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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 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 1–4

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 AT2/3–4

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

Reading and respondingWriting AT4/2

–3Write 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, Gramática, p. 22, ex. 1Pupil’s Book, Te toca a ti, p. 116, 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 and –ir verbs in Pupil’s

Book, Gramática 4.2 (a), pp. 130-31


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


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 15Using the verb tener to give your age

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


NC levels 1–3

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 cerouno

dostrescuatrocincoseissieteochonuevediezoncedocetrececatorcequince

¿Cuántos años tienes?Tengo … años.


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



Numeracy Simple mental arithmetic

LiteracyCitizenshipResources CD 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 Question words (¿Cuándo?)


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


AT1/1–4

Understand vocabulary for the months of the year and the numbers 16–31Understand datesUnderstand 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

Reading and respondingWriting 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, Gramática, p. 22, ex. 2Pupil’s Book, Te toca a ti, p. 116, ex. 2

Extension: Workbook B, p. 4Pupil’s Book, Te toca a ti, p. 117, exs 1 and 3

Numeracy CountingLiteracy The use of capital letters


HomeworkNotes Assessment for learning

Pupil’s Book, Mini-test, p. 11


MIRA 1 Módulo 1 ¡Vamos!Unidad 4 Hablamos español (pp. 12–13)


Launch: 7W5 Verbs present (–ir); 7T1 Reading uses cues; 7C1 Geographical facts

Lesson starters Starter 1: Introducing other Spanish-speaking countriesStarter 2: Consolidating when the different ‘you’ forms (tú/usted) are used

Plenary Practising the present tense of vivir

Learning targets Learning about Spanish-speaking countriesUnderstanding regular –ir verbs

Grammar –ir verbs


NC levels 1–4

PoS1b apply grammar2a listen for gist and detail2c 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 resources5i work in variety of contexts

Contexts Personal and social life: self, family and personal relationshipsThe world around us: people, places and customs


AT1/2–4

Understand a listening text on Spanish-speaking countriesUnderstand 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


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 AmericaWrite 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


el/laustedme, teen¿dónde?¿cómo?¿cuántos?hablar (hablan)tener (tengo, tienes)vivir (all)estar (está)ser (es)

ICT opportunities Internet researchDifferentiation Reinforcement: Workbook A, p. 5

Pupil’s Book, Gramática, p. 22, exs 3–4


NumeracyLiteracyCitizenshipResources CD 1 tracks 18–20; Workbooks A and B, p. 5

HomeworkNotes


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


Launch: 7W4 Gender and plural; 7S5 Basic negatives; 7S6 Compound sentencesReinforce: 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 1–3

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2d initiate/develop conversations2f adapt previously learned 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


AT1/1–3

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 …tambiènpero

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)sínotambièn


Pupil’s Book, Gramática, p. 23, ex. 5

Extension: Workbook B, p. 6Pupil’s Book, Te toca a ti, p. 117, ex. 2

NumeracyLiteracy The indefinite article


HomeworkNotes Further information on the indefinite article in Pupil’s Book, Gramática

1.3, p. 129Further information on making a sentence negative in Pupil’s Book, Gramática 4.4, p. 132


MIRA 1 Módulo 1 ¡Vamos!Unidad 6 En clase (pp. 16–17)


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 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


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 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. 116, ex. 3

Extension: Workbook B, p. 7Pupil’s Book, ¡Extra!, pp. 20–21

NumeracyLiteracy The definite article

The indefinite articlePlurals

CitizenshipResources CD 1 tracks 24–25 (+ track 26 Resumen, tracks 27–28 ¡Extra!);

Workbooks A and B, p. 7

HomeworkNotes 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. 11Pupil’s Book, Prepárate, p. 19; Workbooks A and B, Prepárate 1 and 2, pp. 8–9


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


Launch: 7W5 Verbs present (and past) (–ar); 7W8 Finding meanings; 7T6 Texts as prompts for writingReinforce: 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 subjectsUsing the –ar verb estudiar (to study)

Grammar –ar verbs (using estudiar)Using los to say 'every' (every Thursday, etc.)


NC levels 2–4

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

Listen to check answersUnderstand listening texts about school subjects which are studied/not studiedUnderstand song about days of the week

Speaking AT2/3 Practise pronunciation of gAsk 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?¿Qué no estudias?Estudio …No estudio …María estudia …cienciasmatemáticasinglésfrancésespañolhistoriamúsicatecnologíainformáticageografíadibujoeducación 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. 13Pupil’s Book, Te toca a ti, p. 118, exs 1 and 2


NumeracyLiteracy No capitals for days of the week

The infinitive

Citizenship

Resources CD 1 tracks 29–33; Workbooks A and B, p. 13

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

130


MIRA 1 Módulo 2 En el institutoUnidad 2 ¿Qué haces en clase? (pp. 28–29)


Launch: 7W5 Verbs present (–er); 7W7 Learning about wordsReinforce: 7W1 Everyday words

Lesson starters Starter 1: Consolidating verb endings for –ar verbs; introducing using grammar to help predict new formsStarter 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 verbsIdentifying patterns to help learn language

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

Grammar –ar, –er, –ir verbs


NC levels 3–4

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 activitiesSupply 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 pinto


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





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

(a), p. 130


MIRA 1 Módulo 2 En el institutoUnidad 3 Los profesores (pp. 30–31)


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 that end in -o/-a

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


NC levels 1–4

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


AT3/3 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 pocosimpático/a antipático/asevero/aaburrido/adivertido/aSeñorSeñoraSeñorita


el, ladeser (es)perotambiénnosípocobastantemuyy




NumeracyLiteracy Definite articles

Qualifiers


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

Gramática 3.1, pp. 129-130

Assessment for learningPupil’s Book, Mini-test, p. 31


MIRA 1 Módulo 2 En el institutoUnidad 4 Me gusta el español (pp. 32–33)


Launch: 7S6 Compound sentences; 7L2 Following speechReinforce: 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 reasonsUnderstanding all adjective agreements

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


NC levels 2–4

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 ¿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





HomeworkNotes 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


MIRA 1 Módulo 2 En el institutoUnidad 5 ¿Qué comes? (pp. 34–35)


Launch: 7S3 Adapting sentences; 7L6 Improving speechReinforce: 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 snacksCounting up to 100

Grammar


NC levels 1–4

PoS1b apply grammar2a listen for gist and detail2c ask and answer questions2d initiate/develop conversations2f adapt previously learned language2j redraft and improve writing3a memorise words and phrases3c knowledge of language3e develop independence5a communicate in pairs, etc.5e use a range of resources

Contexts Everyday activities: food, health and fitness


AT1/1–4

Understand drinks and snacks vocabularyUnderstand listening text about what people eat and drinkUnderstand numbers and pricesUnderstand a dialogue where someone is buying food

Speaking AT2/2–4

Conduct a survey about what people eat and drink at breakAsk and answer questions about pricesMake up dialogues in which someone orders food (using picture prompts)

Reading and respondingWriting AT4/4 Write dialogues (using picture prompts/dialogues made up orally)

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¿Cuánto es?Son dos euros con veinte.

Numbers up to 100

Quiero una hamburguesa.Aquí tienes.¿Algo más?No, nada más.por favorgraciasDe nada.


un, una, unaselenyperoaquí¿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. 17Pupil’s Book, Te toca a ti, p. 118, ex. 3

Extension: Workbook B, p. 17Pupil’s Book, ¡Extra!, pp. 38–39

Numeracy Mental arithmeticLiteracy Organising and testing vocabulary

CitizenshipResources CD 1 tracks 42–46 (+ track 47 Resumen, track 48 ¡Extra!);


HomeworkNotes Assessment for learning:

Pupil’s Book, Resumen, p. 36; Workbooks A and B, Resumen, p. 20; Workbooks A and B, Progreso, p. 21Pupil’s Book, Prepárate, p. 37; Workbooks A and B, Prepárate 1 and 2, pp. 18–19


MIRA 1 Módulo 3 Mi familiaUnidad 1 ¿Tienes hermanos? (pp. 44–45)


Launch: 7T5 Assembling text; 8T1 Meanings in contextReinforce: 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 activityChecking the work of a partner/redrafting

Learning targets Talking about your familyUsing tener (to have)

Grammar tener (full paradigm)negative forms: no + tenerpossessive adjectives: mi(s), tu(s), su(s)


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 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

AT1/2–4

Understand listening texts about brothers and sisters and other family members

Speaking AT2/2, 4

Conduct survey about brothers and sistersAsk and answer about family members


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 hermanasun hermano/tres hermanosNo 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/padremi abuelo/abuelami tío/tíami primo/primami hermanomis hermanostu hermanatus hermanas


un/unay¿cómo?¿cuántos?mi, tu, sumis, tus, susser (soy)tenersí, no

ICT opportunities Producing survey chart

Differentiation Reinforcement: Workbook A, p. 23Pupil’s Book, Gramática, p. 58, exs 1–2


Numeracy Percentages

LiteracyCitizenshipResources CD 2 tracks 2–4; Workbooks A and B, p. 23

HomeworkNotes 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


MIRA 1 Módulo 3 Mi familiaUnidad 2 ¿Tienes animales? (pp. 46–47)


Launch: 8W4 Word endingsReinforce: 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 coloursPractising using grammatical terms (class work)

Learning targets Talking about your petsMaking colours agree with nouns

Grammar Plural forms of nounsAdjectival endings


NC levels 2–4

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


AT3/3 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 gatoun pájaroun perrouna cobayaun 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.comebebe


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, Gramática, p. 58, ex. 3Pupil’s Book, Te toca a ti, p. 120, exs 1 and 3


Numeracy

LiteracyCitizenshipResources CD 2 tracks 5–6; Workbooks A and B, p. 24

HomeworkNotes Further information on adjectival endings in Pupil’s Book, Gramática

3.1, pp. 129-130



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


Launch: 7W5 Verbs present (ser); 7T3 Checking before readingReinforce: 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)


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

Grammar Adjectival endingsQuestions without question words:¿Eres grande? ser (full paradigm)


NC levels 2–4

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, plus age)

Speaking AT2/2–4

Ask about people and give descriptionsPractise pronunciation to sound authentic


AT3/4 Understand written text containing physical descriptions of people

Writing AT4/3 Write sentences describing their own family

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

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

Character adjectives:simpático antipáticoaburridoseverodivertidointeligenteperezosotímido

muybastanteyperotambién


mi, su¿cómo?ser (all parts)yperotambiénmuybastantepocosí, no

ICT opportunities Word-processing/DTPDifferentiation Reinforcement: Workbook A, p. 25

Pupil’s Book, Gramática, p. 59, ex. 4Pupil’s Book, Te toca a ti, p. 120, ex. 2



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


MIRA 1 Módulo 3 Mi familiaUnidad 4 Tengo los ojos azules (pp. 50–51)


Launch: 7S1 Typical word order; 7S2 Sentence gist; 8C2 Famous peopleReinforcement: 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 hairUsing adjectives after nouns

Grammar Word order: adjectives after nouns


NC levels 2–4

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 language5e use a range of resources 5f use language creatively



AT1/2, 4

Understand listening texts 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 longer text describing a famous person

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

largolisocortorizadoondulado

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

Tengo barba.Tengo bigote.Tengo gafas.

Third person forms:estienevive enhablaescuchabailapinta


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

ICT opportunities Internet researchDifferentiation Reinforcement: Workbook A, p. 26



NumeracyLiteracyCitizenshipResources CD 2 tracks 10–12


HomeworkNotes Further information on the position of adjectives in Pupil’s Book,



MIRA 1 Módulo 3 Mi familiaUnidad 5 ¿Cómo es? (pp. 52–54)


Launch: 8T7 Checking inflections and word order

Lesson starters Starter 1: Reviewing adjective agreement and verb forms; practising checking texts for errorsStarter 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 formUsing texts as a model for creative writing

Grammar The 3rd person of regular verbs


NC levels 3–4

PoS1b apply grammar apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2e vary language2f adapt previously learned language2h scan texts5i work in variety of contexts 5a communicate in pairs, etc.5d respond to spoken/written language5e use a range of resources 5f use language creatively



AT1/4 Understand listening text describing people’s physical appearance

Speaking AT2/3 Play a game describing people for partner to identify from pictures


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 fumarcigarrospoesíaschicle literatura

¿Cómo es su pelo?¿Cómo son sus ojos?


el, lossu, susy¿cómo?ser (es, son)tener (tiene)vivir (vive)

ICT opportunities Word-processing/DTP

Differentiation Reinforcement: Workbook A, p. 27

Extension: Workbook B, p. 27Pupil’s Book, ¡Extra!, pp. 56–57Pupil’s Book, Te toca a ti, p. 121, ex. 3

NumeracyLiteracyCitizenshipResources CD 2 track 13 (+ tracks 14–15 Resumen, tracks 16–17 ¡Extra!);



Pupil’s Book, Resumen, p. 54; Workbooks A and B, Resumen, p. 30; Workbooks A and B, Progreso, p. 31Pupil’s Book, Prepárate, p. 55; Workbooks A and B, Prepárate 1 and 2, pp. 28–29


MIRA 1 Módulo 4 En casaUnidad 1 Vivimos en Europa (pp. 62–63)


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 liveAdding extra detail into sentences

Grammar –ir verbs (full paradigm with vivir)


NC levels 2–3

PoS1b apply grammar2a listen for gist and detail2c ask and answer questions2d initiate/develop conversations2h scan texts2i summarise and report3c knowledge of language4c compare home and TL culture4d knowledge of experiences and perspectives5a 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 inUnderstand listening texts in which people talk about where they live (house or flat/location)

Speaking AT2/3 Ask and answer about where people liveMake up dialogues about where people live


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 …FranciaEspañaAlemaniaItaliaGreciaPortugalIrlandaGalesInglaterraEscocia¿Eres …?Soy …

una casaun pisoo

en el campo en la montañaen la costaen una ciudaden un pueblo


el/laun/unaen¿dónde?ser (soy, eres)vivir (whole verb)síno


Pupil’s Book, Gramática, p. 76, exs 1–2Pupil’s Book, Te toca a ti, p. 122, ex. 1


NumeracyLiteracyCitizenship Awareness of European countries


HomeworkNotes


MIRA 1 Módulo 4 En casaUnidad 2 ¿Cómo es tu casa? (pp. 64–65)


Launch: 8C4 Poems, jokes, songs and storiesReinforce: 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 homeWriting a longer passage

Grammar Agreement of adjectiveshay …


NC levels 2–4

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2d initiate/develop conversations2i summarise and report3b interpret meaning3d use dictionaries3e develop independence5a communicate in pairs, etc.5c express feelings and opinions5e use a range of resources

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 liveUnderstand listening text about rooms in a house

Speaking AT2/4 Read a poem aloudAsk and answer about rooms in a house

Reading and respondingWriting AT4/4 Write a paragraph on where they live

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

¿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


un/unael/lami, mis, tuen¿dónde?¿cómo?¿qué?hayser (es)vivir (vivo, vives)yopero

ICT opportunities Word-processing/Using the computer as a reference resource

Differentiation Reinforcement: Workbook A, p. 34Pupil’s Book, Gramática, p. 76, ex. 3Pupil’s Book, Te toca a ti, p. 122, ex. 2



HomeworkNotes


MIRA 1 Módulo 4 En casaUnidad 3 ¿Qué haces? (pp. 66–67)


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 techniquesQuiz using the Mini-test section to review key points of the module (class work)

Learning targets Talking about activities you do in your houseUsing 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 language2h scan texts3b interpret meaning3e develop independence5a communicate in pairs, etc.5c express feelings and opinions5d respond to spoken/written language5g listen and read for personal enjoyment



AT1/2–4

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 using picture prompts


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


el, latuenconpory¿qué?hablarhacerjugarescucharbebercomerleerver





HomeworkNotes Further information on stem-changing verbs in Pupil’s Book, Gramática

4.2(c) , p. 131



MIRA 1 Módulo 4 En casaUnidad 4 En mi dormitorio (pp. 68–69)


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 itemsReviewing prepositions (class work)

Learning targets Describing your bedroomUsing prepositions

Grammar prepositions + del/de la


NC levels 2–4

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)


Pupil’s Book, Gramática, p. 77, ex. 5Pupil’s Book, Te toca a ti, p. 122, ex. 3

Extension: Workbook B, p. 36NumeracyLiteracy Prepositions


HomeworkNotes Further information on prepositions/del in Pupil’s Book, Gramática 5,

p. 133


MIRA 1 Módulo 4 En casaUnidad 5 Mi rutina diaria (pp. 70–71)


Launch: 7W5 Verbs present (reflexive verbs)

Lesson starters Starter 1: Recapping on verb endings for regular –ar, –er and –ir verbsStarter 2: Consolidating reflexive verbs

Plenary Discussing how to get the most out of the Resumen sectionQuiz using the Resumen section to review key points of the module (class work in groups)

Learning targets Talking about your daily routineUsing reflexive verbs

Grammar Reflexive verbs (singular)


NC levels 1–4

PoS1b apply grammar2a listen for gist and detail2c ask and answer questions2h scan texts2j redraft and improve writing3c knowledge of language5a communicate in pairs, etc.5c express feelings and opinions5i work in variety of contexts

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

AT1/1–3

Understand listening texts in which people describe their daily routines

Speaking AT2/2–3

Conduct a survey about morning routines


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 levantoMe ducho

Me peinoMe vistoDesayuno Voy al instituto.

¿Qué haces por la tarde?Hago mis deberesCenoVeo la televisiónMe lavo los dientesMe acuesto

Rooms of the house from Unit 2


a, alla, losmemispor¿qué?hacer (hago, haces)ir (voy)ver (veo)



Extension: Workbook B, p. 37Pupil’s Book, ¡Extra!, pp. 74–75Pupil’s Book, Te toca a ti, p. 123, exs 2–3

NumeracyLiteracyCitizenshipResources CD 2 tracks 31–33 (+ track 34 Resumen, track 35 ¡Extra!);


HomeworkNotes 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. 41Pupil’s Book, Prepárate, p. 73; Workbooks A and B, Prepárate 1 and 2, pp. 38–39


MIRA 1 Módulo 5 El tiempo libreUnidad 1 Mi tiempo libre (pp. 80–81)


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 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 2–4

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 report2j redraft and improve writing3b interpret meaning3c knowledge of language3e develop independence4a work with authentic materials4b communicate with native speakers4d 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


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


el, la, losmemi, misa, aldeconenporytambiénescucharhacerirjugarvernoser (es)

ICT opportunities Producing survey chartE-mailing Spanish pupils

Differentiation Reinforcement: Workbook A, p. 43Pupil’s Book, Gramática, p. 94, exs 1–2Pupil’s Book, Te toca a ti, p. 124, ex. 1


NumeracyLiteracyCitizenship Finding out about the experience of teenagers in another country


HomeworkNotes Further information on a + el = al in Pupil’s Book, Gramática 5, p.

133Further practice of salir and hacer in Pupil’s Book, Gramática 4.2 (c), p. 131


MIRA 1 Módulo 5 El tiempo libreUnidad 2 ¿Qué hora es? (pp. 82–83)


Launch: 7W5 Verbs present (ir); 8L2 Media listening skillsReinforce: 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 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 questions2h 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



AT1/1–4

Understand vocabulary for telling the timeUnderstand listening text about timesListen to song to check answers to gap-fill activity

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 AT4/3–4

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 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 la una.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

LiteracyCitizenship


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


MIRA 1 Módulo 5 El tiempo libreUnidad 3 ¿Qué deportes haces? (pp. 84–85)


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 sportsPractising pronunciation

Grammar


NC levels 2–4

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 AT2/2–3

Practise pronunciation of h and qu (review)Ask and answer about what sports people do


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 …atletismociclismoequitaciónesquínataciónpatinaje

Juego …al baloncestoal fútbolal tenisal voleibolal hockey


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

ICT opportunities Internet research

Differentiation Reinforcement: Workbook A, p. 45Pupil’s Book, Gramática, pp. 94–95, exs 4–5

Extension: Workbook B, p. 45Pupil’s Book, Te toca a ti, p. 125, exs 1–2


HomeworkNotes Assessment for learning

Pupil’s Book, Mini-test, p. 85


MIRA 1 Módulo 5 El tiempo libreUnidad 4 Me gusta ir al cine (pp. 86–87)


Launch: 8S5 Negative forms and words; 8T5 Writing continuous text; 8L4 Extending sentences

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 language5a 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 like doing/don’t like doing in their free time and why


AT3/3 Understand written text about free time activities and opinions (likes/dislikes/preferences)Identify the infinitive forms of verbsUnderstand expressions used to give opinions

Writing AT4/3–4

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 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, Gramática, p. 95, ex. 6Pupil’s Book, Te toca a ti, p. 124, exs 2–3


NumeracyLiteracy The infinitiveCitizenshipResources CD 3 tracks 11–13; Workbooks A and B, p. 46

HomeworkNotes 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


MIRA 1 Módulo 5 El tiempo libreUnidad 5 ¿Qué vas a hacer? (pp. 88–89)


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


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 texts about what activities people are going to do in the future (near future tense) 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


AT3/4–5

Understand written texts about free time activities and sportsUnderstand 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 … ?mañanala semana que vieneeste fin de semanaen las vacacionesnormalmenteVoy 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 tracks 14–15 (+ tracks 16–17 Resumen, track 18 ¡Extra!);


HomeworkNotes Further information on the near future tense in Pupil’s Book,


Assessment for learning: Pupil’s Book, Resumen, p. 90; Workbooks A and B, Resumen, p. 50; Workbooks A and B, Progreso, p. 51Pupil’s Book, Prepárate, p. 91; Workbooks A and B, Prepárate, p. 48–49


MIRA 1 Módulo 6 En la ciudadUnidad 1 ¿Cómo es tu ciudad? (pp. 98–99)


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 likeUsing comparatives

Grammar Adjectival endingsConnectives: porque, pero


NC levels 2–4

PoS1a sounds and writing1b apply grammar2a listen for gist and detail2b pronunciation and intonation2c ask and answer questions2f adapt previously learned language2i summarise and report4d knowledge of experiences and perspectives5a communicate in pairs, etc.5c express feelings and opinions



AT1/2, 4

Understand listening texts in which people describe where they live in more detailListen to sentences featuring the comparative

Speaking AT2/2–3

Ask and answer about where they live and what it is like, using promptsRepeat sentences featuring the comparative


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 pueblouna ciudad¿Cómo es tu ciudad/pueblo?(No) Es …moderno/aindustrialpequeño/agrandehistórico/atranquilo/aimportantetúristico/abonito/afeo/a

Cazorla es menos importante que Madrid.Córdoba es más historica que Gijón.

Me gusta … porque … pero prefiero … porque …


un/unametuenoyperoporque¿cómo?muybastantepocoser (es)vivir (vivo, vives)másmenosqueno





HomeworkNotes Further information on the comparative in Pupil’s Book, Gramática

3.3, p. 130


MIRA 1 Módulo 6 En la ciudadUnidad 2 ¿Qué hay? (pp. 100–101)


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 townGiving directions

Grammar Review of indefinite and definite articlesestar (full paradigm)


NC levels 2–4

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2e vary language2i summarise and report3c knowledge of language3d use dictionaries3e develop independence5a communicate in pairs, etc.5c express feelings and opinions5d respond to spoken/written language5e use a range of resources 5i work in variety of contexts



AT1/2–4

Understand listening text about places in townListen to directionsUnderstand dialogues, identifying places and directions

Speaking AT2/2–4

Play a game listing places in a townRepeat directionsConduct a dialogue using a map, asking where places are and giving directions


AT3/4 Understand longer written text about places in town

Writing AT4/3 Write text describing their own town

–4

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

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 …)?


un/una/unos/unasel/la/los/lasade¿dónde?¿qué?estar (whole paradigm)tomar (toma)hayno

ICT opportunities Writing and sending an e-mail

Differentiation Reinforcement: Workbook A, p. 54Pupil’s Book, Gramática, pp. 112–113, exs 3–5Pupil’s Book, Te toca a ti, p. 126, ex. 1



HomeworkNotes Further information on estar in Pupil’s Book, Gramática 4.2, p. 132


MIRA 1 Módulo 6 En la ciudadUnidad 3 ¿Quieres ir al cine? (pp. 102–103)


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

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

Grammar querer al/a la + noun


NC levels 3–4

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2d initiate/develop conversations2e vary language2f adapt previously learned 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 Play game with dice and write short dialogues to practise invitations Conduct dialogue about going out, using prompts


Writing

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

¿Quieres ir al/a la … ?¿Cuándo?¿A qué hora … ?A las cuatro, etc.de la mañanade la tarderde la nocheVale/Bueno/De acuerdo/Está bienLo siento, no puedo.¿Dónde está el/la….?DirectionsEstás aquí.PuesA verOyeAyBueno


a/al/a lael / ladeaquíbueno¿cuándo?¿dónde?¿qué?irestar (está, estás)poder (puedo)querer (quieres)no





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

131, and 4.6, p. 133


MIRA 1 Módulo 6 En la ciudadUnidad 4 ¿Qué tiempo hace? (pp. 104–105)


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)


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

Grammar


NC levels 2–4

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2f adapt previously learned language3c knowledge of language4a 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 events5c express feelings and opinions5d respond to spoken/written language5e use a range of resources 5g 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/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 respondingWriting AT4/3

–4Write short text describing the weather in each seasonWrite 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


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

ICT opportunities E-mailingDifferentiation Reinforcement: Workbook A, p. 56


Extension: Workbook B, p. 56NumeracyLiteracyCitizenshipResources CD 3 tracks 26–28; Workbooks A and B, p. 56

HomeworkNotes


MIRA 1 Módulo 6 En la ciudadUnidad 5 Este fin de semana (pp. 106–107)


Launch: 8T4 Dictionary use; 8T6 Text as model and sourceReinforce: 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


Learning targets Using two tenses togetherSaying what you do in town

Grammar Present tense + near future


NC level 5

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2h 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 Internet researchCreating a webpage

Differentiation Reinforcement: Workbook A, p. 57Pupil’s Book, Gramática, p. 113, ex. 6


NumeracyLiteracy Time expressions and tense

CitizenshipResources CD 3 tracks 29–30 (+ track 31 Resumen, tracks 32–33 ¡Extra!);



Pupil’s Book, Resumen, p. 108; Workbooks A and B, Resumen, p. 60; Workbooks A and B, Evaluación Anual p. 61Pupil’s Book, Prepárate, p. 109; Workbooks A and B, Prepárate, pp. 58–59

school: year:€¦ · web viewlistening and responding at1/1, 3. understand classroom objects...

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