workbook B, p. 16Pupil’s Book, ¡Extra 1!, pp. 36–37, ex. 6; ¡Extra 2!, pp. 38–39


HomeworkNotes Further information on –er verbs in Pupil’s Book, Gramática 4.2 (a), p. 130



MIRA 1 Módulo 3 Mi familiaUnidad 1 ¿Tienes hermanos? (pp. 42–43)


Reinforce: 7S3 Adapting sentences; 7S4 Basic questions; 7S5 Basic negatives

Lesson starters Starter 1: Developing strategies for working out new language (pair work)Starter 2: Revising the numbers 0–31 (class work)

Plenary Practising the language of the unit in a personalised writing activityChecking the work of a partner/redrafting

Learning targets Talking about your brothers and sistersUsing the possessive adjectives mi(s), tu(s), su(s)

Grammar tener (1st, 2nd, 3rd persons singular)negative forms: no + tenerpossessive adjectives: mi(s), tu(s), su(s)


NC levels 1–3

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2d initiate/develop conversations2f adapt previously learned language2j redraft and improve writing3b interpret meaning3c knowledge of language3e develop independence5a communicate in pairs, etc.5b respond to classroom events5e use a range of resources 5h use language for real purposes

Contexts Personal and social life: self, family and personal relationshipsLearning outcomes … Listening and responding

AT1/3–4

Understand listening texts about brothers and sisters

Speaking AT2/2, 4

Conduct survey about brothers and sistersAsk and answer about brothers and sisters


AT3/2–3

Understand vocabulary for family membersIdentify the correct form of the possessive pronounUnderstand a short text about self and family

Writing AT4/4 Write short text describing Copy and complete a short text

Key language ¿Tienes hermanos?Sí, tengo …una hermana/dos hermanasun hermano/tres hermanosNo tengo hermanos/hermanas.Soy hijo único/hija única.¿Cómo se llama(n) … ?Mi hermano/a se llama …Mis hermanos/as se llaman …¿Cuántos años tiene …?Tiene …


un/unay¿cómo?¿cuántos?mi, tu, sumis, tus, susser (soy)tener (tengo, tienes, tiene)sí, no

ICT opportunities Producing survey chart

Differentiation Reinforcement: Workbook A, p. 22


Numeracy Percentages


HomeworkNotes Further information on tener in Pupil’s Book, Gramática 4.2 (c), p. 131

Further practice of possessive adjectives (mi(s), tu(s), su(s)) in Pupil’s Book, Gramática 3.3, p. 129


MIRA 1 Módulo 3 Mi familiaUnidad 2 En mi familia … (pp. 44–45)


Launch: 7T1 Reading using clues; 7T5 Assembling textReinforce: 7W8 Finding meanings

Lesson starters Starter 1: Introducing larger numbers; developing strategies to work out and apply language patterns (pair work)Starter 2: Revising vocabulary and structures relating to families (Electronic package option: Starter X)

Plenary Developing vocabulary learning strategies (class discussion)

Learning targets Counting up to 100Talking about your family

Grammar


NC levels 1–3

PoS1c use a range of vocab/structures2a listen for gist and detail3a memorise words and phrases3b interpret meaning3c knowledge of language3d use dictionaries3e develop independence 5a communicate in pairs, etc.5e use a range of resources

Contexts Personal and social life: self, family and personal relationshipsLearning outcomes … Listening and responding

AT1/1–3

Understand vocabulary for numbers 31–100 and family membersUnderstand listening text about family members

Speaking AT2/2–4

Name numbers between 30 and 100Talk about their family tree


AT3/3 Understand longer written text about family members

Writing AT4/3–4

Write longer text about their own family

Key language Numbers 31–100

En mi familia hay x personas.mi madre/padre

mi abuelo/abuelami tío/tíami primo/primaMi madre se llama …Tiene … años.


laenmisutener (tengo, tiene)hayy

ICT opportunities Organising and testing vocabulary



Numeracy Mental arithmetic


HomeworkNotes


MIRA 1 Módulo 3 Mi familiaUnidad 3 ¿Tienes animales? (pp. 46–47)


Reinforce: 7W4 Gender and plural

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 coloursPractising using grammatical terms (class work)

Learning targets Talking about your petsMaking colours agree with nouns

Grammar Indefinite articles: un/unaDefinite articles: el/laPlural forms of nounsAdjectival endings


NC levels 1–3

PoS1a sounds and writing1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2d initiate/develop conversations2f adapt previously learned language2j redraft and improve writing3b interpret meaning5a communicate in pairs, etc.5b respond to classroom events5f use language creatively



AT1/2–3

Understand listening texts about pets

Speaking AT2/2–3

Ask and answer about pets


AT3/2 Understand written text describing pets

Writing AT4/2–3

Write sentences describing the pictures Copy and complete the sentences

Key language ¿Tienes animales?Tengo …un gatoun pájaroun perroun cobayoun caballoun conejoun pezun ratónun hámsteruna tortugauna serpienteNo tengo animalesTengo dos peces/tres pájaros …

rojoamarilloblanconegroazulmarrónverdegrisrosa naranjagrande, pequeño,bonito, feoEl/La … es … Los/Las … son … Se llama … Tiene … años.


un/unael/la/los/lassuymuyser (es, son)tener (tengo, tienes, tiene)no

ICT opportunities Producing survey results

Differentiation Reinforcement: Workbook A, p. 24Pupil’s Book, Te toca a ti, p. 118, exs 1 and 3


NumeracyLiteracyCitizenship

Resources CD 2 tracks 8- 9; Workbooks A and B, p. 24

HomeworkNotes Further practice of adjectival endings in Pupil’s Book, Gramática 3.1, p. 128



MIRA 1 Módulo 3 Mi familiaUnidad 4 ¿Cómo eres? (pp. 48–49)


Reinforce: 7S6 Compound sentences; 7L3 Gist and detail

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)


Learning targets Talking about your appearance and characterUsing the verb ser (to be)

Grammar Adjectival agreementQuestions without question words:¿Eres grande? ser: soy, eres, es


NC levels 1–3

PoS1a sounds and writing1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2b pronunciation and intonation2c ask and answer questions2h scan texts3b interpret meaning3c knowledge of language3e develop independence5a communicate in pairs, etc.5c express feelings and opinions



AT1/2–4

Understand listening texts describing people (physical and character descriptions)

Speaking AT2/2–4

Ask and answer about descriptions of peoplePractise pronunciation to sound authentic


AT3/3 Understand written text containing physical descriptions of people Understand gist of longer textIdentify adjectives

Writing AT4/3 Write sentences describing their own family

–4 Write longer text describing the six members of an imaginary pop group

Key language Appearance adjectives:alto, bajo, delgado, gordo, guapo, feo

Character adjectives:simpático antipáticoaburridoseverodivertidohabladorinteligenteperezosotímido

muybastanteyperotambién


mi, su¿cómo?ser (soy, eres, es)yperotambiénmuybastantepocosí, no




HomeworkNotes Further information on ser in Pupil’s Book, Gramática 4.2 (c), p. 131


MIRA 1 Módulo 3 Mi familiaUnidad 5 Tengo los ojos azules (pp. 50–51)


Launch: 7W5 Verbs present (and past) (tener); 7S1 Typical word order; 7S2 Sentence gist

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 Quiz using the Resumen section to review key points of the module (class work in groups)

Learning targets Talking about eyes and hairUsing adjectives after nouns

Grammar Word order: adjectives after nouns


NC levels 1–3

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2e vary language2f adapt previously learned language3b interpret meaning3c knowledge of language5a communicate in pairs, etc.5d respond to spoken/written language5f use language creatively



AT1/2, 4

Understand listening text about eye and hair colourUnderstand longer listening text describing people’s physical appearance in detail

Speaking AT2/3 Play noughts and crosses game practising describing hair and eye colour


AT3/4 Understand written text giving detailed descriptions of people

Writing AT4/3–4

Write short text describing what they look likeWrite short text in the form of a ‘Wanted’ poster

Key language ¿Cómo es tu pelo?Tengo el pelo …castaño

rubionegropelirrojogrisblanco

largolisocortorizadoondulado

¿De qué color son tus ojos?Tengo los ojos …marronesazulesverdesgrisesrojos

Tengo barba.Tengo bigote.Tengo gafas.


el/losdetutusy¿cómo?¿qué?muytener (tengo, tiene)ser (es, son)no


Pupil’s Book, Te toca a ti, p. 118

Extension: Workbook B, p. 26Pupil’s Book, ¡Extra 1!, pp. 54–55; ¡Extra 2!, pp. 56–57Pupil’s Book, Te toca a ti, p. 119, ex. 5


HomeworkNotes Further practice of the position of adjectives in Pupil’s Book, Gramática 3.2,

pp. 128–9


MIRA 1 Módulo 4 En casaUnidad 1 Vivimos en Europa (pp. 60–61)


Reinforce: 7W5 Verbs present (-ir) 7S2 Sentence gist

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

Plenary Practising country names and all forms of vivir in the present tense (class work in groups)

Learning targets Talking about where you liveRecognising all forms of vivir (to live)

Grammar –ir verbs (full paradigm with vivir)


NC levels 1–3

PoS1b apply grammar2a listen for gist and detail2c ask and answer questions2h scan texts3b interpret meaning3c knowledge of language5a communicate in pairs, etc.

Contexts The world around us: people, places and customsLearning outcomes … Listening and responding

AT1/2–3

Understand listening texts in which people talk about which country they live in

Speaking AT2/2–3

Ask and answer about where people livePlay a dice game to make up sentences with different verb forms (present tense of vivir)


AT3/3 Understand written text about where people live, family, etc.

Writing AT4/2 Write sentences describing where celebrities live

Key language ¿Dónde vives?Vivo en …FranciaEspañaAlemania

ItaliaGreciaPortugalIrlandaGalesInglaterraEscocia¿Eres …?Soy …


en¿dónde?ser (soy, eres)vivir (vivo, vives)síno




NumeracyLiteracyCitizenship Awareness of European countries


HomeworkNotes Further practice of –ir verbs in Pupil’s Book, Gramática 4.2 (a), p. 130


MIRA 1 Módulo 4 En casaUnidad 2 ¿Cómo es tu casa? (pp. 62–63)


Launch: 7T2 Reading aloud; 7C2 Everyday cultureReinforce: 7L2 Following speech; 7L6 Improving speech; 7C4 Stories and songs

Lesson starters Starter 1: Introducing está and recapping on country names (pair work)Starter 2: Developing strategies for working out new language; recapping on adjective agreement; using resources to check work

Plenary Practising choosing ser or estar as appropriate and giving the correct form (class work in groups)

Learning targets Describing where you live Using the verb estar (to be) for locations

Grammar Agreement of adjectivesestar (full paradigm)


NC levels 1–4

PoS1b apply grammar2a listen for gist and detail2c ask and answer questions2d initiate/develop conversations2i summarise and report3b interpret meaning3c knowledge of language3d use dictionaries3e develop independence5a communicate in pairs, etc.

Contexts The world around us: home town and local area


AT1/2–4

Understand listening texts about where people live (house/flat, countryside/town, etc.)Understand poem about where people live

Speaking AT2/3 Ask and answer about where people live


AT3/3 Understand written text about family and where someone livesIdentify missing words to complete text

Writing AT4/1–2

Copy and complete short text

Key language ¿Vives en … ?Vivo en …una casaun pisoo

¿Dónde está?Está …en el campo en la montañaen la costaen una ciudaden un pueblo

¿Cómo es tu piso/casa?antiguo/amoderno/abonito/anuevo/afeo/acómodo/a pequeño/aviejo/agrande


un/unael/latuen¿dónde?¿cómo?estar (está)ser (es)vivir (vivo, vives)yopero





Homework

Notes Further practice of estar in Pupil’s Book, Gramática 4.2 (c), p. 132


MIRA 1 Módulo 4 En casaUnidad 3 Las habitaciones (pp. 64–65)


Reinforce: 7W2 High-frequency words; 7W5 Verbs present (-ar/-er)

Lesson starters Starter 1: Revising language to do with houses; revising word order in sentences, including the position of adjectives (Electronic package option: Starter X)Starter 2: Recapping on verb endings for –ar, –er and –ir verbs in the singular (group work)

Plenary Developing techniques to identify and tackle areas of weaknessReviewing and practising vocabulary and/or grammar of the unit (class work)

Learning targets Talking about the rooms in your homeRecognising all forms of -ar and -er verbs

Grammar –ar and –er verbs (full paradigm)


NC levels 2–4

PoS1b apply grammar2a listen for gist and detail2c ask and answer questions3a memorise words and phrases3b interpret meaning3d use dictionaries3e develop independence5a communicate in pairs, etc.5e use a range of resources



AT1/3–4

Understand listening text about rooms in a houseUnderstand listening text about what people do in each room (1st person plural)

Speaking AT2/4 Give a detailed description of a house from a picture


AT3/2 Understand sentences describing picturesIdentify the correct verb from two options to complete the sentences

Writing AT4/2–3

Write short text describing the houses picturedCopy and complete sentences using the correct verb

Key language ¿Qué hay en tu casa/piso … ?abajoarribafuerami dormitorioHay …un aseoun cuarto de bañoun dormitorioel dormitorio de mis padresel dormitorio de mi hermanoun salónun garajeun jardínun comedorun pasillouna cocinauna terraza

comerhablarescucharleerestudiarver


un/unael/lami/mistudeenyhay¿qué?comerhablarescucharleer (lee)ser (es)ver

ICT opportunities Producing a plan of a houseCreating and using reference materials




HomeworkNotes Further practice of –ar and –er verbs in Pupil’s Book, Gramática 4.2 (a), p.

129



MIRA 1 Módulo 4 En casaUnidad 4 En mi dormitorio (pp. 66–67)


Reinforce: 7W1 Everyday words; 7W2 High-frequency words; 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 itemsReviewing prepositions (class work)

Learning targets Describing your bedroomUsing prepositions

Grammar estarprepositions + del/de la


NC levels 1–3

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions3a memorise words and phrases3b interpret meaning3e develop independence5a communicate in pairs, etc.



AT1/2–3

Understand listening texts about furniture items in a bedroomUnderstand listening text about prepositions

Speaking AT2/3 Give a detailed description of bedrooms from pictures


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 armarioun equipo de músicauna lámparauna camauna alfombrauna estanteríaun ordenadoruna mesauna sillauna televisiónuna puertauna ventana

Hay/Tengo pósters en las paredes.

Prepositionsdebajo (de)delante (de)detrás (de)encima (de)entreal lado (de)a la derecha (de)a la izquierda (de)

… está(n) … del/de la


un, unael, lamiestarhaya/alde/delenentreal lado dedebajo dedelante dedetrás deencima detener (tengo)



Extension: Workbook B, p. 35NumeracyLiteracy Prepositions


HomeworkNotes Further practice of prepositions/del in Pupil’s Book, Gramática 5, p. 134


MIRA 1 Módulo 4 En casaUnidad 5 ¿Qué haces? (pp. 68–69)


Launch: 7W5 Verbs present (stem-changing verbs) Reinforce: 7W7 Learning about words (patterns of stem-changing verbs); 7S9 Using simple sentences; 7C4 Stories and songs

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 techniquesQuiz using the Resumen section to review key points of the module (class work in groups)

Learning targets Talking about activities you do in your bedroomUsing stem-changing verbs

Grammar Stem-changing verbs: dormir and jugar (full paradigm)


NC levels 1–4

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2d initiate/develop conversations2f adapt previously learned language3b interpret meaning3e develop independence5a communicate in pairs, etc.5c express feelings and opinions5d respond to spoken/written language5g listen and read for personal enjoyment

Contexts Everyday activities: home life and schoolLearning outcomes … Listening and responding

AT1/2–3

Understand listening texts about activities people do in their bedroomUnderstand song about activities people do in their bedroom

Speaking AT2/3 Ask and answer about bedroom activities


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.


el, latuenconpory¿qué?hablarhacerjugarescucharbebercomerleerver


Extension: Workbook B, p. 36Pupil’s Book, ¡Extra 1!, pp. 72–73; ¡Extra 2!, pp. 74–75Pupil’s Book, Te toca a ti, p. 121, exs 2–3

NumeracyLiteracyCitizenshipResources CD 2 tracks 35-37; Workbooks A and B, p. 36

HomeworkNotes Further practice of stem-changing verbs in Pupil’s Book, Gramática 4.2 (b),

pp. 130–1



MIRA 1 Módulo 5 El tiempo libreUnidad 1 Mi tiempo libre (pp. 78–79)


Launch: 7W5 Verbs present (and past); 7S7 Time and tenses; 7T3 Checking before readingReinforce:; 7S1 Typical word order; 7S3 Adapting sentences (reinforce

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 timeUsing salir (to go out) and hacer (to do)

Grammar Expressions of frequencya + definite article (al/a la)Irregular verbs salir and hacer (full paradigm)


NC levels 1–4

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2g deal with the unpredictable2h scan texts2i summarise and report3b interpret meaning3c knowledge of language3e develop independence4a work with authentic materials4b communicate with native speakers4c compare home and TL culture4d knowledge of experiences and perspectives5a communicate in pairs, etc.5b respond to classroom events5e use a range of resources 5i work in variety of contexts

Contexts Personal and social life: free time and social activities


AT1/3 Understand listening texts about free-time activities and how frequently they are done

Speaking AT2/3 Ask and answer about what they do in their free time

Ask and answer about free time activities using picture prompts


AT3/2, 4

Understand expressions of frequency Understand gist of a written textUnderstand a written text about free time activities

Writing AT4/3–4

Write sentences 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 díaslos fines de semanalos lunesuna vez por semana dos veces a la semana


el, la, losmisa, aldeconenporescucharhacerirjugarverno

ICT opportunities Producing survey chartE-mailing Spanish pupils


Extension: Workbook B, p. 42NumeracyLiteracyCitizenship Finding out about the experience of teenagers in another country


HomeworkNotes Further practice of salir and hacer in Pupil’s Book, Gramática 4.2 (c), p.

132


MIRA 1 Módulo 5 El tiempo libreUnidad 2 ¿Qué hora es? (pp. 80–81)


Reinforce: 7L2 Following speech; 7L4 Classroom talk

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 timeUsing the verb ir (to go)

Grammar The irregular verb ir (whole paradigm)


NC levels 1–4

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2g deal with the unpredictable2h scan texts3a memorise words and phrases3b interpret meaning3c knowledge of language3e develop independence5a communicate in pairs, etc.5b respond to classroom events5h use language for real purposes



AT1/1–3

Understand vocabulary for telling the timeUnderstand listening text about times

Speaking AT2/1, 4

Repeat the expressions for telling the timeAsk and answer about the times specific things happen


AT3/4 Understand song about free time activities and timesIdentify the missing wordsClassify words by grammatical category

Writing AT4/3 Write short dialogues using the pictures of clocks to ask and give the time

Key language ¿Qué hora es?Es la una.

Son las dos …y cincoy diezy cuartoy veintey veinticincoy mediamenos veinticincomenos veintemenos cuartomenos diezmenos 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 las cuatro.

de la mañanade la tardede la noche


la/lastusa/al/a lade/de laconpor¿qué?escuchar (escuchas)irser (es, son)ver (ves)y



Numeracy Mental arithmetic


Homework

Notes Further practice of ir in Pupil’s Book, Gramática 4.2 (c), p. 132


MIRA 1 Módulo 5 El tiempo libreUnidad 3 ¿Qué deportes haces? (pp. 82–83)


Reinforce: 7W6 Letters and sounds; 7L1 Sound patterns; 7T2 Reading aloud; 7T5 Assembling text

Lesson starters Starter 1: Developing strategies for working out new language (pair 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 sportsPractising pronunciation

Grammar


NC levels 1–4

PoS1a sounds and writing2a listen for gist and detail2b pronunciation and intonation2c ask and answer questions2h scan texts3b interpret meaning3c knowledge of language5a communicate in pairs, etc.5d respond to spoken/written language5e use a range of resources 5g listen and read for personal enjoyment5h use language for real purposes5i work in variety of contexts



AT1/2–4

Understand listening text about sportsListen to note down missing words

Speaking AT2/3 Practise pronunciation of h, v, ce/ci, j, qu (review)Ask and answer about what sports people do


AT3/4 Understand written text about sportsIdentify missing wordsUnderstanding 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 …atletismociclismoequitaciónesquínataciónpatinaje

Juego …al baloncestoal fútbolal tenisal voleibolal hockey


al¿qué?muypocohacer (hago, haces)jugar (juego)ser (eres)ysíno

ICT opportunities Internet research


Extension: Workbook B, p. 44Pupil’s Book, Te toca a ti, p. 123, exs 1–2

NumeracyLiteracyCitizenshipResources CD 3 tracks 8 -10; Workbooks A and B, p. 44

HomeworkNotes Assessment for learning

Pupil’s Book, Mini-test, p. 83


MIRA 1 Módulo 5 El tiempo libreUnidad 4 Me gusta ir al cine (pp. 84–85)


Reinforce: 7W8 Finding meanings; 7S6 Compound sentences; 7L5 Spontaneous talk

Lesson starters Starter 1: Reviewing me gusta(n) + nounStarter 2: Consolidating the structures me gusta/me encanta/prefiero + infinitive (can be done in pairs)

Plenary Summarising how me gusta(n) is usedRecapping on expressions followed by an infinitive

Learning targets Saying what you like to doUsing me gusta and the infinitive

Grammar me gusta/me encanta + infinitiveprefiero + infinitive


NC levels 1–4

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2d initiate/develop conversations2f adapt previously learned language4a work with authentic materials5a communicate in pairs, etc.5c express feelings and opinions



AT1/1, 4

Understand vocabulary for free-time activities and sportsUnderstand listening texts about likes/dislikes, free-time activities/sports and reasons for liking/disliking

Speaking AT2/4 Ask and answer about what they do in their free time and why


AT3/1, 3

Understand written text about free time activities and opinions (likes/dislikes/preferences)Identify the infinitive forms of verbsUnderstand expressions used to give opinions

Writing AT4/3 Copy and complete the text replacing the pictures with words Write a short text saying what they do 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.Prefiero…

jugar al fútbolhacer atletismonavegar por Internetir al cinesalir con mis amigosver la televisiónhacer mis deberesescuchar músicair de comprashacer natación

¿Por qué?Porquees divertido/sano/barato/interesante/fácil/aburrido/caro/bueno …


altumeteenporquey¿qué?¿por qué?escucharhacerirjugarse (es)vermuchono


Pupil’s Book, Te toca a ti, p. 122, exs 2–3


NumeracyLiteracy The infinitiveCitizenshipResources CD 3 tracks 11- 13; Workbooks A and B, p. 45

HomeworkNotes Further practice of me gusta + infinitive in Pupil’s Book, Gramática 4.5 p.

133 and of me gusta/me encanta/prefiero + infinitive in Pupil’s Book, Gramática 4.6, pp. 133–4


MIRA 1 Módulo 5 El tiempo libreUnidad 5 ¿Qué vas a hacer? (pp. 86–87)


Launch: 7W5 Verbs present (and past) (future)Reinforce: 7S1 Typical word order; 7T6 Texts as prompts for writing

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


Learning targets Saying what you are going to doUsing ir (to go) and the infinitive

Grammar The near future tense (ir a + infinitive)Time expressions indicating the future


NC levels 1–5

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2f adapt previously learned language2i summarise and report2j redraft and improve writing3c knowledge of language5a communicate in pairs, etc.5i work in variety of contexts

Contexts Personal and social life: free time and social activitiesPersonal and social life: holidays and special occasions


AT1/5 Understand listening text about what activities people are going to do in the future (near future tense)

Speaking AT2/3 Ask and answer about what they are going to do at various times in the future


AT3/4 Understand written text about free time activities and sports

Writing AT4/2, 4–5

Write short text describing what they are going to do in the holidays (near future tense)Copy and complete sentencesCopy sentences supplying the correct phrase from the two options given in

each caseWrite longer text saying what they and their family do in their free time and what they are going to do in the holidays

Key language ¿Qué vas a hacer … ?mañanala semana que vieneeste fin de semanaen las vacacionesVoy a …jugar al fútboljugar al voleiboljugar al tenishacer esquíhacer ciclismohacer nataciónhacer equitaciónhacer patinajeir al cineir de compras


la/lasa/aldeenymañana¿qué?quehacerir (all parts)jugarvenir (viene)este



NumeracyLiteracy Talking about the future

The infinitive

CitizenshipResources CD 3 track 14; Workbooks A and B, p. 46

HomeworkNotes Further practice of the near future tense in Pupil’s Book, Gramática 4.3, pp.

132–3

Assessment for learning: Pupil’s Book, Resumen, p. 88; Workbooks A and B, Resumen, p. 49; Workbooks A and B, Progreso, p. 50Pupil’s Book, Prepárate, p. 89; Workbooks A and B, Prepárate, p. 47–48


MIRA 1 Módulo 6 En la ciudadUnidad 1 ¿Cómo es tu ciudad? (pp. 96–97)


Reinforce: 7C1 Geographical facts; 7T1 Reading using clues

Lesson starters Starter 1: Reviewing key adjectives and adjective agreement (Electronic package option: Starter X)Starter 2: Practising using adjectives and the qualifiers un poco, bastante, muy (can be done in pairs)

Plenary Quiz on adjectives (class work in groups)

Learning targets Saying what your town is likeBuilding longer sentences using porque (because) and pero (but)

Grammar Adjectival endingsQualifiers: un poco, bastante, muyConnectives: porque, pero


NC levels 3–4

PoS1a sounds and writing1b apply grammar2a listen for gist and detail2b pronunciation and intonation2c ask and answer questions2i summarise and report5a communicate in pairs, etc.5c express feelings and opinions5e use a range of resources



AT1/3–4

Understand listening texts in which people describe where they live in more detail and give reasons for their opinions

Speaking AT2/3 Ask and answer about where people live and what it is like


AT3/3 Understand written text about where people live

Writing AT4/3 Write sentences giving opinions and preferences about towns/cities and reasons for these

Key language ¿Vives en una ciudad o un pueblo?Vivo en …un pueblouna ciudad¿Cómo es tu ciudad/pueblo?

(No) Es …moderno/aindustrialpequeño/agrandehistórico/atranquilo/aimportantetúristico/abonito/afeo/a

muy bastanteun poco

Me gusta … pero prefiero … porque …


un/unametuenoyperoporque¿cómo?muybastantepocoser (es)vivir (vivo, vives)no




HomeworkNotes


MIRA 1 Módulo 6 En la ciudadUnidad 2 ¿Qué hay? (pp. 98–99)


Reinforce: 7S5 Basic negatives; 7T1 Reading using clues; 7C2 Everyday culture

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 unitPractising using connectives (group work)

Learning targets Asking about places in townUsing hay to say what there is

Grammar Review of indefinite and definite articlesmuchos/muchas


NC levels 1–4

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2e vary language2h scan texts2i summarise and report2j redraft and improve writing4a work with authentic materials4b communicate with native speakers4c compare home and TL culture4d knowledge of experiences and perspectives5a communicate in pairs, etc.5c express feelings and opinions5d respond to spoken/written language5e use a range of resources 5f use language creatively5h use language for real purposes5i work in variety of contexts



AT1/3 Understand listening text about places in town

Speaking AT2/3 Play a game listing places in a town


AT3/4 Understand longer written text about places in town

Writing AT4/3–4

Write short text describing their own townWrite longer text describing their town in more detail

Key language ¿Qué hay?Hay …No hay …un estadioun centro comercialun cineun parqueun mercadoun polideportivoun museoun castilloun hospitaluna estación de autobuses/trenesuna plazauna playauna piscinauna plaza de torosuna tienda

Vivo en …Es muy …(No) Me gusta … porque …


un/una/unos/unasde¿qué?muchos/muchashayno

ICT opportunities Writing and sending an e-mail



NumeracyLiteracyCitizenship Finding out about the experiences of people in another country

Resources CD 3 track 21; Workbooks A and B, p. 53

HomeworkNotes


MIRA 1 Módulo 6 En la ciudadUnidad 3 ¿Quieres ir al cine? (pp. 100–101)


Reinforce: 7S4 Basic questions; 7L3 Gist and detail; 7C5 Social conventions

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-testChecking a partner’s work/redrafting (pair work)

Learning targets Making and responding to invitationsUsing querer (to want)

Grammar quereral/a la + noun


NC levels 1–4

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2d initiate/develop conversations2e vary language2j redraft and improve writing5a communicate in pairs, etc.5c express feelings and opinions5d respond to spoken/written language5h use language for real purposes

Contexts Personal and social life: free time and social activitiesLearning outcomes … Listening and responding

AT1/3–4

Understand listening text in which people discuss/make arrangements for going out Understand longer listening text in which people discuss/make arrangements for going out

Speaking AT2/4 Ask and answer about going out

Reading and respondingWriting AT4/3 Play game with dice and write short dialogues to practise invitations

Key language Places in town (see Unit 2)Day of the weekTimes

¿Quieres ir al/a la … ?¿Cuándo?¿A qué hora … ?Vale/Bueno/De acuerdo/Está bienLo siento, no puedo.


a/al/a labueno¿cuándo?¿qué?irpoder (puedo)querer (quieres)no





HomeworkNotes Further information on querer in Pupil’s Book, Gramática 4.2 (b), p. 130-1,

and further practice in Pupil’s Book, Gramática 4.6, pp. 133–4



MIRA 1 Módulo 6 En la ciudadUnidad 4 ¿Qué tiempo hace? (pp. 102–103)


Reinforce: 7W7 Learning about words; 7S2 Sentence gist; 7L6 Improving speech

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)


Learning targets Talking about the weatherUsing cuando (when) to join bits of information

Grammar


NC levels 1–4

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2f adapt previously learned language3c knowledge of language5a communicate in pairs, etc.5b respond to classroom events5c express feelings and opinions5d respond to spoken/written language5g listen and read for personal enjoyment

Contexts The world around us: the natural and made environmentPersonal and social life: free time and social activities


AT1/2, 4

Understand listening text about the weatherUnderstand longer listening text giving a weather forecastUnderstand song about the weather

Speaking AT2/4 Ask and answer about the weatherPrepare (and give) a presentation on where they live, the weather there and their hobbies

Reading and respondingWriting AT4/3

–4Write short text describing the weather in each season

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/otoñocuando

Leisure activities from Module 5


meen¿qué?hacer (hace)vivir (vivo)hayno



Extension: Workbook B, p. 55NumeracyLiteracyCitizenshipResources CD 3 tracks 24- 26; Workbooks A and B, p. 55

HomeworkNotes


MIRA 1 Módulo 6 En la ciudadUnidad 5 Este fin de semana (pp. 104–105)


Reinforce: 7W5 Verbs present (and past) (near future); 7S7 Time and tenses; 7T6 Texts as prompts for writing

Lesson starters Starter 1: Reviewing the near future tense (pair work)Starter 2: Developing reading skills (scanning texts to get gist); revising time expressions


Learning targets Using two tenses togetherSaying what you do in town

Grammar Questions forms and answers – see query in Module gridPresent tense + near future


NC levels 1–5

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2e vary language2h scan texts2i summarise and report2j redraft and improve writing3b interpret meaning3d use dictionaries3e develop independence5a communicate in pairs, etc.5c express feelings and opinions5d respond to spoken/written language5e use a range of resources 5f use language creatively5h use language for real purposes5i work in variety of contexts



AT1/5 Understand listening text about what people usually do at the weekend and what they are planning to do this 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)


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 tensesMatch 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 normalmenteahoravoy al centro commercialjuego al fútbolhago ciclismovoy al cinehago mis deberes

mañanaeste fin de semanalos fines de semanaen las vacacionesvoy a ir de comprasvoy a jugar con mi ordenadorvoy a hacer nataciónvoy a ir al estadiovoy a hacer equitación


los/lasmisa/alcondeenahoramañanahacer (hacer, hago)ir (ir, voy)jugar (jugar, juego)este

ICT opportunities Creating a webpage



NumeracyLiteracy Time expressions and tense

Citizenship


HomeworkNotes Assessment for learning:

Pupil’s Book, Resumen, p. 106; Workbooks A and B, Resumen, p. 59; Workbooks A and B, Progreso, p. 60Pupil’s Book, Prepárate, p. 107; Workbooks A and B, Prepárate, pp. 57–58

school: year:assets.pearsonglobalschools.com/asset_mgr/current/201224/mira… · web viewand word...

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