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SCHOOL: YEAR:
DATE: CLASS:
MIRA 2 Módulo 4 La comida
Unidad 1 ¿Qué desayunas? (pp. 60–61)
Framework Reinforce: 8W1 Adding abstract words; 8T1 Meanings in context
objectives
Lesson starters Starter 1: Using reading strategies to work out new language
Starter 2: Reviewing time expressions; using reading strategies to work out
new vocabulary
Plenary Reviewing and practising time expressions and food vocabulary
Learning targets Talking about mealtimes
Understanding time expressions
Grammar Time expressions
Skills NC levels 2–4
(Programmes of
study) PoS
3a memorise words and phrases
3b interpret meaning
5a communicate in pairs, etc.
Contexts Everyday activities: food, health and fitness
Learning outcomes …
Listening AT1/ Understand a listening text on what people eat and drink for various meals
and 2, 4 Understand a listening text about what someone usually eats and drinks
responding and when
Identify time expressions in a listening text
Speaking AT2/ Ask and answer questions to identify what someone eats for various meals
2
Reading and AT3/ Understand texts about what animal characters usually eat
responding 4
Writing AT4/ Write responses to a survey
3–4
Key language ¿Qué desayunas?
¿Qué comes?
¿Qué meriendas?
¿Qué cenas?
Desayuno …
Como …
Meriendo …
Ceno …
carne con verduras
cereales
fruta
galletas
magdalenas
pasta
patatas fritas
pescado con ensalada
pizza
pollo
tostadas
un bocadillo
¿Qué bebes?
Bebo …
Cola Cao
té
zumo de naranja
No meriendo.
No desayuno nada.
Nunca como.
¿A qué hora desayunas/cenas?
Desayuno a las ocho.
Como a la una.
a mediodía
siempre
generalmente
normalmente
a veces
de vez en cuando
todo el tiempo
High-frequency el, la, las
words un
a
de
en
con
no
todo
¿qué?
beber (bebes)
comer (como, comes)
nada
nunca
ICT opportunities
Differentiation Reinforcement: Cuaderno A, p. 32
Pupil’s Book, Te toca a ti, p. 120, ex. 1
Extension: Cuaderno B, p. 32
Pupil’s Book, Te toca a ti, p. 121, ex. 1
Literacy
Citizenship
Resources CD 2 tracks 22-24; Cuadernos A and B, p. 32; flashcards 37-52
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
MIRA 2 Módulo 4 La comida
Unidad 2 En el mercado (pp. 62–63)
Framework
objectives
Lesson starters Starter 1: Introducing higher numbers (100, 200, etc.); predicting the
form of new language using recognised patterns
Starter 2: Reviewing the numbers (10, 20, etc.).
Plenary Practising shopping vocabulary and quantities
Learning targets Shopping for food
Using high numbers
Grammar The preterite tense (revision of –ar verbs)
Skills NC levels 2–4
(Programmes of
study) PoS
1a sounds and writing
2c ask and answer questions
4c compare home and TL culture
5a communicate in pairs, etc.
Contexts Everyday activities: food, health and fitness
Learning outcomes …
Listening AT1/ Understand the vocabulary for the numbers 100–1000
and 2, 4 Understand a listening text about quantities of food and drink
responding Understand a listening text about food prices
Understand a song about quantities of food
Speaking AT2/ Prompt and write out numbers between 100 and 1000
2–3 Make up dialogues in a food shop, selling and buying food
Reading and
responding
Writing
Key language cien
ciento diez
doscientos
trescientos
cuatrocientos
quinientos
seiscientos
setecientos
ochocientos
novecientos
mil
¿Qué quieres?
un kilo de …
dos kilos de …
quinientos gramos de …
medio kilo de....
chorizo
jamón
manzanas
peras
queso
tomates
uvas
zanahorias
una barra de pan
una lechuga
un cartón de leche
una botella de agua
¿Algo más?
Sí, quiero …
por favor
Nada más, gracias.
¿Cuánto cuesta?
Un euro.
Dos euros y veinte.
Cuatro euros y veinticinco.
High-frequency un, una
words de
y
sí
¿cuánto?
¿qué?
querer (quiero, quieres)
algo
nada
más
ICT opportunities
Differentiation Reinforcement: Cuaderno A, p. 33
Extension: Cuaderno B, p. 33
Literacy
Citizenship
Resources CD 2 tracks 25-28; Cuadernos A and B, p. 33; flashcards 53-64
Homework
Notes Further information on the preterite tense in Pupil’s Book, Gramática 4.4, p.
131
Assessment for learning:
Gramática worksheet M4 (Singular / plural on topic of food quantities high
numbers, currency)
SCHOOL: YEAR:
DATE: CLASS:
MIRA 2 Módulo 4 La comida
Unidad 3 En el restaurante (pp. 64–65)
Framework Reinforce: 8W8 Non-literal meanings; 8L5 Unscripted speech
objectives
Lesson starters Starter 1: Revising the preterite tense (–ar verbs); revising food
vocabulary
Starter 2: Revising vocabulary for restaurant food
Plenary Using the Mini-test to review the language of the unit
Identifying resources for support in learning
Learning targets Eating at a restaurant
Understanding the difference between tú and usted
Grammar tú/usted
Skills NC levels 2–4
(Programmes of
study) PoS
2a listen for gist and detail
2c ask and answer questions
2d initiate/develop conversations
3a memorise words and phrases
3e develop independence
4d knowledge of experiences and perspectives
5a communicate in pairs, etc.
Contexts Everyday activities: food, health and fitness
Learning outcomes …
Listening AT1/ Understand listening texts about food/drink items in a restaurant
and 2, 4 Understand a dialogue set in a restaurant (food/drink being ordered)
responding
Speaking AT2/ Make up dialogues in a restaurant, ordering food/being a waiter
3
Reading and AT3/ Understand a text about tapas
responding 4
Writing AT4/ Write a dialogue set in a restaurant (food/drink being ordered)
4
Key language ¿Qué vas/va a tomar?
De primer plato …
De segundo plato …
De postre …
quiero …
ensalada
flan
fruta
gambas
helado (de chocolate)
paella
pescado
pollo
sopa de mariscos
¿Para beber?
(Quiero) … , por favor.
agua
Coca-Cola
limonada
Tengo hambre.
No tengo hambre.
Tengo sed.
La cuenta, por favor.
High-frequency la
words a
de
para
no
¿qué?
beber
ir (vas, va)
querer (quiero)
tener (tengo)
tomar
ICT opportunities Internet research
Differentiation Reinforcement: Cuaderno A, p. 34
Pupil’s Book, Te toca a ti, p. 120, ex. 2
Extension: Cuaderno B, p. 34
Literacy Register (informal/formal)
Citizenship Information about other cultures
Resources CD 2 tracks 29-32; Cuadernos A and B, p. 34
Homework
Notes Assessment for learning:
Pupil’s Book, Mini-test, p. 65, Gramática worksheet M4 (Tú and Usted)
SCHOOL: YEAR:
DATE: CLASS:
MIRA 2 Módulo 4 La comida
Unidad 4 Una cena especial (pp. 66–67)
Framework Launch: 8W5 Verb tenses (preterite tense – –er/–ir); 8L4 Extending
objectives sentences
Reinforce: 8T1 Meanings in context
Lesson starters Starter 1: Revising the preterite forms of –ar verbs; practising
distinguishing between present and preterite tense forms
Starter 2: Practising recognising verbs in the preterite tense
Plenary Practising the preterite of regular verbs (all persons) (team game)
Learning targets Talking about a past meal
Using the preterite of -er and -ir verbs
Grammar The preterite tense (–er/–ir verbs)
Skills NC levels 4–5
(Programmes of
study) PoS
2a listen for gist and detail
2j redraft and improve writing
3a memorise words and phrases
3b interpret meaning
3d use dictionaries
4a work with authentic materials
5c express feelings and opinions
5d respond to spoken/written language
5e use a range of resources
Contexts Everyday activities: food, health and fitness
Personal and social life: holidays and special occasions
Learning outcomes …
Listening AT1/ Understand listening texts describing a special dinner
and 4–5
responding
Speaking AT2/ Ask and answer questions about a special meal in the past
5
Reading and AT3/ Understand a text about a special meal in the past
responding 5 Identify preterite forms in a text (and supply related verb forms)
Writing AT4/ Write a text about a special meal in the past
5
Key language El fin de semana pasado …
salí con...
Fui a …
un restaurante español
un restaurante muy caro
Comí ensalada.
Mi compañero/a comió gambas.
Compartimos una paella.
Bebimos agua.
Hablamos de fútbol/música.
¡Fue genial!
High-frequency el
words un, una
mi
a
de
con
muy
comer (comí, comió)
beber (bebimos)
hablar (hablamos)
ir (fui)
ser (fue)
ICT opportunities Internet research
Differentiation Reinforcement: Cuaderno A, p. 35
Pupil’s Book, Te toca a ti, p. 120, ex. 3
Extension: Cuaderno B, p. 35
Literacy
Citizenship
Resources CD 2 tracks 33-34; Cuadernos A and B, p. 35
Homework
Notes Further information on the preterite tense in Pupil’s Book, Gramática 4.4, p.
131
Pupil’s Book, Mini-test, p. 65, Gramática worksheet M4 (Games with
preterite)
SCHOOL: YEAR:
DATE: CLASS:
MIRA 2 Módulo 4 La comida
Unidad 5 ¿Qué te gusta comer? (pp. 68–69)
Framework Reinforce: 8W3 Words about progress; 8S2 Connectives in extended
objectives sentences; 8S3 Modal verbs; 8S5 Negative forms and words; 8T2
Expression in text; 8L6 Expression in speech; 8C5 Colloquialisms
Lesson starters Starter 1: Revising vocabulary for food
Starter 2: Practising using the present, preterite and near future tenses
appropriately
Plenary Identifying how the Resumen can be used to support learning
Quiz using the Resumen section to review key points of the module (team
activity)
Learning targets Talking about likes and dislikes
Using past, present and future together
Grammar Using a range of tenses: preterite, present and near future
Skills NC levels 3–6
(Programmes of
study) PoS
1b apply grammar
2c ask and answer questions
2d initiate/develop conversations
3d use dictionaries
4b communicate with native speakers
5a communicate in pairs, etc.
5c express feelings and opinions
5h use language for real purposes
Contexts Everyday activities: food, health and fitness
Learning outcomes …
Listening AT1/ Understand a listening text about food and drink likes/dislikes
and 3, 6 Understand a listening text featuring a range of information on people’s
responding attitudes to food and drink (likes/dislikes, what they have eaten, what they
are going to eat)
Speaking AT2/ Ask and answer questions about what they like to eat and drink/never eat
3 and drink
Reading and AT3/ Understand a text featuring a range of information on people’s attitudes to
responding 5–6 food and drink (likes/dislikes, what they have eaten, what they are going to
eat)
Identify verb forms in a text
Writing AT4/ Complete a grid giving details of their own food/drink likes/dislikes,
3 including information on what they ate/are going to eat
Key language ¿Qué te gusta comer?
Me gusta (mucho) comer …
No me gusta nada comer …
A veces como …
Nunca como …
Me gusta beber …
Nunca bebo …
Normalmente como …
El fin de semana pasado comí …
Mañana voy a comer …
High-frequency el
words me, te
a
de
mañana
mucho
no
¿qué?
beber
comer (como, comí)
ir (voy)
nada
nunca
ICT opportunities
Differentiation Reinforcement: Cuaderno A, p. 36
Extension: Cuaderno B, p. 36
Pupil’s Book, Te toca a ti, p. 121, exs 2–3
Pupil’s Book, ¡Extra 1!, pp. 72–73; ¡Extra 2!, pp. 74–75
Literacy Writing techniques
Citizenship Cultural information
Resources CD 2 tracks 35-36; Cuadernos A and B, p. 36
Homework
Notes Assessment for learning:
Pupil’s Book, Resumen, p. 70; Workbooks A and B, Resumen, p. 39
Pupil’s Book, Prepárate, p. 71; Workbooks A and B, Prepárate 1 and 2, pp.
37-38, Prueba M4
