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									MIRA CD SoW

SCHOOL:                                          YEAR:
DATE:                                            CLASS:

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

Framework             Launch: 7W1 Everyday words; 7S8 Punctuation; 7C5 Social conventions
objectives            Reinforce: 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 points
                      Revising language introduced so far

Learning targets      Introducing yourself
                      Getting used to Spanish pronunciation

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

Skills                NC levels 1–2
(Programmes of
study)                PoS
                      1a sounds and writing
                      1b apply grammar apply grammar
                      2a listen for gist and detail
                      2b pronunciation and intonation
                      2c ask and answer questions
                      2d initiate/develop conversations
                      3a memorise words and phrases
                      3b interpret meaning
                      5a communicate in pairs, etc.
                      5b respond to classroom events
                      5c express feelings and opinions
                      5h use language for real purposes

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

Learning outcomes …

Listening     AT1/    Understand listening texts in which people introduce themselves, say which
and           1–3     city they live in and say how they feel
responding            Understand song about greetings

Speaking      AT2/    Practise pronunciation of h, ll, v
              2–3     Ask and answer questions saying who they are and where they live
Reading and
responding
Writing        AT4/   Write short dialogue saying who they are and where they live (using
               3      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        tú
words                 en
                      y
                      bien
                      regular
                      ¿cómo?
                      ¿dónde?
                      ¿qué?

ICT opportunities
Differentiation       Reinforcement: Workbook A, p. 2
                      Pupil’s Book, Te toca a ti, p. 114, exs 1 and 4

                      Extension: Workbook B, p. 2

Numeracy
Literacy              Punctuation
                      Verb forms

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


Homework
Notes                 Further information on verb endings of –ar verbs in Pupil’s Book, Gramática
                      4.2 (a), p. 129
SCHOOL:                                          YEAR:
DATE:                                            CLASS:

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

Framework             Launch: 7W5 Verbs present (tener); 7W6 Letters and sound; 7L1 Sound
objectives            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 15
                      Using the verb tener to give your age

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

Skills                NC levels 1–2
(Programmes of
study)                PoS
                      1a sounds and writing
                      1b apply grammar
                      2a listen for gist and detail
                      2b pronunciation and intonation
                      2c ask and answer questions
                      2d initiate/develop conversations
                      3a memorise words and phrases
                      5a communicate in pairs, etc.

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

Learning outcomes …

Listening     AT1/    Understand vocabulary for the numbers 0–15
and           1–3     Understand listening text in which people talk about how old they are
responding
Speaking      AT2/    Practise pronunciation of c, ñ
              1–3     Play bingo in groups
                      Ask and answer questions saying who they are and how old they are

Reading and   AT3/    Understand short written texts giving person details (name, where the
responding    3       person lives, age)

Writing       AT4/    Write numbers
              1, 3    Write a short text giving their details (name, where they live, age)
Key language        cero
                    uno
                    dos
                    tres
                    cuatro
                    cinco
                    seis
                    siete
                    ocho
                    nueve
                    diez
                    once
                    doce
                    trece
                    catorce
                    quince

                    ¿Cuántos años tienes?
                    Tengo … años.

High-frequency      tú
words               y
                    en
                    ¿cuántos?
                    ¿qué?
                    ¿cómo?
                    ¿dónde?
                    tener (tengo, tienes)

ICT opportunities
Differentiation     Reinforcement: Workbook A, p. 3

                    Extension: Workbook B, p. 3

Numeracy            Simple mental arithmetic

Literacy
Citizenship
Resources           CD 1 tracks 7- 11; Workbooks A and B, p. 3

Homework
Notes
SCHOOL:                                          YEAR:
DATE:                                            CLASS:

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

Framework             Launch: 7S9 Using simple sentences; 7C4 Stories and songs
objectives            Reinforce: 7S8 Punctuation

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

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

Learning targets      Counting up to 31
                      Saying when your birthday is

Grammar

Skills                NC levels 1–4
(Programmes of
study)                PoS
                      1a sounds and writing
                      1b apply grammar
                      2a listen for gist and detail
                      2b pronunciation and intonation
                      2c ask and answer questions
                      2d initiate/develop conversations
                      3b interpret meaning
                      3c knowledge of language
                      5a communicate in pairs, etc.
                      5b respond to classroom events
                      5e use a range of resources
                      5h use language for real purposes
                      5i work in variety of contexts

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

Learning outcomes …

Listening     AT1/    Understand vocabulary for the months of the year and the numbers 16–31
and           1, 3–   Understand Happy birthday song
responding    4       Understand listening text in which people give their age and details of their
                      birthday

Speaking      AT2/    Practise pronunciation of j and z
              2–3     Conduct survey about birthdays
                      Sing along with song
Reading and
responding
Writing        AT4/   Write out dates
               2

Key language          Months
                      enero
                      febrero
                      marzo
                      abril
                      mayo
                      junio
                      julio
                      agosto
                      septiembre
                      octubre
                      noviembre
                      diciembre

                      Numbers 16–31
                      dieciséis
                      diecisiete
                      dieciocho
                      diecinueve
                      veinte
                      veintiuno
                      veintidós
                      veintitrés
                      veinticuatro
                      veinticinco
                      veintiséis
                      veintisiete
                      veintiocho
                      veintinueve
                      treinta
                      treinta y uno

                      Numbers for dates
                      el uno de …
                      el dos de …

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

                      Letters of the alphabet

High-frequency        el
words                 de
                      ¿cuándo?
                      y
                    mi
                    tu
                    ser (es)

ICT opportunities   Producing survey chart

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

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

Numeracy            Counting
Literacy            The use of capital letters

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


Homework
Notes               Assessment for learning
                    Pupil’s Book, Mini-test, p. 11
SCHOOL:                                         YEAR:
DATE:                                           CLASS:

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

Framework             Launch: 7W4 Gender and plural; 7S5 Basic negatives
objectives            Reinforce: 7L4 Classroom talk
Lesson starters       Starter 1: Developing strategies for working out new language (pair work,
                      class discussion)
                      Starter 2: Reinforcing the concept of gender and reviewing un/una;
                      recapping on school items vocabulary (pair work)

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

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

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

Skills                NC levels 1–2
(Programmes of
study)                PoS
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2c ask and answer questions
                      2d initiate/develop conversations
                      2f adapt previously learned language
                      2g deal with the unpredictable
                      3c knowledge of language
                      3d use dictionaries
                      3e develop independence
                      5a communicate in pairs, etc.
                      5b respond to classroom events
                      5h use language for real purposes

Contexts              Everyday activities: the language of the classroom

Learning outcomes …

Listening     AT1/    Understand alphabet song
and           1–2     Understand school items vocabulary
responding            Understand listening text about school items

Speaking      AT2/    Sing along with song
              1–3     Ask and answer about how to spell words
                      Ask and answer about classroom items
Reading and    AT3/   Understand written text about items in school bags
responding     3
Writing        AT4/   Write short text listing what they have/don’t have/need for school
               3

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

                      Items for school
                      un bolígrafo/boli
                      un cuaderno
                      un diccionario
                      un libro
                      un monedero
                      un lápiz
                      un estuche
                      un móvil
                      un sacapuntas

                      una   goma
                      una   regla
                      una   agenda
                      una   mochila
                      una   calculadora

High-frequency        un/una
words                 y
                      pero
                      ¿cómo?
                      tener (tengo, tienes)
                      sí
                      no

ICT opportunities
Differentiation       Reinforcement: Workbook A, p. 5

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

Numeracy
Literacy              The indefinite article

Citizenship
Resources             CD 1 tracks 18- 20; Workbooks A and B, p. 5
Homework
Notes      Further practice of the indefinite article in Pupil’s Book, Gramática 1.3, p.
           127
           Further practice in making a sentence negative in Pupil’s Book, Gramática
           4.4, p. 133
SCHOOL:                                         YEAR:
DATE:                                           CLASS:

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

Framework             Launch: 7W3 Classroom words; 7W4 Gender and plural
objectives
Lesson starters       Starter 1: Introducing plural forms of nouns (Electronic package option:
                      Starter X)
                      Starter 2: Consolidating plural forms of nouns and the indefinite article

Plenary               Developing vocabulary learning strategies (class discussion)

Learning targets      Talking about the classroom
                      Understanding the definite article el/la (the)

Grammar               The definite article (el/la/los/las)
                      The indefinite article (un/una/unos/unas)
                      Plural nouns (–s/–es; –z [INSERT ARROW] –ces)

Skills                NC levels 1–3
(Programmes of
study)                PoS
                      1b apply grammar
                      2a listen for gist and detail
                      2c ask and answer questions
                      2d initiate/develop conversations
                      3a memorise words and phrases
                      3b interpret meaning
                      3c knowledge of language
                      3e develop independence
                      5a communicate in pairs, etc.

Contexts              Everyday activities: the language of the classroom

Learning outcomes …

Listening     AT1/    Understand classroom objects vocabulary
and           1, 3    Understand listening text about classroom items
responding
Speaking      AT2/    Name classroom objects
              1–3     Make up a sentence containing as many classroom items as possible

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

Writing       AT4/    Write out plural forms of nouns
              1, 3    Write a short text describing a classroom
Key language        Objects in the classroom
                    en mi clase
                    Hay un/una …
                    ¿Qué hay … ?
                    el alumno
                    el equipo de música
                    el profesor
                    el proyector
                    el ordenador
                    la ventana
                    la pizarra blanca
                    la puerta
                    las mesas
                    las sillas
                    los libros
                    los rotuladores
                    No hay rotuladores.

High-frequency      el/la/los/las
words               un/una/unos/unas
                    ¿qué?
                    y
                    también
                    hay
                    no

ICT opportunities
Differentiation     Reinforcement: Workbook A, p. 6
                    Pupil’s Book, Te toca a ti, p. 114, ex. 3

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

Numeracy
Literacy            The definite article
                    The indefinite article
                    Plurals

Citizenship
Resources           CD 1 tracks 21- 22; Workbooks A and B, p. 6

Homework
Notes               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. 10
Pupil’s Book, Prepárate, p. 17; Workbooks A and B, Prepárate 1 and 2, pp.
7–8
SCHOOL:                                         YEAR:
DATE:                                           CLASS:

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

Framework             Launch: 7W5 Verbs present (and past) (–ar); 7W8 Finding meanings
objectives            Reinforce: 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 subjects
                      Using of the -ar verb estudiar (to study)

Grammar               –ar verbs 1st/2nd/3rd persons (using estudiar)
                      Using los to say 'every' (every Thursday, etc.)
Skills                NC levels 1–3
(Programmes of
study)                PoS
                      1a sounds and writing
                      1b apply grammar
                      2a listen for gist and detail
                      2b pronunciation and intonation
                      2c ask and answer questions
                      2i summarise and report
                      3c knowledge of language
                      3e develop independence
                      5a communicate in pairs, etc.
                      5d respond to spoken/written language
                      5e use a range of resources
Contexts              Everyday activities: home life and school

Learning outcomes …

Listening     AT1/    Understand listening texts about school subjects and when they are studied
and           2–4     Understand song about days of the week
responding
Speaking      AT2/    Practise pronunciation of g and word stress (accented letters)
              2–3     Ask and answer about school subjects

Reading and   AT3/    Understand written text about school subjects
responding    3
Writing       AT4/    Write sentences describing the school subject they do on each day of the
              4       week
Key language        ¿Qué estudias?
                    Estudio …
                    María estudia …
                    ciencias
                    matemáticas
                    inglés
                    francés
                    español
                    historia
                    música
                    tecnología
                    informática
                    geografía
                    dibujo
                    educación física
                    religión
                    teatro
                    las asignaturas

                    Days of the week
                    lunes
                    martes
                    miércoles
                    jueves
                    viernes
                    sábado
                    domingo

                    los lunes, etc.

                    y
                    también

High-frequency      el, la, los, las
words               tú
                    ¿qué?
                    y
                    también
                    no

ICT opportunities   Preparing a timetable

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

                    Extension: Workbook B, p. 12

Numeracy
Literacy            No capitals for days of the week
                    The infinitive

Citizenship
Resources   CD 1 tracks 26- 29; Workbooks A and B, p. 12

Homework
Notes       Further practice of –ar verbs (singular) in Pupil’s Book, Gramática 4.2 (a),
            p. 129
SCHOOL:                                         YEAR:
DATE:                                           CLASS:

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

Framework             Launch: 7W5 Verbs present (and past) (–ir/–er); 7W7 Learning about
objectives            words
                      Reinforce: 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 forms
                      Starter 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 verbs
                      Identifying patterns to help learn language

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

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

Skills                NC levels 1–3
(Programmes of
study)                PoS
                      1b apply grammar
                      2a listen for gist and detail
                      2c ask and answer questions
                      3a memorise words and phrases
                      3e develop independence
                      5a communicate in pairs, etc.
                      5d respond to spoken/written language

Contexts              Everyday activities: home life and school

Learning outcomes …

Listening     AT1/    Understand listening texts about what people do, featuring high-frequency
and           3–4     verbs
responding
Speaking      AT2/    Ask and answer about school subjects/classroom activities
              3–4

Reading and   AT3/    Understand written text about school subjects and classroom activities
responding    3       Identify verb forms

Writing       AT4/    Write short dialogues about school subjects and classroom activities (using
              3–4     dialogues made up orally)
                      Write a short text describing their week at school (subjects and classroom
                      activities)
Key language        ¿Qué estudias?
                    Estudio (inglés).
                    ¿Qué haces en clase de inglés?
                    hablo (con mis amigos/por teléfono)
                    como (chicle)
                    escribo
                    escucho (música)
                    leo
                    no hablo/como/escribo/escucho/leo
                    canto (receptive only)
                    pinto (receptive only)


High-frequency      los
words               ¿qué?
                    también
                    y
                    en
                    con
                    por
                    comer (como)
                    escuchar (escucho)
                    escribir (escribo)
                    hablar (hablo)
                    leer (leo)
                    no

ICT opportunities
Differentiation     Reinforcement: Workbook A, p. 13

                    Extension: Workbook B, p. 13
                    Pupil’s Book, Te toca a ti, p. 117, ex. 1

Numeracy
Literacy
Citizenship
Resources           CD 1 tracks 30- 31; Workbooks A and B, p. 13

Homework
Notes               Further information on –ar/–er/–ir verbs in Pupil’s Book, Gramática 4.2
                    (a), pp. 129–130
SCHOOL:                                         YEAR:
DATE:                                           CLASS:

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

Framework             Launch: 7W2 High-frequency words; 7T7 Improving written work; 7L3
objectives            Gist and detail

Lesson starters       Starter 1: Recapping on school subject vocabulary (pair work)
                      Starter 2: Practising agreement of –o/–a adjectives in the singular

Plenary               Doing the Mini-test (pair work)
                      Checking the work of another pair/(redrafting)
                      Identifying where to find help (class discussion)

Learning targets      Talking about your teachers
                      Using adjectives which end in -o/-a

Grammar               Definite articles (revisited)
                      Qualifiers
                      Adjectival agreements (o/a)

Skills                NC levels 1–3
(Programmes of
study)                PoS
                      1a sounds and writing
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2b pronunciation and intonation
                      2c ask and answer questions
                      2i summarise and report
                      3e develop independence
                      5a communicate in pairs, etc.

Contexts              Everyday activities: home life and school

Learning outcomes …

Listening     AT1/    Understand listening texts in which teachers are described
and           2–3
responding
Speaking      AT2/    Ask and answer questions describing teachers
              1, 3    Practise pronunciation of words featuring accents to show stress

Reading and   AT3/    Understand written text describing teachers of different subjects
responding    2
Writing       AT4/    Copy and complete a paragraph
              2
Key language        ¿Cómo es … ?
                    El profesor/La profesora de (español) es …
                    muy/bastante/un poco
                    simpático/a
                    antipático/a
                    severo/a
                    aburrido/a
                    divertido/a
                    Señor
                    Señora
                    Señorita

High-frequency      el, la
words               de
                    ser (es)
                    no
                    sí
                    poco
                    bastante
                    muy

ICT opportunities
Differentiation     Reinforcement: Workbook A, p. 14

                    Extension: Workbook B, p. 14
                    Pupil’s Book, Te toca a ti, p. 117, ex. 3

Numeracy
Literacy            Definite articles
                    Qualifiers

Citizenship
Resources           CD 1 tracks 32- 34; Workbooks A and B, p. 14

Homework
Notes               Further information on adjectival agreements (o/a) in Pupil’s Book,
                    Gramática 3.1, p. 128

                    Assessment for learning
                    Pupil’s Book, Mini-test, p. 29
SCHOOL:                                         YEAR:
DATE:                                           CLASS:

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

Framework             Launch: 7S6 Compound sentences; 7L2 Following speech
objectives            Reinforce: 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 reasons
                      Understanding all adjective agreements

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

Skills                NC levels 1–3
(Programmes of
study)                PoS
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2c ask and answer questions
                      2f adapt previously learned language
                      3d use dictionaries
                      3e develop independence
                      5a communicate in pairs, etc.
                      5c express feelings and opinions
                      5d respond to spoken/written language
Contexts              Everyday activities: home life and school

Learning outcomes …

Listening     AT1/    Understand listening texts about which subjects people like/dislike
and           3–4     Understand song recapping key language of the module so far
responding
Speaking      AT2/    Ask and answer about school subjects they like/dislike
              3–4

Reading and   AT3/    Understand written text about school subjects and opinions of them
responding    2
Writing       AT4/    Write sentences giving opinions on school subjects and reasons for the
              4       opinions
Key language        School subjects

                    ¿Te gusta (el inglés)?
                    ¿Te gustan (las ciencias)?
                    Me gusta(n) …
                    No me gusta(n) …
                    mucho
                    nada

                    Me gusta (el español) porque es …
                    bueno/a
                    aburrido/a
                    divertido/a
                    interesante
                    fácil
                    difícil
                    importante
                    útil
                    Me gustan las matemáticas porque son buenas/interesantes/útiles, etc.

High-frequency      me, te
words               el, la, los, las
                    mucho
                    muy
                    porque
                    ser (es, son)
                    no
                    nada

ICT opportunities
Differentiation     Reinforcement: Workbook A, p. 15

                    Extension: Workbook B, p. 15
                    Pupil’s Book, Te toca a ti, p. 117, ex. 2

Numeracy
Literacy
Citizenship
Resources           CD 1 tracks 35-37; Workbooks A and B, p. 15

Homework
Notes               Further practice of me gusta/me gustan in Pupil’s Book, Gramática 4.5,
                    p. 133
SCHOOL:                                         YEAR:
DATE:                                           CLASS:

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

Framework             Launch: 7S3 Adapting sentences; 7T6 Texts as prompts for writing
objectives
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 snacks
                      Using comer (to eat) and beber (to drink)

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

Skills                NC levels 1–3
(Programmes of
study)                PoS
                      1b apply grammar
                      2a listen for gist and detail
                      2c ask and answer questions
                      2j redraft and improve writing
                      3a memorise words and phrases
                      3b interpret meaning
                      3c knowledge of language
                      3d use dictionaries
                      3e develop independence
                      5a communicate in pairs, etc.
                      5d respond to spoken/written language
                      5e use a range of resources

Contexts              Everyday activities: food, health and fitness

Learning outcomes …

Listening     AT1/    Understand drinks and snacks vocabulary
and           1, 3–   Understand listening text about what people eat and drink
responding    4

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

Reading and   AT3/    Understand written text about school life (subjects, activities, breaktime
responding    3       snacks/drinks, teachers, opinions)
Writing        AT4/   Write short text describing what is in each of the pictures (list)
               2, 4   Write longer text describing their own school

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

                      Snacks/drinks
                      agua mineral
                      un bocadillo
                      un plátano
                      un zumo de naranja
                      una hamburguesa
                      una pizza
                      una Coca-Cola
                      una limonada
                      una manzana
                      unas patatas fritas

                      Revision of language from earlier units

High-frequency        un, una, unas
words                 el
                      en
                      y
                      pero
                      ¿qué?
                      beber (bebo, bebes, bebe)
                      comer (como, comes, come)

ICT opportunities     Word-processing

Differentiation       Reinforcement: Workbook A, p. 16
                      Pupil’s Book, Te toca a ti, p. 116, ex. 3

                      Extension: Workbook B, p. 16
                      Pupil’s Book, ¡Extra 1!, pp. 36–37, ex. 6; ¡Extra 2!, pp. 38–39
Numeracy
Literacy
Citizenship
Resources             CD 1 tracks 38- 39; Workbooks A and B, p. 16

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

                      Assessment for learning:
                      Pupil’s Book, Resumen, p. 34; Workbooks A and B, Resumen, p. 19;
                      Workbooks A and B, Progreso, p. 20
                      Pupil’s Book, Prepárate, p. 35; Workbooks A and B, Prepárate 1 and 2, pp.
                      17–18
SCHOOL:                                          YEAR:
DATE:                                            CLASS:

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

Framework             Reinforce: 7S3 Adapting sentences; 7S4 Basic questions; 7S5 Basic
objectives            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 activity
                      Checking the work of a partner/redrafting

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

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

Skills                NC levels 1–3
(Programmes of
study)                PoS
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2c ask and answer questions
                      2d initiate/develop conversations
                      2f adapt previously learned language
                      2j redraft and improve writing
                      3b interpret meaning
                      3c knowledge of language
                      3e develop independence
                      5a communicate in pairs, etc.
                      5b respond to classroom events
                      5e use a range of resources
                      5h use language for real purposes

Contexts              Personal and social life: self, family and personal relationships
Learning outcomes …

Listening     AT1/    Understand listening texts about brothers and sisters
and           3–4
responding
Speaking      AT2/    Conduct survey about brothers and sisters
              2, 4    Ask and answer about brothers and sisters

Reading and   AT3/    Understand vocabulary for family members
responding    2–3     Identify the correct form of the possessive pronoun
                      Understand a short text about self and family

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

Key language          ¿Tienes hermanos?
                      Sí, tengo …
                      una hermana/dos hermanas
                      un hermano/tres hermanos
                      No tengo hermanos/hermanas.
                      Soy hijo único/hija única.
                      ¿Cómo se llama(n) … ?
                      Mi hermano/a se llama …
                      Mis hermanos/as se llaman …
                      ¿Cuántos años tiene …?
                      Tiene …

High-frequency        un/una
words                 y
                      ¿cómo?
                      ¿cuántos?
                      mi, tu, su
                      mis, tus, sus
                      ser (soy)
                      tener (tengo, tienes, tiene)
                      sí, no

ICT opportunities     Producing survey chart

Differentiation       Reinforcement: Workbook A, p. 22

                      Extension: Workbook B, p. 22

Numeracy              Percentages

Literacy
Citizenship
Resources             CD 2 tracks 2- 3; Workbooks A and B, p. 22

Homework
Notes                 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
SCHOOL:                                           YEAR:
DATE:                                             CLASS:

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

Framework             Launch: 7T1 Reading using clues; 7T5 Assembling text
objectives            Reinforce: 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 100
                      Talking about your family

Grammar

Skills                NC levels 1–3
(Programmes of
study)                PoS
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      3a memorise words and phrases
                      3b interpret meaning
                      3c knowledge of language
                      3d use dictionaries
                      3e develop independence
                      5a communicate in pairs, etc.
                      5e use a range of resources

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

Learning outcomes …

Listening     AT1/    Understand vocabulary for numbers 31–100 and family members
and           1–3     Understand listening text about family members
responding
Speaking      AT2/    Name numbers between 30 and 100
              2–4     Talk about their family tree

Reading and   AT3/    Understand longer written text about family members
responding    3
Writing       AT4/    Write longer text about their own family
              3–4
Key language        Numbers 31–100

                    En mi familia hay x personas.
                    mi madre/padre
                    mi abuelo/abuela
                    mi tío/tía
                    mi primo/prima
                    Mi madre se llama …
                    Tiene … años.

High-frequency      la
words               en
                    mi
                    su
                    tener (tengo, tiene)
                    hay
                    y

ICT opportunities   Organising and testing vocabulary

Differentiation     Reinforcement: Workbook A, p. 23
                    Pupil’s Book, Te toca a ti, p. 118, ex. 2

                    Extension: Workbook B, p. 23
                    Pupil’s Book, Te toca a ti, p. 119, ex. 1

Numeracy            Mental arithmetic

Literacy
Citizenship
Resources           CD 2 tracks 4- 7; Workbooks A and B, p. 23

Homework
Notes
SCHOOL:                                          YEAR:
DATE:                                            CLASS:

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

Framework             Reinforce: 7W4 Gender and plural
objectives
Lesson starters       Starter 1: Developing strategies for working out new language; practising
                      predicting pronunciation (group work)
                      Starter 2: Reviewing plural forms of the article and nouns

Plenary               Recapping on the grammar associated with colours
                      Practising using grammatical terms (class work)

Learning targets      Talking about your pets
                      Making colours agree with nouns

Grammar               Indefinite articles: un/una
                      Definite articles: el/la
                      Plural forms of nouns
                      Adjectival endings

Skills                NC levels 1–3
(Programmes of
study)                PoS
                      1a sounds and writing
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2c ask and answer questions
                      2d initiate/develop conversations
                      2f adapt previously learned language
                      2j redraft and improve writing
                      3b interpret meaning
                      5a communicate in pairs, etc.
                      5b respond to classroom events
                      5f use language creatively

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

Learning outcomes …

Listening     AT1/    Understand listening texts about pets
and           2–3
responding
Speaking      AT2/    Ask and answer about pets
              2–3

Reading and   AT3/    Understand written text describing pets
responding    2
Writing        AT4/   Write sentences describing the pictures
               2–3    Copy and complete the sentences

Key language          ¿Tienes animales?
                      Tengo …
                      un gato
                      un pájaro
                      un perro
                      un cobayo
                      un caballo
                      un conejo
                      un pez
                      un ratón
                      un hámster
                      una tortuga
                      una serpiente
                      No tengo animales
                      Tengo dos peces/tres pájaros …

                      rojo
                      amarillo
                      blanco
                      negro
                      azul
                      marrón
                      verde
                      gris
                      rosa
                      naranja
                      grande, pequeño,
                      bonito, feo
                      El/La … es …
                      Los/Las … son …
                      Se llama …
                      Tiene … años.

High-frequency        un/una
words                 el/la/los/las
                      su
                      y
                      muy
                      ser (es, son)
                      tener (tengo, tienes, tiene)
                      no

ICT opportunities     Producing survey results

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

                      Extension: Workbook B, p. 24
Numeracy
Literacy
Citizenship
Resources     CD 2 tracks 8- 9; Workbooks A and B, p. 24

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

              Assessment for learning
              Pupil’s Book, Mini-test, p. 47
SCHOOL:                                          YEAR:
DATE:                                            CLASS:

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

Framework             Reinforce: 7S6 Compound sentences; 7L3 Gist and detail
objectives
Lesson starters       Starter 1: Revising the forms of ser (to be) introduced so far
                      (soy/es/son)
                      Starter 2: Revising character adjectives and adjective endings (Electronic
                      package option: Starter X)

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

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

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

Skills                NC levels 1–3
(Programmes of
study)                PoS
                      1a sounds and writing
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2b pronunciation and intonation
                      2c ask and answer questions
                      2h scan texts
                      3b interpret meaning
                      3c knowledge of language
                      3e develop independence
                      5a communicate in pairs, etc.
                      5c express feelings and opinions

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

Learning outcomes …

Listening     AT1/    Understand listening texts describing people (physical and character
and           2–4     descriptions)
responding
Speaking      AT2/    Ask and answer about descriptions of people
              2–4     Practise pronunciation to sound authentic

Reading and   AT3/    Understand written text containing physical descriptions of people
responding    3       Understand gist of longer text
                      Identify adjectives

Writing        AT4/   Write sentences describing their own family
               3–4    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
                      antipático
                      aburrido
                      severo
                      divertido
                      hablador
                      inteligente
                      perezoso
                      tímido

                      muy
                      bastante
                      y
                      pero
                      también

High-frequency        mi, su
words                 ¿cómo?
                      ser (soy, eres, es)
                      y
                      pero
                      también
                      muy
                      bastante
                      poco
                      sí, no

ICT opportunities
Differentiation       Reinforcement: Workbook A, p. 25

                      Extension: Workbook B, p. 25
                      Pupil’s Book, Te toca a ti, p. 119, ex. 2

Numeracy
Literacy
Citizenship
Resources             CD 2 tracks 10- 13; Workbooks A and B, p. 25

Homework
Notes   Further information on ser in Pupil’s Book, Gramática 4.2 (c), p. 131
SCHOOL:                                          YEAR:
DATE:                                            CLASS:

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

Framework             Launch: 7W5 Verbs present (and past) (tener); 7S1 Typical word order;
objectives            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 hair
                      Using adjectives after nouns

Grammar               Word order: adjectives after nouns

Skills                NC levels 1–3
(Programmes of
study)                PoS
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2e vary language
                      2f adapt previously learned language
                      3b interpret meaning
                      3c knowledge of language
                      5a communicate in pairs, etc.
                      5d respond to spoken/written language
                      5f use language creatively

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

Learning outcomes …

Listening     AT1/    Understand listening text about eye and hair colour
and           2, 4    Understand longer listening text describing people’s physical appearance in
responding            detail

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

Reading and   AT3/    Understand written text giving detailed descriptions of people
responding    4
Writing       AT4/    Write short text describing what they look like
              3–4     Write short text in the form of a ‘Wanted’ poster
Key language        ¿Cómo es tu pelo?
                    Tengo el pelo …
                    castaño
                    rubio
                    negro
                    pelirrojo
                    gris
                    blanco

                    largo
                    liso
                    corto
                    rizado
                    ondulado

                    ¿De qué color son tus ojos?
                    Tengo los ojos …
                    marrones
                    azules
                    verdes
                    grises
                    rojos

                    Tengo barba.
                    Tengo bigote.
                    Tengo gafas.

High-frequency      el/los
words               de
                    tu
                    tus
                    y
                    ¿cómo?
                    ¿qué?
                    muy
                    tener (tengo, tiene)
                    ser (es, son)
                    no

ICT opportunities
Differentiation     Reinforcement: Workbook A, p. 26
                    Pupil’s Book, Te toca a ti, p. 118

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

Numeracy
Literacy
Citizenship
Resources   CD 2 tracks 14- 16; Workbooks A and B, p. 26

Homework
Notes       Further practice of the position of adjectives in Pupil’s Book, Gramática 3.2,
            pp. 128–9

            Assessment for learning:
            Pupil’s Book, Resumen, p. 52; Workbooks A and B, Resumen, p. 29;
            Workbooks A and B, Progreso, p. 30
            Pupil’s Book, Prepárate, p. 53; Workbooks A and B, Prepárate 1 and 2, pp.
            27–28
SCHOOL:                                          YEAR:
DATE:                                            CLASS:

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

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

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 live
                      Recognising all forms of vivir (to live)

Grammar               –ir verbs (full paradigm with vivir)

Skills                NC levels 1–3
(Programmes of
study)                PoS
                      1b apply grammar
                      2a listen for gist and detail
                      2c ask and answer questions
                      2h scan texts
                      3b interpret meaning
                      3c knowledge of language
                      5a communicate in pairs, etc.

Contexts              The world around us: people, places and customs

Learning outcomes …

Listening      AT1/   Understand listening texts in which people talk about which country they
and            2–3    live in
responding
Speaking       AT2/   Ask and answer about where people live
               2–3    Play a dice game to make up sentences with different verb forms (present
                      tense of vivir)

Reading and    AT3/   Understand written text about where people live, family, etc.
responding     3
Writing        AT4/   Write sentences describing where celebrities live
               2

Key language          ¿Dónde vives?
                      Vivo en …
                      Francia
                    España
                    Alemania
                    Italia
                    Grecia
                    Portugal
                    Irlanda
                    Gales
                    Inglaterra
                    Escocia
                    ¿Eres …?
                    Soy …

High-frequency      en
words               ¿dónde?
                    ser (soy, eres)
                    vivir (vivo, vives)
                    sí
                    no

ICT opportunities
Differentiation     Reinforcement: Workbook A, p. 32
                    Pupil’s Book, Te toca a ti, p. 120, ex. 1

                    Extension: Workbook B, p. 32

Numeracy
Literacy
Citizenship         Awareness of European countries

Resources           CD 2 tracks 23- 24; Workbooks A and B, p. 32

Homework
Notes               Further practice of –ir verbs in Pupil’s Book, Gramática 4.2 (a), p. 130
SCHOOL:                                         YEAR:
DATE:                                           CLASS:

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

Framework             Launch: 7T2 Reading aloud; 7C2 Everyday culture
objectives            Reinforce: 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 adjectives
                      estar (full paradigm)

Skills                NC levels 1–4
(Programmes of
study)                PoS
                      1b apply grammar
                      2a listen for gist and detail
                      2c ask and answer questions
                      2d initiate/develop conversations
                      2i summarise and report
                      3b interpret meaning
                      3c knowledge of language
                      3d use dictionaries
                      3e develop independence
                      5a communicate in pairs, etc.

Contexts              The world around us: home town and local area


Learning outcomes …

Listening     AT1/    Understand listening texts about where people live (house/flat,
and           2–4     countryside/town, etc.)
responding            Understand poem about where people live

Speaking      AT2/    Ask and answer about where people live
              3

Reading and   AT3/    Understand written text about family and where someone lives
responding    3       Identify missing words to complete text
Writing        AT4/   Copy and complete short text
               1–2

Key language          ¿Vives en … ?
                      Vivo en …
                      una casa
                      un piso
                      o

                      ¿Dónde está?
                      Está …
                      en el campo
                      en la montaña
                      en la costa
                      en una ciudad
                      en un pueblo

                      ¿Cómo es tu piso/casa?
                      antiguo/a
                      moderno/a
                      bonito/a
                      nuevo/a
                      feo/a
                      cómodo/a
                      pequeño/a
                      viejo/a
                      grande

High-frequency        un/una
words                 el/la
                      tu
                      en
                      ¿dónde?
                      ¿cómo?
                      estar (está)
                      ser (es)
                      vivir (vivo, vives)
                      y
                      o
                      pero

ICT opportunities
Differentiation       Reinforcement: Workbook A, p. 33
                      Pupil’s Book, Te toca a ti, p. 120, ex. 2

                      Extension: Workbook B, p. 33
                      Pupil’s Book, Te toca a ti, p. 121, ex. 1

Numeracy
Literacy
Citizenship
Resources   CD 2 tracks 25- 29; Workbooks A and B, p. 33

Homework
Notes       Further practice of estar in Pupil’s Book, Gramática 4.2 (c), p. 132
SCHOOL:                                         YEAR:
DATE:                                           CLASS:

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

Framework             Reinforce: 7W2 High-frequency words; 7W5 Verbs present (-ar/-er)
objectives
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 weakness
                      Reviewing and practising vocabulary and/or grammar of the unit (class
                      work)

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

Grammar               –ar and –er verbs (full paradigm)

Skills                NC levels 2–4
(Programmes of
study)                PoS
                      1b apply grammar
                      2a listen for gist and detail
                      2c ask and answer questions
                      3a memorise words and phrases
                      3b interpret meaning
                      3d use dictionaries
                      3e develop independence
                      5a communicate in pairs, etc.
                      5e use a range of resources

Contexts              Everyday activities: home life and school

Learning outcomes …

Listening     AT1/    Understand listening text about rooms in a house
and           3–4     Understand listening text about what people do in each room (1st person
responding            plural)

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

Reading and   AT3/    Understand sentences describing pictures
responding    2       Identify the correct verb from two options to complete the sentences
Writing        AT4/   Write short text describing the houses pictured
               2–3    Copy and complete sentences using the correct verb

Key language          ¿Qué hay en tu casa/piso … ?
                      abajo
                      arriba
                      fuera
                      mi dormitorio
                      Hay …
                      un aseo
                      un cuarto de baño
                      un dormitorio
                      el dormitorio de mis padres
                      el dormitorio de mi hermano
                      un salón
                      un garaje
                      un jardín
                      un comedor
                      un pasillo
                      una cocina
                      una terraza

                      comer
                      hablar
                      escuchar
                      leer
                      estudiar
                      ver

High-frequency        un/una
words                 el/la
                      mi/mis
                      tu
                      de
                      en
                      y
                      hay
                      ¿qué?
                      comer
                      hablar
                      escuchar
                      leer (lee)
                      ser (es)
                      ver

ICT opportunities     Producing a plan of a house
                      Creating and using reference materials

Differentiation       Reinforcement: Workbook A, p. 34

                      Extension: Workbook B, p. 34
Numeracy
Literacy
Citizenship
Resources     CD 2 tracks 30- 31; Workbooks A and B, p. 34

Homework
Notes         Further practice of –ar and –er verbs in Pupil’s Book, Gramática 4.2 (a), p.
              129

              Assessment for learning
              Pupil’s Book, Mini-test, p. 65
SCHOOL:                                          YEAR:
DATE:                                            CLASS:

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

Framework             Reinforce: 7W1 Everyday words; 7W2 High-frequency words; 7T5
objectives            Assembling text; 7L1 Sound patterns

Lesson starters       Starter 1: Introducing the vocabulary for items of furniture; developing
                      vocabulary learning strategies (Electronic package option: Starter X)
                      Starter 2: Revising the vocabulary for bedroom items, with emphasis on the
                      correct form of the article (group work)

Plenary               Reviewing the vocabulary for classroom items
                      Reviewing prepositions (class work)

Learning targets      Describing your bedroom
                      Using prepositions

Grammar               estar
                      prepositions + del/de la

Skills                NC levels 1–3
(Programmes of
study)                PoS
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2c ask and answer questions
                      3a memorise words and phrases
                      3b interpret meaning
                      3e develop independence
                      5a communicate in pairs, etc.

Contexts              Everyday activities: home life and school

Learning outcomes …

Listening     AT1/    Understand listening texts about furniture items in a bedroom
and           2–3     Understand listening text about prepositions
responding
Speaking      AT2/    Give a detailed description of bedrooms from pictures
              3

Reading and   AT3/    Understand written text about a bedroom, noting discrepancies between it
responding    3       and a picture of the same room

Writing       AT4/    Write longer text describing their own bedroom
              3–4
Key language        ¿Qué hay...?
                    ¿Qué tienes...?
                    En mi dormitorio hay …
                    No hay …
                    No tengo …

                    un armario
                    un equipo de música
                    una lámpara
                    una cama
                    una alfombra
                    una estantería
                    un ordenador
                    una mesa
                    una silla
                    una televisión
                    una puerta
                    una ventana

                    Hay/Tengo pósters en las paredes.

                    Prepositions
                    debajo (de)
                    delante (de)
                    detrás (de)
                    encima (de)
                    entre
                    al lado (de)
                    a la derecha (de)
                    a la izquierda (de)

                    … está(n) … del/de la

High-frequency      un, una
words               el, la
                    mi
                    estar
                    hay
                    a/al
                    de/del
                    en
                    entre
                    al lado de
                    debajo de
                    delante de
                    detrás de
                    encima de
                    tener (tengo)

ICT opportunities
Differentiation     Reinforcement: Workbook A, p. 35
                    Pupil’s Book, Te toca a ti, p. 120, ex. 3
              Extension: Workbook B, p. 35
Numeracy
Literacy      Prepositions

Citizenship
Resources     CD 2 tracks 32- 34; Workbooks A and B, p. 35

Homework
Notes         Further practice of prepositions/del in Pupil’s Book, Gramática 5, p. 134
SCHOOL:                                         YEAR:
DATE:                                           CLASS:

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

Framework             Launch: 7W5 Verbs present (stem-changing verbs)
objectives            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 techniques
                      Quiz using the Resumen section to review key points of the module (class
                      work in groups)

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

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

Skills                NC levels 1–4
(Programmes of
study)                PoS
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2c ask and answer questions
                      2d initiate/develop conversations
                      2f adapt previously learned language
                      3b interpret meaning
                      3e develop independence
                      5a communicate in pairs, etc.
                      5c express feelings and opinions
                      5d respond to spoken/written language
                      5g listen and read for personal enjoyment

Contexts              Everyday activities: home life and school

Learning outcomes …

Listening     AT1/    Understand listening texts about activities people do in their bedroom
and           2–3     Understand song about activities people do in their bedroom
responding
Speaking      AT2/    Ask and answer about bedroom activities
              3

Reading and   AT3/    Understand a longer written text about the activities someone does in his
responding    3       bedroom
Writing        AT4/    Write short text describing what they do in their bedrooms
               1, 3–   Write out verbs from song in ‘I’ form
               4

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.

High-frequency         el, la
words                  tu
                       en
                       con
                       por
                       y
                       ¿qué?
                       hablar
                       hacer
                       jugar
                       escuchar
                       beber
                       comer
                       leer
                       ver

ICT opportunities
Differentiation        Reinforcement: Workbook A, p. 36

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

Numeracy
Literacy
Citizenship
Resources              CD 2 tracks 35-37; Workbooks A and B, p. 36

Homework
Notes                  Further practice of stem-changing verbs in Pupil’s Book, Gramática 4.2 (b),
                       pp. 130–1

                       Assessment for learning:
Pupil’s Book, Resumen, p. 70; Workbooks A and B, Resumen, p. 39;
Workbooks A and B, Progreso, p. 40
Pupil’s Book, Prepárate, p. 71; Workbooks A and B, Prepárate 1 and 2, pp.
37–38
SCHOOL:                                         YEAR:
DATE:                                           CLASS:

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

Framework            Launch: 7W5 Verbs present (and past); 7S7 Time and tenses; 7T3
objectives           Checking before reading
                     Reinforce:; 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 time
                     Using salir (to go out) and hacer (to do)

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

Skills               NC levels 1–4
(Programmes of
study)               PoS
                     1b apply grammar
                     1c use a range of vocab/structures
                     2a listen for gist and detail
                     2c ask and answer questions
                     2g deal with the unpredictable
                     2h scan texts
                     2i summarise and report
                     3b interpret meaning
                     3c knowledge of language
                     3e develop independence
                     4a work with authentic materials
                     4b communicate with native speakers
                     4c compare home and TL culture
                     4d knowledge of experiences and perspectives
                     5a communicate in pairs, etc.
                     5b respond to classroom events
                     5e use a range of resources
                     5i work in variety of contexts

Contexts             Personal and social life: free time and social activities
Learning outcomes …

Listening      AT1/   Understand listening texts about free-time activities and how frequently
and            3      they are done
responding
Speaking       AT2/   Ask and answer about what they do in their free time
               3      Ask and answer about free time activities using picture prompts

Reading and    AT3/   Understand expressions of frequency
responding     2, 4   Understand gist of a written text
                      Understand a written text about free time activities

Writing        AT4/   Write sentences describing what they do in their free time
               3–4

Key language          ¿Qué haces en tu tiempo libre?
                      Voy al cine.
                      Voy a la piscina.
                      Voy de compras.
                      Salgo con mis amigos.
                      Hago mis deberes.
                      Monto en bicicleta.
                      Escucho música.
                      Veo la televisión.
                      Navego por Internet.
                      Juego con mi ordenador.

                      No hago mis deberes.

                      todos los días
                      los fines de semana
                      los lunes
                      una vez por semana
                      dos veces a la semana

High-frequency        el, la, los
words                 mis
                      a, al
                      de
                      con
                      en
                      por
                      escuchar
                      hacer
                      ir
                      jugar
                      ver
                      no

ICT opportunities     Producing survey chart
                      E-mailing Spanish pupils
Differentiation   Reinforcement: Workbook A, p. 42
                  Pupil’s Book, Te toca a ti, p. 122, ex. 1

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

Resources         CD 3 tracks 2- 3; Workbooks A and B, p. 42

Homework
Notes             Further practice of salir and hacer in Pupil’s Book, Gramática 4.2 (c), p.
                  132
SCHOOL:                                           YEAR:
DATE:                                             CLASS:

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

Framework             Reinforce: 7L2 Following speech; 7L4 Classroom talk
objectives
Lesson starters       Starter 1: Recapping on numbers
                      Starter 2: Revising times (Electronic package option: Starter X)

Plenary               Practising times (class work)

Learning targets      Telling the time
                      Using the verb ir (to go)

Grammar               The irregular verb ir (whole paradigm)

Skills                NC levels 1–4
(Programmes of
study)                PoS
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2c ask and answer questions
                      2g deal with the unpredictable
                      2h scan texts
                      3a memorise words and phrases
                      3b interpret meaning
                      3c knowledge of language
                      3e develop independence
                      5a communicate in pairs, etc.
                      5b respond to classroom events
                      5h use language for real purposes

Contexts              Personal and social life: free time and social activities

Learning outcomes …

Listening     AT1/    Understand vocabulary for telling the time
and           1–3     Understand listening text about times
responding
Speaking      AT2/    Repeat the expressions for telling the time
              1, 4    Ask and answer about the times specific things happen

Reading and   AT3/    Understand song about free time activities and times
responding    4       Identify the missing words
                      Classify words by grammatical category

Writing       AT4/    Write short dialogues using the pictures of clocks to ask and give the time
              3
Key language        ¿Qué hora es?
                    Es la una.
                    Son las dos …
                    y cinco
                    y diez
                    y cuarto
                    y veinte
                    y veinticinco
                    y media
                    menos veinticinco
                    menos veinte
                    menos cuarto
                    menos diez
                    menos cinco

                    ¿A qué hora … ?
                    ¿ … vas al cine?
                    ¿... escuchas música?
                    ¿... sales con tus amigos?
                    ¿... vas de compras?
                    ¿... navegas por Internet?
                    ¿... vas a la piscina?
                    ¿... ves la televisión?
                    A las cuatro.

                    de la mañana
                    de la tarde
                    de la noche

High-frequency      la/las
words               tus
                    a/al/a la
                    de/de la
                    con
                    por
                    ¿qué?
                    escuchar (escuchas)
                    ir
                    ser (es, son)
                    ver (ves)
                    y

ICT opportunities
Differentiation     Reinforcement: Workbook A, p. 43

                    Extension: Workbook B, p. 43

Numeracy            Mental arithmetic

Literacy
Citizenship
Resources     CD 3 tracks 4- 7; Workbooks A and B, p. 43

Homework
Notes         Further practice of ir in Pupil’s Book, Gramática 4.2 (c), p. 132
SCHOOL:                                          YEAR:
DATE:                                            CLASS:

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

Framework             Reinforce: 7W6 Letters and sounds; 7L1 Sound patterns; 7T2 Reading
objectives            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 sports
                      Practising pronunciation

Grammar

Skills                NC levels 1–4
(Programmes of
study)                PoS
                      1a sounds and writing
                      2a listen for gist and detail
                      2b pronunciation and intonation
                      2c ask and answer questions
                      2h scan texts
                      3b interpret meaning
                      3c knowledge of language
                      5a communicate in pairs, etc.
                      5d respond to spoken/written language
                      5e use a range of resources
                      5g listen and read for personal enjoyment
                      5h use language for real purposes
                      5i work in variety of contexts

Contexts              Personal and social life: free time and social activities

Learning outcomes …

Listening     AT1/    Understand listening text about sports
and           2–4     Listen to note down missing words
responding
Speaking      AT2/    Practise pronunciation of h, v, ce/ci, j, qu (review)
              3       Ask and answer about what sports people do

Reading and   AT3/    Understand written text about sports
responding    4       Identify missing words
                      Understanding longer text (quiz and solutions)
Writing        AT4/   Rewrite jumbled sentences in the correct order
               2, 4   Write short text giving answers to quiz questions

Key language          ¿Qué deportes haces?
                      Hago …
                      atletismo
                      ciclismo
                      equitación
                      esquí
                      natación
                      patinaje

                      Juego …
                      al baloncesto
                      al fútbol
                      al tenis
                      al voleibol
                      al hockey

High-frequency        al
words                 ¿qué?
                      muy
                      poco
                      hacer (hago, haces)
                      jugar (juego)
                      ser (eres)
                      y
                      sí
                      no

ICT opportunities     Internet research

Differentiation       Reinforcement: Workbook A, p. 44

                      Extension: Workbook B, p. 44
                      Pupil’s Book, Te toca a ti, p. 123, exs 1–2
Numeracy
Literacy
Citizenship
Resources             CD 3 tracks 8 -10; Workbooks A and B, p. 44

Homework
Notes                 Assessment for learning
                      Pupil’s Book, Mini-test, p. 83
SCHOOL:                                          YEAR:
DATE:                                            CLASS:

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

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

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

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

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

Grammar               me gusta/me encanta + infinitive
                      prefiero + infinitive

Skills                NC levels 1–4
(Programmes of
study)                PoS
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2c ask and answer questions
                      2d initiate/develop conversations
                      2f adapt previously learned language
                      4a work with authentic materials
                      5a communicate in pairs, etc.
                      5c express feelings and opinions

Contexts              Personal and social life: free time and social activities

Learning outcomes …

Listening     AT1/    Understand vocabulary for free-time activities and sports
and           1, 4    Understand listening texts about likes/dislikes, free-time activities/sports
responding            and reasons for liking/disliking

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

Reading and   AT3/    Understand written text about free time activities and opinions
responding    1, 3    (likes/dislikes/preferences)
                      Identify the infinitive forms of verbs
                      Understand expressions used to give opinions
Writing        AT4/   Copy and complete the text replacing the pictures with words
               3      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 fútbol
                      hacer atletismo
                      navegar por Internet
                      ir al cine
                      salir con mis amigos
                      ver la televisión
                      hacer mis deberes
                      escuchar música
                      ir de compras
                      hacer natación

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


High-frequency        al
words                 tu
                      me
                      te
                      en
                      porque
                      y
                      ¿qué?
                      ¿por qué?
                      escuchar
                      hacer
                      ir
                      jugar
                      se (es)
                      ver
                      mucho
                      no

ICT opportunities
Differentiation       Reinforcement: Workbook A, p. 45
                      Pupil’s Book, Te toca a ti, p. 122, exs 2–3

                      Extension: Workbook B, p. 45

Numeracy
Literacy      The infinitive
Citizenship
Resources     CD 3 tracks 11- 13; Workbooks A and B, p. 45

Homework
Notes         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
SCHOOL:                                          YEAR:
DATE:                                            CLASS:

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

Framework             Launch: 7W5 Verbs present (and past) (future)
objectives            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

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

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

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

Skills                NC levels 1–5
(Programmes of
study)                PoS
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2c ask and answer questions
                      2f adapt previously learned language
                      2i summarise and report
                      2j redraft and improve writing
                      3c knowledge of language
                      5a communicate in pairs, etc.
                      5i work in variety of contexts

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

Learning outcomes …

Listening     AT1/    Understand listening text about what activities people are going to do in the
and           5       future (near future tense)
responding
Speaking      AT2/    Ask and answer about what they are going to do at various times in the
              3       future

Reading and   AT3/    Understand written text about free time activities and sports
responding    4
Writing       AT4/    Write short text describing what they are going to do in the holidays (near
              2, 4–   future tense)
               5    Copy and complete sentences
                    Copy sentences supplying the correct phrase from the two options given in
                    each case
                    Write 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 … ?
                    mañana
                    la semana que viene
                    este fin de semana
                    en las vacaciones
                    Voy a …
                    jugar al fútbol
                    jugar al voleibol
                    jugar al tenis
                    hacer esquí
                    hacer ciclismo
                    hacer natación
                    hacer equitación
                    hacer patinaje
                    ir al cine
                    ir de compras

High-frequency      la/las
words               a/al
                    de
                    en
                    y
                    mañana
                    ¿qué?
                    que
                    hacer
                    ir (all parts)
                    jugar
                    venir (viene)
                    este

ICT opportunities
Differentiation     Reinforcement: Workbook A, p. 46

                    Extension: Workbook B, p. 46
                    Pupil’s Book, ¡Extra 1!, pp. 90–91; ¡Extra 2!, pp. 92–93
                    Pupil’s Book, Te toca a ti, p. 123, ex. 3

Numeracy
Literacy            Talking about the future
                    The infinitive

Citizenship
Resources           CD 3 track 14; Workbooks A and B, p. 46
Homework
Notes      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. 50
           Pupil’s Book, Prepárate, p. 89; Workbooks A and B, Prepárate, p. 47–48
SCHOOL:                                        YEAR:
DATE:                                          CLASS:

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

Framework             Reinforce: 7C1 Geographical facts; 7T1 Reading using clues
objectives
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 like
                      Building longer sentences using porque (because) and pero (but)

Grammar               Adjectival endings
                      Qualifiers: un poco, bastante, muy
                      Connectives: porque, pero

Skills                NC levels 3–4
(Programmes of
study)                PoS
                      1a sounds and writing
                      1b apply grammar
                      2a listen for gist and detail
                      2b pronunciation and intonation
                      2c ask and answer questions
                      2i summarise and report
                      5a communicate in pairs, etc.
                      5c express feelings and opinions
                      5e use a range of resources

Contexts              The world around us: home town and local area

Learning outcomes …

Listening     AT1/    Understand listening texts in which people describe where they live in more
and           3–4     detail and give reasons for their opinions
responding
Speaking      AT2/    Ask and answer about where people live and what it is like
              3

Reading and   AT3/    Understand written text about where people live
responding    3
Writing       AT4/    Write sentences giving opinions and preferences about towns/cities and
              3       reasons for these
Key language        ¿Vives en una ciudad o un pueblo?
                    Vivo en …
                    un pueblo
                    una ciudad
                    ¿Cómo es tu ciudad/pueblo?
                    (No) Es …
                    moderno/a
                    industrial
                    pequeño/a
                    grande
                    histórico/a
                    tranquilo/a
                    importante
                    túristico/a
                    bonito/a
                    feo/a

                    muy
                    bastante
                    un poco

                    Me gusta … pero prefiero … porque …

High-frequency      un/una
words               me
                    tu
                    en
                    o
                    y
                    pero
                    porque
                    ¿cómo?
                    muy
                    bastante
                    poco
                    ser (es)
                    vivir (vivo, vives)
                    no

ICT opportunities
Differentiation     Reinforcement: Workbook A, p. 52

                    Extension: Workbook B, p. 52

Numeracy
Literacy
Citizenship
Resources           CD 3 tracks 19- 20; Workbooks A and B, p. 52

Homework
Notes
SCHOOL:                                          YEAR:
DATE:                                            CLASS:

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

Framework             Reinforce: 7S5 Basic negatives; 7T1 Reading using clues; 7C2 Everyday
objectives            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 unit
                      Practising using connectives (group work)

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

Grammar               Review of indefinite and definite articles
                      muchos/muchas

Skills                NC levels 1–4
(Programmes of
study)                PoS
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2c ask and answer questions
                      2e vary language
                      2h scan texts
                      2i summarise and report
                      2j redraft and improve writing
                      4a work with authentic materials
                      4b communicate with native speakers
                      4c compare home and TL culture
                      4d knowledge of experiences and perspectives
                      5a communicate in pairs, etc.
                      5c express feelings and opinions
                      5d respond to spoken/written language
                      5e use a range of resources
                      5f use language creatively
                      5h use language for real purposes
                      5i work in variety of contexts
Contexts              The world around us: home town and local area

Learning outcomes …

Listening     AT1/    Understand listening text about places in town
and           3
responding
Speaking       AT2/   Play a game listing places in a town
               3

Reading and    AT3/   Understand longer written text about places in town
responding     4
Writing        AT4/   Write short text describing their own town
               3–4    Write longer text describing their town in more detail

Key language          ¿Qué hay?
                      Hay …
                      No hay …
                      un estadio
                      un centro comercial
                      un cine
                      un parque
                      un mercado
                      un polideportivo
                      un museo
                      un castillo
                      un hospital
                      una estación de autobuses/trenes
                      una plaza
                      una playa
                      una piscina
                      una plaza de toros
                      una tienda

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

High-frequency        un/una/unos/unas
words                 de
                      ¿qué?
                      muchos/muchas
                      hay
                      no

ICT opportunities     Writing and sending an e-mail

Differentiation       Reinforcement: Workbook A, p. 53
                      Pupil’s Book, Te toca a ti, p. 124, ex. 1

                      Extension: Workbook B, p. 53

Numeracy
Literacy
Citizenship           Finding out about the experiences of people in another country

Resources             CD 3 track 21; Workbooks A and B, p. 53
Homework
Notes
SCHOOL:                                          YEAR:
DATE:                                            CLASS:

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

Framework             Reinforce: 7S4 Basic questions; 7L3 Gist and detail; 7C5 Social
objectives            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-test
                      Checking a partner’s work/redrafting (pair work)

Learning targets      Making and responding to invitations
                      Using querer (to want)

Grammar               querer
                      al/a la + noun

Skills                NC levels 1–4
(Programmes of
study)                PoS
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2c ask and answer questions
                      2d initiate/develop conversations
                      2e vary language
                      2j redraft and improve writing
                      5a communicate in pairs, etc.
                      5c express feelings and opinions
                      5d respond to spoken/written language
                      5h use language for real purposes

Contexts              Personal and social life: free time and social activities

Learning outcomes …

Listening     AT1/    Understand listening text in which people discuss/make arrangements for
and           3–4     going out
responding            Understand longer listening text in which people discuss/make
                      arrangements for going out

Speaking      AT2/    Ask and answer about going out
              4

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

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

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

High-frequency        a/al/a la
words                 bueno
                      ¿cuándo?
                      ¿qué?
                      ir
                      poder (puedo)
                      querer (quieres)
                      no

ICT opportunities
Differentiation       Reinforcement: Workbook A, p. 54
                      Pupil’s Book, Te toca a ti, p. 124, ex. 3

                      Extension: Workbook B, p. 54
                      Pupil’s Book, Te toca a ti, p. 125, ex. 2

Numeracy
Literacy
Citizenship
Resources             CD 3 tracks 22- 23; Workbooks A and B, p. 54

Homework
Notes                 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

                      Assessment for learning
                      Pupil’s Book, Mini-test, p. 101
SCHOOL:                                         YEAR:
DATE:                                           CLASS:

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

Framework             Reinforce: 7W7 Learning about words; 7S2 Sentence gist; 7L6 Improving
objectives            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)

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

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

Grammar

Skills                NC levels 1–4
(Programmes of
study)                PoS
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2c ask and answer questions
                      2f adapt previously learned language
                      3c knowledge of language
                      5a communicate in pairs, etc.
                      5b respond to classroom events
                      5c express feelings and opinions
                      5d respond to spoken/written language
                      5g listen and read for personal enjoyment

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

Learning outcomes …

Listening     AT1/    Understand listening text about the weather
and           2, 4    Understand longer listening text giving a weather forecast
responding            Understand song about the weather

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

Reading and
responding
Writing        AT4/   Write short text describing the weather in each season
               3–4

Key language          ¿Qué tiempo hace?
                      Hace buen tiempo.
                      Hace mal tiempo.
                      Hace calor.
                      Hace frío.
                      Hace sol.
                      Hace viento.
                      Hay niebla.
                      Hay tormenta.
                      Llueve.
                      Nieva.

                      en primavera/invierno/verano/otoño
                      cuando

                      Leisure activities from Module 5

High-frequency        me
words                 en
                      ¿qué?
                      hacer (hace)
                      vivir (vivo)
                      hay
                      no

ICT opportunities
Differentiation       Reinforcement: Workbook A, p. 55
                      Pupil’s Book, Te toca a ti, p. 124, ex. 2

                      Extension: Workbook B, p. 55
Numeracy
Literacy
Citizenship
Resources             CD 3 tracks 24- 26; Workbooks A and B, p. 55

Homework
Notes
SCHOOL:                                          YEAR:
DATE:                                            CLASS:

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

Framework             Reinforce: 7W5 Verbs present (and past) (near future); 7S7 Time and
objectives            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

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

Learning targets      Using two tenses together
                      Saying what you do in town

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

Skills                NC levels 1–5
(Programmes of
study)                PoS
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2c ask and answer questions
                      2e vary language
                      2h scan texts
                      2i summarise and report
                      2j redraft and improve writing
                      3b interpret meaning
                      3d use dictionaries
                      3e develop independence
                      5a communicate in pairs, etc.
                      5c express feelings and opinions
                      5d respond to spoken/written language
                      5e use a range of resources
                      5f use language creatively
                      5h use language for real purposes
                      5i work in variety of contexts

Contexts              Personal and social life: free time and social activities

Learning outcomes …

Listening     AT1/    Understand listening text about what people usually do at the weekend and
and           5       what they are planning to do this weekend (near future tense)
responding            Understand listening text about where someone lives and what she usually
                      does/is planning to do this weekend (near future tense)
Speaking       AT2/   Make up sentences about the present and future using picture prompts
               5      Prepare (and give) a presentation on where they live, the weather there
                      and their hobbies, including details of what they plan to do this weekend
                      (near future tense)

Reading and    AT3/   Understand longer written text about where someone lives, what there is to
responding     5      do there and what she’s going to do this weekend (near future tense)
                      Identify verbs in the present and near future tenses
                      Match sentence halves by sense/using grammar

Writing        AT4/   Write longer text describing their town and what you can do there, and
               5      giving details of what they are going to do this weekend (near future tense)

Key language          normalmente
                      ahora
                      voy al centro commercial
                      juego al fútbol
                      hago ciclismo
                      voy al cine
                      hago mis deberes

                      mañana
                      este fin de semana
                      los fines de semana
                      en las vacaciones
                      voy a ir de compras
                      voy a jugar con mi ordenador
                      voy a hacer natación
                      voy a ir al estadio
                      voy a hacer equitación

High-frequency        los/las
words                 mis
                      a/al
                      con
                      de
                      en
                      ahora
                      mañana
                      hacer (hacer, hago)
                      ir (ir, voy)
                      jugar (jugar, juego)
                      este

ICT opportunities     Creating a webpage

Differentiation       Reinforcement: Workbook A, p. 56

                      Extension: Workbook B, p. 56
                      Pupil’s Book, ¡Extra 1!, pp. 108–109; ¡Extra 2!, pp. 110–111
              Pupil’s Book, Te toca a ti, p. 125, ex. 1

Numeracy
Literacy      Time expressions and tense

Citizenship
Resources     CD 3 tracks 27- 28; Workbooks A and B, p. 56

Homework
Notes         Assessment for learning:
              Pupil’s Book, Resumen, p. 106; Workbooks A and B, Resumen, p. 59;
              Workbooks A and B, Progreso, p. 60
              Pupil’s Book, Prepárate, p. 107; Workbooks A and B, Prepárate, pp. 57–58

								
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