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					MIRA EXPRESS 2 CD SoW

SCHOOL:                                          YEAR:
DATE:                                            CLASS:

MIRA EXPRESS 2 Módulo 1 Mi vida
                   Unidad 1 Presentaciones (pp. 6–7)

Framework             Launch: 8W5 Verb tenses (present tense); 9W3 Words about
objectives            language
                      Reinforce: 8W4 Word endings; 8S4 Question types; 8C3
                      Daily life and young people

Lesson starters       Starter 1: Revising some high-frequency regular verbs and the
                      concept of verb endings
                      Starter 2: Reintroducing me gusta and me gustan (etc.) with
                      nouns; applying a pattern to new language

Plenary               Summarising and practising me gusta/me gustan and related
                      expressions (team game)

Learning targets      Talking about activities
                      Expressing opinions using me gusta …

Grammar               Present tense (I/you singular forms)
                      – -ar verbs
                      – irregular verbs salir, hacer, ir

                      Verb structures which change with plural nouns: (no) me
                      gusta(n), me encanta(n), me interesa(n)

Skills                NC levels 2–4
(Programmes of
study)                PoS
                      2i summarise and report
                      4b communicate with native speakers
                      5b respond to classroom events
                      5c express feelings and opinions
                      5h use language for real purposes

Contexts              Personal and social life: free time and social activities

Learning outcomes …

Listening    AT1/2–   Understand listening text about free-time activities
and          3        Understand listening texts featuring opinions on free-time
responding            activities

Speaking     AT2/3–   Ask and answer questions on free-time activities (including
             4        opinions)

Reading
and
responding
Writing      AT4/3    Write a short text on free-time activities
Key language        ¿Qué haces en tu tiempo libre?
                    Bailo.
                    Chateo por internet.
                    Escucho música.
                    Hago deporte.
                    Juego con el ordenador.
                    Mando
                    mensajes.
                    Salgo con mis amigos.
                    Voy de compras.

                    ¿Qué te gusta?
                    Me gusta…
                    Me interesa …
                    Me encanta …
                    el fútbol/ la música/la natación
                    Me gustan …
                    Me interesan …
                    Me encantan …
                    los cómics/los videojuegos/las hamburguesas

                    ¿Qué no te gusta?
                    No me gusta la música.
                    Odio el fútbol.
                    No me interesan los cómics.

High-frequency      el, la, los, las
words               me, te
                    con
                    en
                    y
                    pero
                    no
                    ¿cómo?
                    ¿cuántos?
                    ¿qué?
                    también
                    hacer (hago, haces)
                    escuchar (escucho, escuchas)
                    jugar (juego)
                    ir (voy, vas)
                    tener (tienes)

ICT opportunities   E-mail contact with a Spanish school

Differentiation     Reinforcement: Cuaderno A, p. 2
                    Pupil’s Book, Gramática, p. 20, exs 1–2
                    Pupil’s Book, Te toca a ti, p. 114, ex. 1

                    Extension: Cuaderno B, p. 2

Literacy            Verb forms
Citizenship
Resources           CD 1 tracks 000; Cuadernos A and B, p. 2
Homework
Notes      Further information on the irregular verbs hacer, salir and ir
           in Pupil’s Book, Gramática 4.2 (d)

           Assessment for learning:
           Resource & Assessment Module 1 Gramática Worksheet The
           present tense of regular and irregular verbs
MIRA EXPRESS 2 CD SoW

SCHOOL:                                         YEAR:
DATE:                                           CLASS:

MIRA EXPRESS 2 Módulo 1 Mi vida
                       Unidad 2 Mis amigos (pp. 8–9)

Framework             Reinforce: 8S1 Word, phrase and clause sequencing; 8T7
objectives            Checking inflections and word order

Lesson starters       Starter 1: Introducing adjectives for describing people; using
                      strategies to work out new vocabulary
                      Starter 2: Reviewing high-frequency irregular verbs ser and tener

Plenary               Reviewing the vocabulary of the unit
                      Developing vocabulary learning strategies

Learning targets      Describing friends using adjectives
                      Using y, pero, también, nunca

Grammar               Adjective agreement (all forms)
                      Present tense of ser/tener (full paradigm)

Skills                NC levels 2–4
(Programmes of
study)                PoS
                      1b apply grammar
                      3a memorise words and phrases
                      3c knowledge of language
                      5a communicate in pairs, etc.

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

Learning outcomes …

Listening    AT1/2–   Understand listening texts on personal characteristics
and          4        Note key words (y, pero, no, también and nunca) when listening
responding            Understand listening text on physical characteristics (hair/eyes)
                      Understand listening text describing friend in detail

Speaking     AT2/3    Ask and answer questions to identify people in the class

Reading
and
responding
Writing      AT4/4    Write a dialogue describing a friend

Key language          ¿Cómo es (tu mejor amigo/a)?
                      Es …
                      alto/a
                      bajo/a
                      delgado/a
                      guapo/a

                      ¿Cómo es de carácter?
                    Es …
                    No es …
                    Nunca es …
                    divertido/a
                    generoso/a
                    hablador(a)
                    inteligente
                    perezoso/a
                    serio/a

                    ¿Cómo es su pelo?
                    Tiene el pelo …
                    castaño/negro/pelirrojo/rubio
                    corto/largo/ondulado

                    ¿De qué color son sus ojos?
                    Tiene los ojos …
                    azules/grises/marrones/verdes

High-frequency      un, una
words               el, los
                    mi, tu, su
                    se
                    de
                    y
                    pero
                    no
                    sí
                    ¿cómo?
                    ¿cuántos?
                    también
                    ser
                    tener
                    nunca

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 3

                    Extension: Cuaderno B, p. 3
                    Pupil’s Book, Te toca a ti, p. 115, exs 1–3

Literacy
Citizenship
Resources           CD 1 tracks 000; Cuadernos A and B, p. 3; Flashcards 1–10

Homework
Notes               Further information on agreement of adjectives in Pupil’s Book,
                    Gramática 3.1, and on the irregular verbs ser and tener in Pupil’s
                    Book, Gramática 4.2 (d)

                    Assessment for learning:
                    Resource & Assessment Module 1 Gramática Worksheet The present
                    tense of the irregular verbs ser (to be) and tener (to have)
MIRA EXPRESS 2 CD SoW

SCHOOL:                                          YEAR:
DATE:                                            CLASS:

MIRA EXPRESS 2 Módulo 1 Mi vida
                  Unidad 3 Tu nacionalidad (pp. 10–11)

Framework             Reinforce: 8W1 Adding abstract words; 8T2 Expression in
objectives            text; 8T3 Language and text types

Lesson starters       Starter 1: Using reading strategies to work out new vocabulary
                      Starter 2: Revising descriptions of how people look; revising
                      adjective agreement and position

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

Learning targets      Understanding nationalities
                      Writing an extended text

Grammar               Adjective agreement: nationalities

Skills                NC levels 2–4
(Programmes of
study)                PoS
                      1a sounds and writing
                      2j redraft and improve writing
                      3c knowledge of language
                      5f use language creatively

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

Learning outcomes …

Listening    AT1/2–   Understand listening text on nationalities
and          4        Understand listening text giving a range of personal details
responding
Speaking     AT2/2,   Ask and answer questions to identify people from their
             4        nationalities

Reading      AT3/4    Understand a longer text covering a range of topics (personal
and                   details, character/physical description, free-time activities, daily
responding            routine, etc.)

Writing      AT4/4    Write a longer text covering a range of topics (personal details,
                      character/physical description, free-time activities, daily
                      routine, etc.)
Key language          ¿Cuál es tu nacionalidad?
                      Soy …
                      argentino/a
                      chileno/a
                      colombiano/a
                      escocés/escocesa
                      español(a)
                      estadounidense
                      galés/galesa
                    inglés/inglesa
                    irlandés/irlandesa
                    mexicano/a

High-frequency      de
words               ¿cómo?
                    ¿cuál?
                    ¿cuántos?
                    ¿qué?
                    ser (soy)
                    y
                    pero
                    también

ICT opportunities   Word-processing

Differentiation     Reinforcement: Cuaderno A, p. 4
                    Pupil’s Book, Gramática, p. 20, ex. 3
                    Pupil’s Book, Te toca a ti, p. 114, ex. 2

                    Extension: Cuaderno B, p. 4

Literacy            Evaluating and improving written work

Citizenship
Resources           CD 1 tracks 000; Cuadernos A and B, p. 4

Homework
Notes               Further information on nationalities in Pupil’s Book, Gramática
                    3.1
MIRA EXPRESS 2 CD SoW

SCHOOL:                                           YEAR:
DATE:                                             CLASS:

MIRA EXPRESS 2 Módulo 1 Mi vida
                  Unidad 4 ¿Adónde vas? (pp. 12–13)

Framework             Launch: 8W5 Verb tenses (near future tense)
objectives            Reinforce: 8S8 Using high-frequency words & punctuation
                      clues; 8L3 Relaying gist & detail

Lesson starters       Starter 1: Revising vocabulary for places in town; using reading
                      strategies to work out new vocabulary
                      Starter 2: Revising the present tense of ir

Plenary               Summarising and practising the near future tense

Learning targets      Talking about places in town
                      Using the near future tense

Grammar               a + el = al
                      The near future tense

Skills                NC levels 2–5
(Programmes of
study)                PoS
                      1b apply grammar
                      2b pronunciation and intonation
                      5a communicate in pairs, etc.
                      5c express feelings and opinions

Contexts              The world around us: home town and local area
                      Personal and social life: free time and social activities

Learning outcomes …

Listening    AT1/2,   Understand listening texts about places in a town/activities
and          4
responding
Speaking     AT2/3    Prompt with a place + present tense and respond with an
                      activity + near future tense
Reading      AT3/3,   Understand a text detailing what someone is going to do during
and          5        the coming week
responding
Writing      AT4/1,   Write a list of infinitives used in sentences featuring the near
             4–5      future tense
                      Write a longer text describing what they are going to do during
                      the coming week
Key language          ¿Adónde vas?
                      Voy …
                      al centro comercial
                      al cine
                      al estadio
                      al parque
                      al salón recreativo
                    a la bolera
                    a la discoteca
                    a la playa

                    ¿Qué vas a hacer?
                    Voy a …
                    bailar
                    ir de compras
                    jugar al fútbol
                    jugar al futbolín
                    jugar a los bolos
                    tomar el sol
                    ver un partido de fútbol
                    ver una película

                    el   lunes
                    el   martes
                    el   miércoles
                    el   jueves
                    el   viernes
                    el   sábado
                    el   domingo

High-frequency      el, la, los
words               un, una
                    a (a, al)
                    de
                    ¿qué?
                    hacer
                    ver
                    ir (voy, vas)
                    jugar
                    tomar

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 5
                    Pupil’s Book, Gramática, p. 21, exs 4–5
                    Pupil’s Book, Te toca a ti, p. 114, ex. 3

                    Extension: Cuaderno B, p. 5
                    Cuaderno A, ¡Extra! 1, p. 7

Literacy            Verb tenses
                    Using reference materials

Citizenship
Resources           CD 1 tracks 000; Cuadernos A and B, p. 5

Homework
Notes               Further information on al in Pupil’s Book, Gramática 5, and on
                    the near future tense Pupil’s Book, Gramática 4.3

                    Assessment for learning:
                    Resource & Assessment Module 1 Gramática Worksheet The
                    near future tense
MIRA EXPRESS 2 CD SoW

SCHOOL:                                          YEAR:
DATE:                                            CLASS:

MIRA EXPRESS 2 Módulo 1 Mi vida
                  Unidad 5 Una entrevista (pp. 14–15)

Framework            Launch: 8S7 Present, past and future
objectives           Reinforce: 8W2 Connectives; 8W5 Verb tenses (present and
                     future tenses); 8L2 Media listening skills

Lesson starters      Starter 1: Practising forming the near future tense
                     Starter 2: Practising using the near future tense

Plenary              Quiz using the Resumen section to review key points of the
                     module (team activity)
                     Introducing the Resumen section as a self-testing resource

Learning targets     Doing an extended interview
                     Using the present and the near future tenses together

Grammar              The present and near future tenses

Skills               NC levels 4–5
(Programmes of
study)               PoS
                     1c use a range of vocab/structures
                     2a listen for gist and detail
                     2d initiate/develop conversations
                     2h scan texts

Contexts             Personal and social life: free time and social activities

Learning outcomes …

Listening    AT1/4   Understand an interview where personal details and details of
and                  daily routine are given
responding           Understand a listening text about plans for tomorrow

Speaking     AT2/5   Ask and answer questions in an interview context, giving
                     personal details and details of daily routine and plans for
                     tomorrow
Reading      AT3/5   Understand a longer text covering a range of topics (personal
and                  details, character/physical description, free-time activities, daily
responding           routine, plans for tomorrow, etc.)

Writing      AT4/5   Writing sentences about their own daily routine and plans for
                     tomorrow
Key language         Language from the module

                     ¿A qué hora te levantas/acuestas?
                     Me levanto/Me acuesto a las …
                     ¿Qué haces en tu tiempo libre?
                     normalmente
                     por la mañana
                     por la tarde
                    luego
                    después
                    juego/voy …
                    ¿Qué vas a hacer mañana?
                    Mañana voy a jugar/ir …

High-frequency      la, las
words               te
                    tu
                    a
                    me
                    con
                    en
                    por
                    ¿qué?
                    mañana
                    luego
                    hacer (hago)
                    ir (vas, voy)
                    jugar (juego)
                    salir (salgo)
                    ver (veo)

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 6
                    Pupil’s Book, Gramática, p. 21, ex. 6

                    Extension: Cuaderno B, p. 6
                    Cuaderno A, ¡Extra! 2, p. 8
                    Cuaderno B, ¡Extra! 1 and 2, pp. 7–8
                    Pupil’s Book, ¡Extra!, pp. 18–19

Literacy            Verb tenses

Citizenship
Resources           CD 1 tracks 000; Cuadernos A and B, p. 6

Homework
Notes               Further information on the present tense in Pupil’s Book,
                    Gramática 4.2, and the near future tense in Pupil’s Book,
                    Gramática 4.3

                    Assessment for learning:
                    Pupil’s Book, Resumen, p. 16; Cuadernos A and B, Resumen, p.
                    9
                    Pupil’s Book, Prepárate, p. 17; Cuadernos A and B, ¡Extra! 1 and
                    2, pp. 7–8
                    Resource & Assessment Module 1 Gramática Worksheets
                    Reflexive verbs and Contrasting the present and the near future
                    tenses
MIRA EXPRESS 2 CD SoW

SCHOOL:                                          YEAR:
DATE:                                            CLASS:

MIRA EXPRESS 2 Módulo 2 ¡Diviértete!
                   Unidad 1 La televisión (pp. 24–25)

Framework             Reinforce: 8S2 Connectives in extended sentences; 8S6
objectives            Substituting and adding; 8L6 Expression in speech

Lesson starters       Starter 1: Introducing the vocabulary for television
                      programmes; using strategies to work out new vocabulary
                      Starter 2: Practising adjective agreement; applying recognised
                      patterns to new language

Plenary               Summarising and practising adjective endings; expressing an
                      opinion using porque and giving a reason for it

Learning targets      Talking about television programmes
                      Giving opinions using adjectives

Grammar               Agreement (nouns, verbs, adjectives)

Skills                NC levels 3–5
(Programmes of
study)                PoS
                      1b apply grammar
                      2d initiate/develop conversations
                      2f adapt previously learned language
                      3b interpret meaning
                      3c knowledge of language
                      4a work with authentic materials
                      5c express feelings and opinions

Contexts              Personal and social life: free time and social activities

Learning outcomes …

Listening    AT1/3,   Understand a listening text about different people’s favourite
and          5        types of television programme.
responding            Understand a listening text and note specific television
                      programme names.
                      Understand a conversation about what’s on television.

Speaking     AT2/4–   Ask and answer questions about favourite types of television
             5        programme, giving reasons.
                      Discuss what programmes they are going to watch, giving
                      opinions and reasons.

Reading      AT3/3    Understand a text in which someone gives his opinion of
and                   different types of television programme and explains the
responding            reasons.
Writing      AT4/4    Write eight sentences about the television programmes they
                      like, giving opinions and reasons.
Key language        ¿Cuál es tu programa favorito?
                    Mi programa favorito se llama …
                    Es …
                    un programa de música
                    un programa de deporte
                    un programa de telerealidad
                    un concurso
                    un documental
                    una comedia
                    una serie de policías
                    una telenovela
                    el telediario
                    el tiempo

                    ¿Por qué te gusta?
                    Porque es …

                    Prefiero/Me encantan/gustan/
                    interesan …
                    Odio/No me gustan …
                    los concursos/las comedias/los programas de deporte porque
                    son …
                    emocionantes
                    divertidos/as
                    interesantes
                    educativos/as
                    informativos/as
                    aburridos/as
                    malos/as
                    tontos/as

                    ¿Qué ponen ?
                    ¿Qué vamos a ver ?
                    Hay/Ponen (un documental).

High-frequency      un, una
words               los, las
                    a
                    de
                    mi, tu
                    te, se
                    ¿cuál?
                    ¿por qué?
                    ¿qué?
                    porque
                    no
                    ir (vamos)
                    ser (es, son)
                    ver
                    hay

ICT opportunities   Internet research

Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 38, ex. 1

                    Extension: Cuaderno B, p. 00
              Pupil’s Book, Te toca a ti, p. 117, ex. 1

Literacy
Citizenship
Resources     CD 1 tracks 000; Cuadernos A and B, p. 00

Homework
Notes         Assessment for learning:
              Resource & Assessment Module 2 Gramática Worksheet Making
              adjectives agree (1)
MIRA EXPRESS 2 CD SoW

SCHOOL:                                          YEAR:
DATE:                                            CLASS:

MIRA EXPRESS 2 Módulo 2 ¡Diviértete!
                   Unidad 2 Las películas (pp. 26–27)

Framework             Launch: 9W2 Connectives in complex sentences; 9W3 Words
objectives            about language; 9C3 Youth attitudes to sport/popular culture

                      Reinforce: 8L4 Extending sentences

Lesson starters       Starter 1: Revising comparatives
                      Starter 2: Reviewing comparatives; revising the vocabulary for
                      types of films

Plenary               Summarising and practising comparatives

Learning targets      Talking about films
                      Comparing things using más … que (more … than)

Grammar               Comparatives

Skills                NC levels 3–5
(Programmes of
study)                PoS
                      1b apply grammar
                      2f adapt previously learned language
                      4b communicating with native speakers
                      4d knowledge of experiences and perspectives
                      5a communicate in pairs, etc.
                      5c express feelings and opinions

Contexts              Personal and social life: free time and social activities

Learning outcomes …

Listening    AT1/3–   Understand people saying what type of films they like
and          4        Understand people comparing different types of films using
responding            comparatives
Speaking     AT2/4    Ask and answer questions about film preferences, giving
                      reasons using comparatives
Reading      AT3/4–   Understand statements comparing different types of films using
and          5        comparatives
responding            Understand a detailed text about film preferences, featuring
                      comparatives

Writing      AT4/4–   Write sentences comparing different types of films using
             5        comparatives
                      Write a text talking about plans to go to the cinema, including
                      opinions and comparisons

Key language          ¿Qué tipo de películas (no) te gustan?
                      (No) Me gusta …
                      los dibujos animados
                      las películas de amor
                    las   películas de acción
                    las   películas de terror
                    las   películas de ciencia-ficción
                    las   películas de guerra
                    las   películas del Oeste
                    las   películas de artes marciales
                    las   comedias

                    más … que/menos … que
                    mejor(es)/peor(es)

High-frequency      los, las
words               me, te
                    de
                    no
                    ¿qué?
                    que
                    más
                    menos
                    mejor

ICT opportunities   E-mail contact with a Spanish school
Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 38, ex. 2

                    Extension: Cuaderno B, p. 00
                    Pupil’s Book, Te toca a ti, p. 117, ex. 2

Literacy            Comparatives

Citizenship         Cultural knowledge

Resources           CD 1 tracks 000; Cuadernos A and B, p. 00

Homework
Notes               Further information on comparatives in Pupil’s Book, Gramática
                    3.3

                    Assessment for learning:
MIRA EXPRESS 2 CD SoW

SCHOOL:                                          YEAR:
DATE:                                            CLASS:

MIRA EXPRESS 2 Módulo 2 ¡Diviértete!
             Unidad 3 ¿Te gustaría ir a la bolera? (pp. 28–29)

Framework             Launch: 8C5 Colloquialisms; 9W5 Verbs tenses (+
objectives            conditional) (conditional)
                      Reinforce: 8S5 Negative forms and words
                      8L5 Unscripted speech

Lesson starters       Starter 1: Using reading strategies to work out new vocabulary
                      Starter 2: Revising the vocabulary for the days of the week

Plenary               Using the Mini-test to review the language of the unit
                      Identifying resources for support in learning

Learning targets      Inviting someone to go out
                      Adding expression to your spoken Spanish

Grammar               Using prepositions (including a + el = al, de + el = del)
                      ¿Te gustaría … ? + the infinitive

Skills                NC levels 4–5
(Programmes of
study)                PoS
                      1c use a range of vocab/structures
                      2c ask and answer questions
                      2f adapt previously learned language
                      2i summarise and report
                      3b interpret meaning
                      3c knowledge of language
                      5i work in variety of contexts

Contexts              Personal and social life: free time and social activities

Learning outcomes …

Listening    AT1/4    Understand a listening text in which people arrange to go out
and                   (noting details of the arrangements)
responding            Note a range of key words when listening

Speaking     AT2/4    Make up dialogues making arrangements to go out

Reading      AT3/5    Understand a text (online chat) where two people discuss
and                   arrangements to go out
responding
Writing      AT4/4–   Write a dialogue between two people chatting online
             5

Key language          ¿Te gustaría … ?
                      ..ir al parque
                      .. ir a la bolera
                      .. ir de compras
                    ¿A qué hora?
                    a la una
                    a las tres
                    a las cinco y cuarto
                    a las seis y media
                    a las siete menos cuarto
                    a las ocho
                    a las nueve

                    ¿Dónde quedamos?
                    delante de la discoteca
                    detrás del centro comercial
                    en el parque
                    en la bolera
                    en la calle
                    en tu casa

                    De acuerdo.
                    Vale.
                    Muy bien.
                    No tengo ganas.
                    ¡Ni hablar!
                    ¡Ni en sueños!
                    Bueno …
                    Pues …
                    A ver …
                    Hasta luego.
                    Adiós.
                    Hasta pronto.

High-frequency      el, la, las
words               a (al)
                    de (del)
                    en
                    te
                    tu
                    y
                    muy
                    no
                    bueno
                    ¿dónde?
                    ¿qué?
                    ir
                    menos

ICT opportunities   Internet research

Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 38, ex. 3
                    Pupil’s Book, Te toca a ti, p. 116, ex. 2

                    Extension: Cuaderno B, p. 00
                    Cuaderno A, ¡Extra! 1, p. 17

Literacy            Prepositions
                    Recognising features of different text types
Citizenship
Resources     CD 1 tracks 000; Cuadernos A and B, p. 00

Homework
Notes         Further information on prepositions in Pupil’s Book, Gramática 5

              Assessment for learning:
              Pupil’s Book, Mini-test, p. 29
MIRA EXPRESS 2 CD SoW

SCHOOL:                                          YEAR:
DATE:                                            CLASS:

MIRA EXPRESS 2 Módulo 2 ¡Diviértete!
                   Unidad 4 No puedo … (pp. 30–31)

Framework             Reinforce: 8W8 Non-literal meanings; 8S3 Modal verbs; 8C4
objectives            Poems, jokes, songs & stories

Lesson starters       Starter 1: Introducing the concept of non-literal meanings;
                      using reading strategies to work out new language
                      Starter 2: Reintroducing the concept of stem-changing verbs

Plenary               Summarising (and testing) the stem-changing verbs querer
                      and poder
                      Reviewing the language for excuses (team game)

Learning targets      Making excuses
                      Using querer and poder

Grammar               tener/tengo que
                      poder
                      querer

Skills                NC levels 2–4
(Programmes of
study)                PoS
                      2c ask and answer questions
                      2i summarise and report
                      3b interpret meaning
                      3d use dictionaries
                      5i work in variety of contexts

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

Listening    AT1/2–   Understand listening texts about excuses for refusing an
and          4        invitation
responding            Understand a song about excuses for refusing an invitation
Speaking     AT2/3    Make up dialogues inviting someone out/refusing an invitation

Reading      AT3/4    Identify the Spanish for English words using the context of a
and                   longer text
responding
Writing      AT4/4    Write a sentence, using connectives/time phrases to make it as
                      long as possible
Key language          ¿Quieres …?
                      chatear por internet
                      ir a la discoteca
                      ir de compras
                      jugar a los bolos
                      jugar al fútbol
                      salir
                      ver un partido de fútbol
                    ver una película
                    Lo siento, no puedo.
                    No puedo salir
                    ¿Por qué?
                    Porque …
                    no quiero
                    no tengo dinero
                    no tengo tiempo
                    Tengo que …
                    hacer mis deberes
                    lavarme el pelo
                    ordenar mi dormitorio
                    pasear al perro

High-frequency      el, la, los
words               un, una
                    mi, mis
                    a (al)
                    de
                    por
                    porque
                    luego
                    después
                    no
                    ¿por qué?
                    hacer
                    ir
                    jugar
                    poder
                    querer
                    tener (tengo)
                    ver
                    más

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 39, exs 4–5
                    Pupil’s Book, Te toca a ti, p. 116, exs 1, 3

                    Extension: Cuaderno B, p. 00
                    Cuaderno A, ¡Extra! 2, p. 18
                    Cuaderno B, ¡Extra! 1, p. 17

Literacy            Using reference materials

Citizenship
Resources           CD 1 tracks 000; Cuadernos A and B, p. 00; Flashcards 21–28

Homework
Notes               Further information on tener/tener que in Pupil’s Book,
                    Gramática 4.2 (d), and on poder/querer in Pupil’s Book,
                    Gramática 4.2 (b)

                    Assessment for learning:
                    Resource & Assessment Module 2 Gramática Worksheet poder
and querer
MIRA EXPRESS 2 CD SoW

SCHOOL:                                         YEAR:
DATE:                                           CLASS:

MIRA EXPRESS 2 Módulo 2 ¡Diviértete!
               Unidad 5 Tengo un problema … (pp. 32–33)

Framework
objectives
Lesson starters       Starter 1: Revising expressions followed by the infinitive
                      Starter 2: Practising using le gusta + infinitive and le
                      gusta(n) + noun

Plenary               Summarising and practising le gusta/le gustan

Learning targets      Saying what someone else likes or dislikes
                      Using phrases with infinitives

Grammar               Expressions + infinitive (me gustaría, etc.)
                      A (Sergio) (no) le gusta …
                      Possessive adjectives (mi(s)/tu(s)/su(s))

Skills                NC levels 4–5
(Programmes of
study)                PoS
                      2h scan texts
                      3d use dictionaries
                      5a communicate in pairs, etc.
                      5f use language creatively

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

Learning outcomes …

Listening    AT1/5    Understand a longer listening text in which a boy is arguing
and                   with his mother
responding
Speaking     AT2/4–   Read aloud a dialogue, playing the different parts
             5        Ask and answer questions on a reading text

Reading      AT3/5    Understand a series of short texts in which people ask for/are
and                   given advice
responding            Identify the Spanish for English words using the context of a
                      series of short texts

Writing      AT4/4–   Write a letter describing a problem
             5

Key language          Tengo un problema.
                      ¿Qué voy a hacer?
                      Mi madre es muy severa.
                      Me gusta así.
                      Mi padre dice que...
                      Soy demasiado joven.
                      ¿Qué le puedo decir a mi madre?
                    Tienes que hablar con tus padres.
                    Es tu responsabilidad.
                    Estoy de acuerdo con tu padre.
                    Eres demasiado joven para ir a la discoteca.
                    Tienes que pensar en tu hermano.
                    Tienes que presentar el amigo a tu madre.
                    Tienes que salir más.

High-frequency      el, la
words               me
                    mi, mis
                    tu, tus
                    a
                    de
                    en
                    muy
                    que
                    con
                    para
                    ¿qué?
                    hablar
                    hacer
                    estar (estoy)
                    ir (voy)
                    ser (soy, eres, es)
                    tener (tengo, tienes)
                    más

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 39, exs 6–7

                    Extension: Cuaderno A, p. 00
                    Cuaderno B, ¡Extra! 2, p. 18
                    Pupil’s Book, ¡Extra!, pp. 36–37
                    Pupil’s Book, Te toca a ti, p. 117, ex. 3

Literacy            Possessive adjectives
                    Using reference materials
                    Recognising the features of different text types

Citizenship
Resources           CD 1 tracks 000; Cuadernos A and B, p. 00

Homework
Notes               Further information on le gusta/le gustan in Pupil’s Book,
                    Gramática 4.7, and on possessive adjectives in Pupil’s Book,
                    Gramática 3.5

                    Assessment for learning:
                    Pupil’s Book, Resumen, p. 34; Cuadernos A and B, Resumen
                    Pupil’s Book, Prepárate, p. 35; Cuadernos A and B, ¡Extra! 1
                    and 2, pp. 00
                    Resource & Assessment Module 2 Gramática Worksheet
Expressions followed by an infinitive
MIRA EXPRESS 2 CD SoW

SCHOOL:                                         YEAR:
DATE:                                           CLASS:

MIRA EXPRESS 2 Módulo 3 Mis vacaciones
                  Unidad 1 ¿Adónde fuiste? (pp. 42–43)

Framework             Launch: 8W5 Verb tenses (preterite of ir & ser); 9W1 Word
objectives            discrimination; 9C4 Well-known features of the country; 9C5
                      Region of the country

                      Reinforce: 8T1 Meanings in context; 8T5 Writing continuous
                      text

Lesson starters       Starter 1: Reintroducing country names
                      Starter 2: Revising giving opinions in the past

Plenary               Reviewing expressions using fui and fue
                      Practising using the preterite to talk about a holiday in the past

Learning targets      Describing past holidays
                      Using the preterite of ser and ir

Grammar               The preterite (ser, ir)

Skills                NC levels 2–5
(Programmes of
study)                PoS
                      1a sounds and writing
                      2a listen for gist and detail
                      2b pronunciation and intonation
                      3c knowledge of language
                      3d use dictionaries
                      5c express feelings and opinions
                      5e use a range of resources

Contexts              Personal and social life: holidays and special occasions

Learning outcomes …

Listening    AT1/2–   Understand a listening text about countries/opinions of trips to
and          3, 5     those countries
responding            Understand a listening text about means of transport
                      Understand a listening text in which people give details of
                      holidays in the past

Speaking     AT2/3    Make up dialogues about holidays in the past

Reading      AT3/5    Understand a text about holidays in the past (destination,
and                   opinion, etc.)
responding
Writing      AT4/4    Write a description of a holiday in the past
Key language        ¿Adónde fuiste de vacaciones?
                    el año pasado
                    Fui a … de vacaciones.
                    Alemania

                    Argentina
                    Cuba
                    Escocia

                    España
                    Francia
                    Gales
                    Grecia
                    Inglaterra
                    Irlanda
                    Italia
                    México
                    Portugal
                    República Dominicana

                    ¿Cómo fue?
                    Fue …
                    estupendo
                    genial
                    guay
                    aburrido
                    horrible
                    un desastre

                    ¿Cómo fuiste?
                    Fui …
                    en autocar
                    en avión
                    en barco
                    en bicicleta
                    en coche
                    en monopatín
                    en tren
                    a pie


High-frequency      el, la
words               un
                    mi, mis
                    a
                    de
                    en
                    ¿cómo?
                    ir (preterite)
                    ser (preterite)

ICT opportunities   Presentation using a presentation package

Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 56, ex. 1
              Extension: Cuaderno B, p. 00

Literacy      Verb tenses

Citizenship
Resources     CD 2 tracks 000; Cuadernos A and B, p. 00; Flashcards 29–36

Homework
Notes         Assessment for learning:
              Resource & Assessment Module 3 Gramática Worksheet The
              preterite of ir (to go) and ser (to be)
MIRA EXPRESS 2 CD SoW

SCHOOL:                                           YEAR:
DATE:                                             CLASS:

MIRA EXPRESS 2 Módulo 3 Mis vacaciones
                   Unidad 2 ¿Qué hiciste? (pp. 44–45)

Framework             Launch: 8W5 Verb tenses (preterite -ar verbs)
objectives            Reinforce: 8W6 Sound–spelling exceptions; 8T6 Text as
                      model and source

Lesson starters       Starter 1: Revising the vocabulary for holiday activities;
                      applying recognised patterns to new language
                      Starter 2: Practising the preterite of -ar verbs (1st person) and
                      fui; applying recognised patterns to new language

Plenary               Reviewing how the I form of -ar verbs in the preterite is formed
                      Practising vocabulary for describing holiday activities using the
                      preterite

Learning targets      Saying what you did on holiday
                      Using the preterite of -ar verbs

Grammar               The preterite (-ar verbs)

Skills                NC levels 3–5
(Programmes of
study)                PoS
                      1a sounds and writing
                      1b apply grammar
                      2f adapt previously learned language
                      2j redraft and improve writing
                      5e use a range of resources
                      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    AT1/3–   Understand listening texts about holiday activities in the past
and          5        Listen to check answers to a reading activity
responding
Speaking     AT2/3    Make up dialogues about activities in the past

Reading      AT3/5    Reorder segments of text logically
and                   Identify the correct question for each paragraph of a reading
responding            text

Writing      AT4/4–   Write a longer text introducing themselves and describing a
             5        holiday in the past

Key language          Bailé.
                      Descansé.
                      Escuché música.
                    Fui de excursión.
                    Jugué al voleibol en
                    la playa.
                    Mandé mensajes.
                    Monté en bicicleta.
                    Saqué fotos.
                    Tomé el sol.
                    Visité monumentos.

                    Fui a Barcelona.
                    el museo Picasso
                    el acuario
                    el Tibidabo
                    la Villa Olímpica
                    la playa de la Barceloneta
                    el mar

High-frequency      la
words               a (al)
                    de
                    en
                    escuchar (escuché)
                    ir (fui)
                    jugar (jugué)
                    tomar (tomé)

ICT opportunities   Word-processing

Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, pp. 56–57, exs 2–4
                    Pupil’s Book, Te toca a ti, p. 118, exs 2–3

                    Extension: Cuaderno B, p. 00
                    Cuaderno B, ¡Extra! 1, p. 27
                    Pupil’s Book, Te toca a ti, p. 119, exs 1, 3

Literacy            Evaluating and improving written work

Citizenship
Resources           CD 2 tracks 000; Cuadernos A and B, p. 00

Homework
Notes               Further information on the preterite in Pupil’s Book, Gramática
                    4.4

                    Assessment for learning:
                    Resource & Assessment Module 3 Gramática Worksheet The
                    preterite of -ar verbs
SCHOOL:                                          YEAR:
DATE:                                            CLASS:

MIRA EXPRESS 2 Módulo 3 Mis vacaciones
                Unidad 3 ¿Qué tal lo pasaste? (pp. 46–47)

Framework             Reinforce: 8C5 Colloquialisms
objectives
Lesson starters       Starter 1: Revising time expressions; revising confusable
                      numbers
                      Starter 2: Revising questions using the preterite

Plenary               Practising talking about a holiday in the past using the preterite
                      (team game)
Learning targets      Giving more details of your holidays
                      Expressing opinions about past events

Grammar               The preterite (opinions about the past)

Skills                NC levels 2–5
(Programmes of
study)                PoS
                      2a listen for gist and detail
                      2c ask and answer questions
                      3a memorise words and phrases
                      3b interpret meaning
                      5a communicate in pairs, etc.
                      5c express feelings and opinions
                      5d respond to spoken/written language

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

Learning outcomes …

Listening    AT1/2,   Understand vocabulary for expressing an opinion
and          4        Understand a listening text about holidays in the past (where,
responding            when, how long for, opinion)
                      Understand a song about holidays in the past

Speaking     AT2/5    Make up dialogues about holidays in the past

Reading      AT3/4    Understand a song about holidays in the past
and
responding
Writing      AT4/2,   Rewrite a word snake as questions and answers
             4        Write a dialogue about a holiday in the past

Key language          ¿Qué tal lo pasaste?
                      ¡Lo pasé bomba!
                      ¡Lo pasé fenomenal!
                      ¡Lo pasé guay!
                      ¡Lo pasé bien!
                      ¡Lo pasé mal!
                    ¿Cuánto tiempo
                    pasaste allí?
                    Pasé …
                    diez días
                    una semana
                    dos semanas
                    un mes

                    ¿Con quién fuiste?
                    Fui …
                    con mi familia
                    con mis padres
                    con mis amigos


High-frequency      un, una
words               mi, mis
                    allí
                    con
                    ¿cuánto?
                    ¿qué?
                    ¿quién?
                    ir (preterite)

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Te toca a ti, p. 118, ex.1

                    Extension: Cuaderno B, p. 00

Literacy
Citizenship
Resources           CD 2 tracks 000; Cuadernos A and B, p. 00

Homework
Notes               Assessment for learning:
                    Pupil’s Book, Mini-test, p. 47
MIRA EXPRESS 2 CD SoW

SCHOOL:                                          YEAR:
DATE:                                            CLASS:

MIRA EXPRESS 2 Módulo 3 Mis vacaciones
                Unidad 4 Un viaje estupendo (pp. 48–49)

Framework            Launch: 9W6 Meanings of syllables; 9W7 Independent work on
objectives           words; 9L5 Extended/frequent contributions to talk
                     Reinforce: 8W5 Verb tenses (present & preterite); 8S7
                     Present, past & future

Lesson starters      Starter 1: Working out the meaning of the suffix –mente;
                     applying recognised patterns to create new language

                     Starter 2: Using the present tense and preterite appropriately

Plenary              Practising using the present tense, preterite, time expressions
                     and question forms.
Learning targets     Giving a presentation about holidays
                     Using the present and the preterite together

Grammar              Distinguishing tenses and using them appropriately (present and
                     preterite)

Skills               NC levels 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
                     3e develop independence
                     5f use language creatively

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

Learning outcomes …

Listening    AT1/5   Understand listening texts about people’s usual holidays/their
and                  holidays last year
responding           Note verbs (in the present/preterite) when listening

Speaking     AT2/5   Ask and answer questions on a reading text
                     Do a presentation on an ideal holiday
Reading      AT3/5   Understand a text about people’s usual holidays/their holidays
and                  last year
responding
Writing

Key language         Generalmente/Normalmente
                     me quedo en casa
                     voy a España
                     salgo con mis amigos por la noche
                    vamos a la cafetería

                    Pero el año pasado …
                    fui a Cuba
                    fuimos en avion
                    fuimos a la playa
                    fuimos a un restaurante italiano
                    pinté
                    hice excursiones muy interesantes

High-frequency      el, la
words               un
                    a
                    me
                    mis
                    con
                    en
                    por
                    pero
                    muy
                    hacer (hice)
                    quedar (quedo)
                    ir (voy, vamos, fui, fuimos)

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 57, exs 5–6

                    Extension: Cuaderno B, p. 00
                    Cuaderno A, ¡Extra! 1 + 2, pp. 27–28
                    Pupil’s Book, Te toca a ti, p. 119, ex. 2

Literacy            Verb tenses

Citizenship
Resources           CD 2 tracks 000; Cuadernos A and B, p. 00

Homework
Notes               Further information on recognising and using different tenses in
                    Pupil’s Book, Gramática 4.5

                    Assessment for learning:
                     00
                    Resource & Assessment Module 3 Gramática Worksheet
                    Contrasting the present tense and the preterite
MIRA EXPRESS 2 CD SoW

SCHOOL:                                        YEAR:
DATE:                                          CLASS:

MIRA EXPRESS 2 Módulo 3 Mis vacaciones
                  Unidad 5 Hispanoamérica (pp. 50–51)

Framework             Launch: 9S4 Building answers from questions; 9L1 Listening
objectives            for inferences; 9C1 Demographic facts
                      Reinforce: 9C4 Well-known features of the country; 9C5
                      Region of the country

Lesson starters       Starter 1: Introducing the wider Spanish-speaking world
                      Starter 2: Using context and grammatical knowledge to
                      complete a text; introducing more detailed descriptions of
                      countries

Plenary               Quiz using the Resumen section to review key points of the
                      module (team activity)

Learning targets      Learning more about Spanish-speaking countries
                      Creating a poster about a Spanish-speaking country

Grammar

Skills                NC levels 4–5
(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
                      2i summarise and report
                      5a communicate in pairs, etc.

Contexts              The world around us: people, places and customs

Learning outcomes …

Listening    AT1/4–   Understand the names of Spanish-speaking countries
and          5        Understand details given for Spanish-speaking countries
responding            (name, capital city, population)
                      Understand a detailed account of a Spanish-speaking country
                      (including information on geography and products)

Speaking     AT2/4    Make up dialogues between a quiz master and contestants on a
                      quiz show about Spanish-speaking countries
Reading      AT3/5    Understand a detailed account of a Spanish-speaking country
and                   (including information on geography and products)
responding
Writing      AT4/4    Design a poster advertising a Spanish-speaking country

Key language          Está en …
                      Norteamérica
                      Centroamérica
                      Sudamérica
                    Latin American countries

                    ¿Cómo se llama la capital de … ?
                    La capital de … se llama …
                    ¿Cuántos habitantes tiene … ?
                    tiene … millones de habitantes.

                    Hay…
                    montañas/volcanes
                    el desierto
                    la selva
                    la llanura
                    el río Amazonas pasa por el país

                    Los productos principales son …
                    fruta
                    café
                    caña de azúcar
                    petróleo

High-frequency      el, la, los
words               se
                    de
                    en
                    por
                    ¿cómo?
                    ¿cuántos?
                    estar (está)
                    ser (son)
                    tener (tiene)
                    hay

ICT opportunities   Internet research

Differentiation     Reinforcement: Cuaderno A, p.

                    Extension: Cuaderno B, p. 00
                    Cuaderno B, ¡Extra! 2, p. 28
                    Pupil’s Book, ¡Extra!, pp. 54–55

Literacy
Citizenship
Resources           CD 2 tracks 000; Cuadernos A and B, p. 000

Homework
Notes               Assessment for learning:
                    Pupil’s Book, Resumen, p. 52; Cuadernos A and B, Resumen
                    Pupil’s Book, Prepárate, p. 53; Cuadernos A and B, ¡Extra! 1
                    and 2, pp.
                    Resource & Assessment Module 3 Writing Skills Worksheet
                    Writing a longer text in the preterite
MIRA EXPRESS 2 CD SoW

SCHOOL:                                         YEAR:
DATE:                                           CLASS:

MIRA EXPRESS 2 Módulo 4 La comida
                 Unidad 1 ¿Qué desayunas? (pp. 60–61)

Framework             Launch: 9S1 Changing emphasis
objectives            Reinforce: 9S4 Building answers from questions

Lesson starters       Starter 1: Using reading strategies to work out new language
                      Starter 2: Reviewing time expressions; using reading strategies
                      to work out new vocabulary

Plenary               Reviewing and practising time expressions and food vocabulary

Learning targets      Talking about mealtimes
                      Understanding time expressions

Grammar               Time expressions

Skills                NC levels 2–4
(Programmes of
study)                PoS
                      3a memorise words and phrases
                      3b interpret meaning
                      5a communicate in pairs, etc.

Contexts              Everyday activities: food, health and fitness

Learning outcomes …

Listening    AT1/2,   Understand a listening text on what people eat and drink for
and          4        various meals
responding            Understand a listening text about what someone usually eats
                      and drinks and when
                      Identify time expressions in a listening text

Speaking     AT2/2    Ask and answer questions to identify what someone eats for
                      various meals
Reading      AT3/4    Understand texts about what animal characters usually eat
and
responding
Writing      AT4/3–   Write responses to a survey
             4

Key language          ¿Qué desayunas?
                      ¿Qué comes?
                      ¿Qué meriendas?
                      ¿Qué cenas?
                      Desayuno …
                      Como …
                      Meriendo …
                      Ceno …
                      carne con verduras
                    cereales
                    fruta
                    galletas
                    magdalenas
                    pasta
                    patatas fritas
                    pescado con ensalada
                    pizza
                    pollo
                    tostadas
                    un bocadillo
                    ¿Qué bebes?
                    Bebo …
                    Cola Cao
                    té
                    zumo de naranja

                    No meriendo.
                    No desayuno nada.
                    Nunca como.

                    ¿A qué hora desayunas/cenas?
                    Desayuno a las ocho.
                    Como a la una.
                    a mediodía
                    siempre
                    generalmente
                    normalmente
                    a veces
                    de vez en cuando
                    todo el tiempo

High-frequency      el, la, las
words               un
                    a
                    de
                    en
                    con
                    no
                    todo
                    ¿qué?
                    beber (bebes)
                    comer (como, comes)
                    nada
                    nunca

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Te toca a ti, p. 120, ex. 1

                    Extension: Cuaderno B, p. 00
                    Pupil’s Book, Te toca a ti, p. 121, ex. 1

Literacy
Citizenship
Resources   CD 2 tracks 000; Cuadernos A and B, p. 00; Flashcards 37–52

Homework
Notes       Assessment for learning:
MIRA EXPRESS 2 CD SoW

SCHOOL:                                         YEAR:
DATE:                                           CLASS:

MIRA EXPRESS 2 Módulo 4 La comida
                  Unidad 2 En el mercado (pp. 62–63)

Framework
objectives
Lesson starters       Starter 1: Introducing higher numbers (100, 200, etc.);
                      predicting the form of new language using recognised patterns
                      Starter 2: Reviewing the numbers (10, 20, etc.).

Plenary               Practising shopping vocabulary and quantities

Learning targets      Shopping for food
                      Using high numbers

Grammar               The preterite (revision of -ar verbs)

Skills                NC levels 2–4
(Programmes of
study)                PoS
                      1a sounds and writing
                      2c ask and answer questions
                      4c compare home and TL culture
                      5a communicate in pairs, etc.

Contexts              Everyday activities: food, health and fitness

Learning outcomes …

Listening    AT1/2,   Understand   the vocabulary for the numbers 100–1000
and          4        Understand   a listening text about quantities of food and drink
responding            Understand   a listening text about food prices
                      Understand   a song about quantities of food

Speaking     AT2/2–   Prompt and write out numbers between 100 and 1000
             3        Make up dialogues in a food shop, selling and buying food

Reading
and
responding
Writing

Key language          cien
                      ciento diez
                      doscientos
                      trescientos
                      cuatrocientos
                      quinientos
                      seiscientos
                      setecientos
                      ochocientos
                      novecientos
                    mil

                    ¿Qué quieres?
                    un kilo de …
                    dos kilos de …
                    quinientos gramos de …
                    medio kilo de....
                    chorizo
                    jamón
                    manzanas
                    peras
                    queso
                    tomates
                    uvas
                    zanahorias
                    una barra de pan
                    una lechuga
                    un cartón de leche
                    una botella de agua

                    ¿Algo más?
                    Sí, quiero …
                    por favor
                    Nada más, gracias.
                    ¿Cuánto cuesta?
                    Un euro.
                    Dos euros y veinte.
                    Cuatro euros y veinticinco.

High-frequency      un, una
words               de
                    y
                    sí
                    ¿cuánto?
                    ¿qué?
                    querer (quiero, quieres)
                    algo
                    nada
                    más

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 74, ex. 1

                    Extension: Cuaderno A, ¡Extra! 1, p. 37
                    Cuaderno B, p. 00

Literacy
Citizenship
Resources           CD 2 tracks 000; Cuadernos A and B, p. 00; Flashcards 53–64

Homework
Notes               Further information on the preterite in Pupil’s Book, Gramática
                    4.4
Assessment for learning:
Resource & Assessment Module 4 Gramática Worksheet
Quantities and prices
MIRA EXPRESS 2 CD SoW

SCHOOL:                                          YEAR:
DATE:                                            CLASS:

MIRA EXPRESS 2 Módulo 4 La comida
                 Unidad 3 En el restaurante (pp. 64–65)

Framework             Launch: 9L6 Formality of language
objectives
Lesson starters       Starter 1: Revising the preterite (-ar verbs); revising food
                      vocabulary
                      Starter 2: Revising vocabulary for restaurant food

Plenary               Using the Mini-test to review the language of the unit
                      Identifying resources for support in learning

Learning targets      Eating at a restaurant
                      Understanding the difference between tú and usted

Grammar               tú/usted

Skills                NC levels 2–4
(Programmes of
study)                PoS
                      2a listen for gist and detail
                      2c ask and answer questions
                      2d initiate/develop conversations
                      2g deal with the unpredictable
                      3a memorise words and phrases
                      3e develop independence
                      4d knowledge of experiences and perspectives
                      5a communicate in pairs, etc.

Contexts              Everyday activities: food, health and fitness

Learning outcomes …

Listening    AT1/2,   Understand listening texts about food/drink items in a
and          4        restaurant
responding            Understand a dialogue set in a restaurant (food/drink being
                      ordered)
Speaking     AT2/3    Make up dialogues in a restaurant, ordering food/being a waiter

Reading      AT3/4    Understand a text about tapas
and
responding
Writing      AT4/4    Write a dialogue set in a restaurant (food/drink being ordered)

Key language          ¿Qué vas/va a tomar?
                      De primer plato …
                      De segundo plato …
                      De postre …
                      quiero …
                      ensalada
                      flan
                    fruta
                    gambas
                    helado (de chocolate)
                    paella
                    pescado
                    pollo
                    sopa de mariscos

                    ¿Para beber?
                    (Quiero) … , por favor.
                    agua
                    Coca-Cola
                    limonada
                    Tengo hambre.
                    No tengo hambre.
                    Tengo sed.
                    La cuenta, por favor.

High-frequency      la
words               a
                    de
                    para
                    no
                    ¿qué?
                    beber
                    ir (vas, va)
                    querer (quiero)
                    tener (tengo)
                    tomar

ICT opportunities   Internet research

Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Te toca a ti, p. 120, ex. 2

                    Extension: Cuaderno B, p. 00

Literacy            Register (informal/formal)

Citizenship         Information about other cultures

Resources           CD 2 tracks 000; Cuadernos A and B, p. 00

Homework
Notes               Assessment for learning:
                    Pupil’s Book, Mini-test, p. 65
                    Resource & Assessment Module 4 Gramática Worksheet tú and
                    usted
MIRA EXPRESS 2 CD SoW

SCHOOL:                                         YEAR:
DATE:                                           CLASS:

MIRA EXPRESS 2 Módulo 4 La comida
                 Unidad 4 Une cena especial (pp. 66–67)

Framework             Launch: 9W5 Verb tenses (+ conditional) (preterite); 9T5
objectives            Simple creative writing

Lesson starters       Starter 1: Revising the preterite forms of -ar verbs; practising
                      distinguishing between present and preterite forms
                      Starter 2: Practising recognising verbs in the preterite

Plenary               Practising the preterite of regular verbs (all persons) (team
                      game)
Learning targets      Talking about a past meal
                      Using the preterite of -er and -ir verbs

Grammar               The preterite (-er/-ir verbs)

Skills                NC levels 4–5
(Programmes of
study)                PoS
                      2a listen for gist and detail
                      2j redraft and improve writing
                      3a memorise words and phrases
                      3b interpret meaning
                      3d use dictionaries
                      4a work with authentic materials
                      5c express feelings and opinions
                      5d respond to spoken/written language
                      5e use a range of resources

Contexts              Everyday activities: food, health and fitness
                      Personal and social life: holidays and special occasions

Learning outcomes …

Listening    AT1/4–   Understand listening texts describing a special dinner
and          5
responding
Speaking     AT2/5    Ask and answer questions about a special meal in the past

Reading      AT3/5    Understand a text about a special meal in the past
and                   Identify preterite forms in a text (and supply related verb
responding            forms)

Writing      AT4/5    Write a text about a special meal in the past

Key language          El fin de semana pasado …
                      salí con...
                      Fui a …
                      un restaurante español
                      un restaurante muy caro
                    Comí ensalada.
                    Mi compañero/a comió gambas.
                    Compartimos una paella.
                    Bebimos agua.
                    Hablamos de fútbol/música.
                    ¡Fue genial!

High-frequency      el
words               un, una
                    mi
                    a
                    de
                    con
                    muy
                    comer (comí, comió)
                    beber (bebimos)
                    hablar (hablamos)
                    ir (fui)
                    ser (fue)

ICT opportunities   Internet research

Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 74, exs 2–3
                    Pupil’s Book, Te toca a ti, p. 120, ex. 3

                    Extension: Cuaderno B, p. 00

Literacy
Citizenship
Resources           CD 2 tracks 000; Cuadernos A and B, p. 00

Homework
Notes               Further information on the preterite in Pupil’s Book, Gramática
                    4.4

                    Assessment for learning:
                    Resource & Assessment Module 4 Gramática Worksheet The
                    preterite of -er and -ir verbs
MIRA EXPRESS 2 CD SoW

SCHOOL:                                         YEAR:
DATE:                                           CLASS:

MIRA EXPRESS 2 Módulo 4 La comida
                Unidad 5 ¿Qué comiste ayer? (pp. 68–69)

Framework             Launch: 9S5 Less common negatives; 9L2 Recognising
objectives            rhetorical devices
                      Reinforce: 9W5 Verb tenses (+ conditional) (preterite)

Lesson starters       Starter 1: Revising vocabulary for food
                      Starter 2: Revising the preterite of -ar, -er, -ir verbs

Plenary               Identifying how the Resumen can be used to support learning
                      Quiz using the Resumen section to review key points of the
                      module (team activity)

Learning targets      Using the preterite of different verbs
                      Writing an imaginative text

Grammar               The preterite (-ar, -er, -ir and irregular verbs)

Skills                NC levels 3–5
(Programmes of
study)                PoS
                      1b apply grammar
                      2c ask and answer questions
                      5a communicate in pairs, etc.
                      5c express feelings and opinions
                      5f use language creatively

Contexts              Everyday activities: food, health and fitness

Learning outcomes …

Listening    AT1/5    Understand people saying what they like to eat and drink, and
and                   what they ate and drank for various meals in the past
responding            Understand people giving details of the very unusual things
                      they had to eat and drink
Speaking     AT2/3    Ask and answer questions about what they had to eat and drink
                      for various meals in the past
Reading      AT3/4–   Identify and translate preterite verbs by type (-ar -er, -ir,
and          5        irregular)
responding            Summarise the details of a text about the very unusual things
                      people had to eat and drink

Writing      AT4/5    Write an imaginative text describing the very unusual things
                      they ate
Key language          ¿Qué desayunaste/comiste/cenaste … ?
                      ayer/anteayer/el fin de semana pasada/esta mañana …
                      bebí/comí/cené …
                      /compartí/compré/desayuné/fui/hice/merendé/salí/vi …
                      No cené nada.
                      ¡Buagh, qué asco!
                    ¡Ay! ¡No puedo más!


High-frequency      el
words               de
                    ayer
                    mañana
                    ¿qué?
                    beber (bebí)
                    comer (comí)
                    hacer (hice)
                    ir (fui)
                    poder (pudeo)
                    ver (vi)
                    no
                    nada
                    más
                    esta

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 75, exs 4–5

                    Extension: Cuaderno B, p. 00
                    Cuaderno A, ¡Extra! 2, p. 38
                    Cuaderno B, ¡Extra! 1 + 2, pp. 37–38
                    Pupil’s Book, Te toca a ti, p. 121, exs 2–3
                    Pupil’s Book, ¡Extra!, pp. 72–73

Literacy            Writing techniques

Citizenship         Cultural information
Resources           CD 2 tracks 000; Cuadernos A and B, p. 00

Homework
Notes               Further information on the preterite in Pupil’s Book, Gramática
                    4.4

                    Assessment for learning:
                    Pupil’s Book, Resumen, p. 70; Cuadernos A and B, Resumen
                    Pupil’s Book, Prepárate, p. 71; Cuadernos A and B, ¡Extra! 1
                    and 2
                    Resource & Assessment Module 4 Gramática Worksheet The
                    preterite of -ar, -er and -ir verbs
MIRA EXPRESS 2 CD SoW

SCHOOL:                                         YEAR:
DATE:                                           CLASS:

MIRA EXPRESS 2 Módulo 5 De moda
                      Unidad 1 La ropa (pp. 78–79)

Framework             Launch: 9W4 Main inflections; 9T7 Checking work
objectives            Reinforce: 9C3 Youth attitudes to sport/popular culture

Lesson starters       Starter 1: Revising the indefinite article
                      Starter 2: Revising endings for colour adjectives

Plenary               Revising the vocabulary for items of clothing and colours

Learning targets      Talking about clothes
                      Making colours agree

Grammar               Indefinite article (un/una/unos/unas)
                      Adjective endings: colours

Skills                NC levels 2–3
(Programmes of
study)                PoS
                      1b apply grammar
                      2g deal with the unpredictable
                      2j redraft and improve writing
                      4b communicate with native speakers
                      4c compare home and TL culture
                      4d knowledge of experiences and perspectives
                      5e use a range of resources
                      5h use language for real purposes

Contexts              Everyday activities: home life and school

Learning outcomes …

Listening    AT1/2–   Understand the vocabulary for items of clothing
and          3        Understand a listening text about what people usually wear
responding            Understand a listening about about how often people wear
                      particular items of clothing
                      Understand a listening text about particular fashion looks

Speaking     AT2/3    Make up dialogues about what they wear and how often

Reading      AT3/3    Work out the meaning of Spanish words using the context of a
and                   longer text
responding
Writing      AT4/2–   Write a short text on their own fashion look
             3

Key language          ¿Qué llevas?
                      Llevo …
                      un jersey
                      un vestido
                    una camisa
                    una camiseta
                    una falda
                    una gorra
                    una sudadera
                    unos pantalones
                    unos vaqueros
                    unos zapatos
                    unas botas
                    unas zapatillas de deporte

                    nunca
                    de vez en cuando
                    a veces
                    a menudo
                    normalmente
                    siempre

                    amarillo/a
                    blanco/a
                    negro/a
                    rojo/a
                    azul
                    gris
                    marrón
                    naranja
                    rosa
                    verde

High-frequency      un, una
words               a
                    de
                    en
                    ¿qué?
                    nunca

ICT opportunities   E-mail contact with a Spanish school

Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 92, exs 1–2
                    Pupil’s Book, Te toca a ti, p. 122, ex. 1

                    Extension: Cuaderno B, p. 00

Literacy
Citizenship         Information about other cultures

Resources           CD 3 tracks 000; Cuadernos A and B, p. 00; Flashcards 65–76

Homework
Notes               Further information on the indefinite article in Pupil’s Book,
                    Gramática 1.3, on the singular/plural forms of nouns in Pupil’s
                    Book, Gramática 1.2, and on the agreement of adjectives in
                    Pupil’s Book, Gramática 3.1

                    Assessment for learning:
Resource & Assessment Module 5 Gramática Worksheet Making
adjectives agree (2)
MIRA EXPRESS 2 CD SoW

SCHOOL:                                         YEAR:
DATE:                                           CLASS:

MIRA EXPRESS 2 Módulo 5 De moda
                Unidad 2 El uniforme escolar (pp. 80–81)

Framework             Launch: 9S6 Multiple-clause sentences; 9L4 Questions/text as
objectives            stimulus to talk; 9L5 Extended/frequent contributions to talk

Lesson starters       Starter 1: Revising vocabulary for items of clothing
                      Starter 2: Revising the comparative

Plenary               Practising using este (all forms) with vocabulary for clothes

Learning targets      Talking about school uniform
                      Using comparative adjectives (más … que)

Grammar               Comparatives
                      Demonstrative adjectives (este/esta/estos/estas)

Skills                NC levels 2–4
(Programmes of
study)                PoS
                      4c compare home and TL culture
                      4d knowledge of experiences and perspectives
                      5b respond to classroom events
                      5c express feelings and opinions
                      5h use language for real purposes

Contexts              Everyday activities: home life and school

Learning outcomes …

Listening    AT1/2,   Understand a listening text in which clothes are described
and          4        Understand a listening text about school uniform
responding
Speaking     AT2/3    Describe the clothes their teacher is wearing
                      Conduct a survey about school uniform
Reading      AT3/2,   Rewrite a word snake as pairs of opposites
and          4        Understand a text about school uniform
responding
Writing      AT4/4    Write a paragraph on what they normally wear to school and
                      their opinion of it
Key language          este jersey
                      este vestido
                      esta chaqueta
                      esta corbata
                      esta camiseta
                      estos pantalones
                      estos zapatos
                      estas botas

                      anticuado/a
                      barato/a
                    bonito/a
                    caro/a
                    cómodo/a
                    feo/a
                    guay
                    incómodo/a

                    Esta chaqueta es cómoda.
                    Estos zapatos son incómodos.

                    Tengo que llevar uniforme.
                    Para ir al colegio, normalmente llevo …
                    También llevo …
                    (No) Me gusta llevar uniforme.
                    Me gusta porque es práctico.
                    No me gusta porque es incómodo.
                    Es más elegante que llevar vaqueros.

High-frequency      a (al)
words               me
                    para
                    también
                    porque
                    que
                    ser (es, son)
                    tener (tengo)
                    no
                    más
                    este, esta, estos, estas

ICT opportunities   Producing charts

Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 92, ex. 3
                    Pupil’s Book, Te toca a ti, p. 122, ex. 2

                    Extension: Cuaderno B, p. 00
                    Cuaderno A, ¡Extra! 1, p. 47
                    Pupil’s Book, Te toca a ti, p. 123, exs 1–2

Literacy            Comparatives

Citizenship         Information about other cultures

Resources           CD 3 tracks 000; Cuadernos A and B, p. 00

Homework
Notes               Further information on this/these in Pupil’s Book, Gramática 3.6,
                    and on comparatives in Pupil’s Book, Gramática 3.3

                    Assessment for learning:
MIRA EXPRESS 2 CD SoW

SCHOOL:                                         YEAR:
DATE:                                           CLASS:

MIRA EXPRESS 2 Módulo 5 De moda
                  Unidad 3 ¿Qué prefieres? (pp. 82–83)

Framework             Launch: 9S2 Order of elements in sentences; 9S8 Inflections
objectives            as aid to comprehension
Lesson starters       Starter 1: Revising the superlative
                      Starter 2: Revising vocabulary for describing clothes

Plenary               Using the Mini-test to review the language of the unit

Learning targets      Choosing an item of clothing
                      Using superlative adjectives

Grammar               Superlatives

Skills                NC levels 3–4
(Programmes of
study)                PoS
                      2c ask and answer questions
                      3a memorise words and phrases
                      3b interpret meaning
                      5a communicate in pairs, etc.
                      5c express feelings and opinions
                      5d respond to spoken/written language
                      5f use language creatively

Contexts              Everyday activities: home life and school

Learning outcomes …

Listening    AT1/3–   Understand   a listening text comparing items of clothing in a
and          4        catalogue
responding            Understand   a dialogue in a clothes shop, comparing items of
                      clothing
                      Understand   a listening text about items of clothing purchased
                      and why
                      Understand   a song about items of clothing

Speaking     AT2/3    Ask and answer questions comparing items of clothing in a
                      catalogue
Reading
and
responding
Writing      AT4/3    Write questions and answers comparing items of clothing in a
                      catalogue
Key language          ¿Cuál prefieres?
                      Este vestido / Esta camiseta es …
                      el más bonito / la menos cómoda
                      Estos zapatos / Estas botas son …
                      los más baratos / las menos prácticas
                    de rayas
                    de lunares
                    estampado/a
                    de manga larga
                    de manga corta
                    de tirantes
                    largo/a
                    corto/a
                    de cuadros
                    de cuero
                    de tacones

High-frequency      el, la, los, las
words               de
                    ¿cuál?
                    ser (es, son)
                    este, esta, estos, estas

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 93, exs 4–5
                    Pupil’s Book, Te toca a ti, p. 122, ex. 3

                    Extension: Cuaderno B, p. 00
                    Cuaderno B, ¡Extra! 1 + 2, pp. 47–48
                    Pupil’s Book, Te toca a ti, p. 123, exs 3–4

Literacy            Superlatives

Citizenship
Resources           CD 3 tracks 000; Cuadernos A and B, p. 00

Homework
Notes               Further information on superlatives in Pupil’s Book, Gramática
                    3.4

                    Assessment for learning:
                    Pupil’s Book, Mini-test, p. 83
                    Resource & Assessment Module 5 Gramática Worksheet Using
                    comparative and superlative adjectives
MIRA EXPRESS 2 CD SoW

SCHOOL:                                         YEAR:
DATE:                                           CLASS:

MIRA EXPRESS 2 Módulo 5 De moda
             Unidad 4 Vamos a visitar Argentina (pp. 84–85)

Framework             Launch: 9S7 Different tenses in sentences; 9T1
objectives            Understanding complex language

Lesson starters       Starter 1: Revising the near future tense
                      Starter 2: Revising using the present and near future tenses;
                      revising vocabulary for clothes

Plenary               Summarise when present and near future tenses are used, and
                      the time expressions associated with them
                      Practising using the present and near future tenses with
                      clothing vocabulary (team game)

Learning targets      Talking about a trip to Argentina
                      Using the present and near future tenses

Grammar               Using different tenses (present and near future)

Skills                NC levels 3–5
(Programmes of
study)                PoS
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      5a communicate in pairs, etc.

Contexts              Personal and social life: holidays and special occasions

Learning outcomes …

Listening    AT1/4–   Understand a listening text about various people’s holidays in
and          5        Argentina, including details of what they usually wear/are going
responding            to wear
                      Understand a more detailed listening text about various
                      people’s holidays (where they come from, where they are going
                      on holiday, what they are going to do there, what they
                      normally wear, what they are going to wear)

Speaking     AT2/5    Make up a dialogue, asking questions and answering as though
                      they were the character described
Reading      AT3/3,   Understand a text about various people’s holidays in Argentina,
and          5        including details of what they usually wear/are going to wear
responding
Writing      AT4/3    Rewrite jumbled words to make questions

Key language          Cuándo estoy de vacaciones …
                      Normalmente llevo …
                      ropa de deporte
                      una camiseta de fútbol
                    Mañana voy a llevar …
                    un bañador
                    mis gafas de sol

High-frequency      un, una
words               mis
                    de
                    cuándo
                    mañana
                    estar (estoy)

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 00

                    Extension: Cuaderno B, p. 00

Literacy            Verb tenses

Citizenship
Resources           CD 3 tracks 000; Cuadernos A and B, p. 00

Homework
Notes               Assessment for learning:
                    Resource & Assessment Module 5 Writing Skills Worksheet
                    Writing a longer text in the near future tense; Resource &
                    Assessment Module 5 Gramática Worksheet Using the present
                    and near future tenses
MIRA EXPRESS 2 CD SoW

SCHOOL:                                          YEAR:
DATE:                                            CLASS:

MIRA EXPRESS 2 Módulo 5 De moda
              Unidad 5 De compras en Barcelona (pp. 86–87)

Framework             Launch: 9W5 Verb tenses (+ conditional) (present, preterite &
objectives            near future together); 9L3 Reporting and paraphrasing
                      Reinforce: 9W2 Connectives in complex sentences; 9W6
                      Meaning of syllables

Lesson starters       Starter 1: Using reading strategies to work out new vocabulary
                      Starter 2: Practising using se puede/se pueden

Plenary               Summarising using se puede/se pueden

Learning targets      Talking about different types of shop
                      Using se puede to say what can be bought there

Grammar               se puede/se pueden + infinitive
                      Different tense usage (present, preterite, near future)

Skills                NC levels 3–6
(Programmes of
study)                PoS
                      3a memorise words and phrases
                      3b interpret meaning
                      3c knowledge of language
                      3d use dictionaries
                      3e develop independence

Contexts              The world around us: home town and local area

Learning outcomes …

Listening    AT1/3,   Understand the vocabulary for shops
and          6        Use a listening text to check answers (which items can be
responding            bought in which shops)
                      Understand a listening text about what people have bought and
                      where

Speaking     AT2/4    Ask and answer questions about which items can be bought in
                      which shops
Reading      AT3/6    Understand and summarise in English the shopping habits of
and                   two girls
responding
Writing      AT4/6    Write a description of a shopping trip using the full range of
                      tenses (present, preterite and near future)
Key language          ¿Dónde se puede comprar … ?
                      carne
                      comida
                      pan
                      ropa
                      un café
                    un regalo

                    ¿Dónde se pueden comprar … ?
                    pasteles
                    joyas
                    zapatos
                    libros
                    CDs

                    Se puede(n) comprar … en …
                    un supermercado
                    una cafetería
                    una carnicería
                    una joyería
                    una librería
                    una panadería
                    una pastelería
                    una tienda de
                    música
                    una tienda de ropa
                    una zapatería

High-frequency      la
words               un
                    a
                    de
                    mi, mis
                    con
                    y
                    ayer
                    muy
                    beber (bebí)
                    comer (comí)
                    ir (voy, fui, fuimos)
                    salir (salí)
                    ser (fue)

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 93, ex. 6

                    Extension: Cuaderno B, p. 00
                    Cuaderno A, ¡Extra! 2, p. 48
                    Pupil’s Book, ¡Extra!, pp. 90–91

Literacy
Citizenship
Resources           CD 3 tracks 000; Cuadernos A and B, p. 00; Flashcards 77–86

Homework
Notes               Further information on se puede/se pueden in Pupil’s Book,
                    Gramática 4.8, and on recognising and using different tenses in
                    Pupil’s Book, Gramática 4.5

                    Assessment for learning:
Pupil’s Book, Resumen, p. 88; Cuadernos A and B, Resumen
Pupil’s Book, Prepárate, p. 89; Cuadernos A and B, ¡Extra!, pp.
00
MIRA EXPRESS 2 CD SoW

SCHOOL:                                          YEAR:
DATE:                                            CLASS:

MIRA EXPRESS 2 Módulo 6 Me duele …
                    Unidad 1 Me duele … (pp. 96–97)

Framework             Reinforce: 9W1 Word discrimination; 9S2 Order of elements in
objectives            sentences; 9S8 Inflections as aid to comprehension; 9T2
                      Features for effect; 9T7 Checking work; 9L2 Recognising
                      rhetorical devices; 9L6 Formality of language

Lesson starters       Starter 1: Revising the forms of gustar – me/te/le gusta(n)
                      – in preparation for learning doler; using grammar knowledge
                      to work out more complicated structures

                      Starter 2: Revising the parts of the body, the verb doler and
                      the time expression desde hace

Plenary               Summarising and practising using doler + parts of the body.

Learning targets      Learning the parts of the body
                      Using me duele and me duelen

Grammar               doler: me/te/le duele(n)
                      Familiar and formal verb forms

Skills                NC levels 2–5
(Programmes of
study)                PoS
                      2a listen for gist and detail
                      2c ask and answer questions
                      2e vary language to suit context, etc.
                      5a communicate in pairs, etc.
                      5f use language creatively
                      5g listen and read for personal enjoyment

Contexts              Everyday activities: food, health and fitness

Learning outcomes …

Listening    AT1/2,   Understanding the vocabulary for parts of the body
and          4–5      Understand details of people’s ailments and how long they have
responding            had them
                      Understand a song about ailments
Speaking     AT2/2,   Saying the appropriate part of the body (memory game)
             4        Ask and answer questions about ailments and how long they
                      have had them

Reading      AT3/5    Understand a song about ailments, identifying the Spanish
and                   expressions in it for certain English expressions
responding
Writing      AT4/2,   Write out Spanish translations of English expressions
             5        Write another verse for the song about ailments
Key language        el brazo
                    el estómago
                    el pie
                    la cabeza
                    la espalda
                    la garganta
                    la mano
                    la pierna
                    la rodilla
                    los oídos
                    los ojos
                    las muelas
                    ¿Qué te/le duele?
                    Me duele la cabeza.
                    Me duelen los pies.
                    A Luis le duele la
                    garganta.
                    ¿Desde hace cuánto
                    tiempo?
                    Desde hace cinco
                    horas/una semana.

High-frequency      el, la, los, las
words               me, te, le
                    a
                    ¿cuánto?
                    ¿qué?
                    desde

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 110, ex. 1

                    Extension: Cuaderno B, p. 00

Literacy            Subjects/Objects and verb forms

Citizenship
Resources           CD 3 tracks 000; Cuadernos A and B, p. 00

Homework
Notes               Assessment for learning:
MIRA EXPRESS 2 CD SoW

SCHOOL:                                          YEAR:
DATE:                                            CLASS:

MIRA EXPRESS 2 Módulo 6 Me duele …
                  Unidad 2 En la farmacía (pp. 98–99)

Framework             Reinforce: 9S7 Different tenses in sentences; 9L3 Reporting
objectives            and paraphrasing

Lesson starters       Starter 1: Revising the verbs tener and estar; practising using
                      reference resources

                      Starter 2: Revising the demonstrative adjective; using grammar
                      knowledge to work out the meaning of new words

Plenary               Revising ailments and symptoms

Learning targets      Describing symptoms
                      Getting remedies

Grammar               tener/estar to talk about ailments
                      Revision of demonstrative adjective este

Skills                NC levels 2–5
(Programmes of
study)                PoS
                      1b apply grammar
                      1c use a range of vocab/structures
                      2a listen for gist and detail
                      2d initiate/develop conversations
                      2i summarise and report
                      5d respond to spoken/written language

Contexts              Everyday activities: food, health and fitness

Learning outcomes …

Listening    AT1/2,   Understand the vocabulary for symptoms of illness
and          4        Understand and note the details of conversations in a pharmacy
responding            (symptoms, medicine prescribed, how often medicine is to be
                      taken)

Speaking     AT2/3    Ask and answer questions to identify their partner’s symptoms
                      Make up dialogues in a pharmacy, playing the roles of
                      pharmacist and customer

Reading
and
responding
Writing      AT4/3,   Write an e-mail to refuse an invitation, giving a range of
             5        symptoms as an excuse
                      Write advice in response to people’s health complaints
Key language        ¿Qué te/le pasa?
                    No me encuentro bien.
                    Tengo fiebre.
                    Tengo una picadura.
                    Tengo una quemadura de sol.
                    Tengo diarrea.
                    Tengo tos.
                    Tengo gripe.
                    Tengo catarro.
                    Tengo vómitos.
                    Estoy enfermo.
                    Estoy cansado/a.

                    ¿Tienes algo para el/la…?
                    Hay que …
                    usar esta crema
                    tomar estas pastillas
                    tomar est jarabe
                    tomar estas aspirinas
                    tomar estos comprimidos
                    beber agua

                    una vez/dos vedes/tres veces al día
                    por la mañana/la tarde

High-frequency      una
words               la
                    me, te, le
                    a (al)
                    de
                    por
                    mañana
                    bien
                    no
                    ¿qué?
                    que
                    beber
                    estar (estoy)
                    tener (tengo)
                    tomar
                    hay
                    este, esta, estos, estas

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 110, ex. 2
                    Pupil’s Book, Te toca a ti, p. 124, exs 1, 3

                    Extension: Cuaderno B, p. 00

Literacy
Citizenship
Resources           CD 3 tracks 000; Cuadernos A and B, p. 00

Homework
Notes   Further information on tener/estar in Pupil’s Book, Gramática
        4.2(d)

        Assessment for learning:
        Resource & Assessment Module 6 Gramática Worksheet estar
        (to be)
MIRA EXPRESS 2 CD SoW

SCHOOL:                                         YEAR:
DATE:                                           CLASS:

MIRA EXPRESS 2 Módulo 6 Me duele …
             Unidad 3 ¿Tienes una dieta sana? (pp. 100–101)

Framework             Reinforce: 9W4 Main inflections; 9S1 Changing emphasis;
objectives            9S5 Less common negatives; 9L1 Listening for inferences

Lesson starters       Starter 1: Reviewing food vocabulary; introducing the concepts
                      of healthy/unhealthy eating

                      Starter 2: Revising expressions of frequency; revising the
                      vocabulary for healthy/unhealthy eating

Plenary               Using the Mini-test to review the language of the unit

Learning targets      Talking about healthy and unhealthy food
                      Making resolutions for the future

Grammar               Direct object pronouns

Skills                NC levels 1–5
(Programmes of
study)                PoS
                      1b apply grammar
                      2c ask and answer questions
                      2f adapt previously learned language
                      3e develop independence
                      3c knowledge of language
                      3d use dictionaries
                      5b respond to classroom events

Contexts              Everyday activities: food, health and fitness

Learning outcomes …

Listening    AT1/4–   Understand a text identifying food/drink items as
and          5        healthy/unhealthy; use this to check answers
responding            Understand the details of two people doing a questionnaire on
                      healthy eating

Speaking     AT2/4    Ask and answer questions about how often they eat/drink
                      certain things (using the direct object pronoun)
Reading      AT3/5    Understand a text about what someone eats/drinks and future
and                   plans to change his diet; identify the Spanish for English
responding            expressions in the text

Writing      AT4/1,   Sort food and drink words into healthy/unhealthy categories
             5        Write a text about what they eat/drink and what changes they
                      are going to make in their diet in future
Key language        verduras
                    galletas
                    patatas fritas
                    Coca-cola
                    fruta
                    pescado
                    café
                    caramelos
                    huevos
                    leche
                    agua
                    pasteles

                    lo/la/los/las como …

                    todos los días
                    dos veces a la semana
                    una vez al mes
                    de vez en cuando
                    nunca
                    casi nunca

High-frequency      a (a la, al)
words               lo, la, los, las
                    nunca
                    comer (como)

ICT opportunities   Word-processing/Using a spreadsheet package

Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Te toca a ti, p. 124, ex. 2

                    Extension: Cuaderno B, p. 00
                    Cuaderno B, ¡Extra! 1 + 2, pp. 57–58

Literacy
Citizenship         Healthy living

Resources           CD 3 tracks 000; Cuadernos A and B, p. 00

Homework
Notes               Further information on direct object pronouns in Pupil’s Book,
                    Gramática 2

                    Assessment for learning:
                    Pupil’s Book, Mini-test, p. 101
                    Resource & Assessment Module 6 Gramática Worksheet Direct
                    object pronouns – lo, la, los, las
MIRA EXPRESS 2 CD SoW

SCHOOL:                                         YEAR:
DATE:                                           CLASS:

MIRA EXPRESS 2 Módulo 6 Me duele …
                  Unidad 4 La vida sana (pp. 102–103)

Framework             Launch: 9S3 Different tense modals
objectives            Reinforce: 9W5 Verb tenses (+ conditional) (conditional);
                      9S6 Multiple-clause sentences

Lesson starters       Starter 1: Revising expressions followed by the infinitive;
                      revising modal verbs
                      Starter 2: Revising the preterite

Plenary               Summarising deber + infinitive
                      Reading out and discussing e-mail texts giving advice on how
                      to live more healthily

Learning targets      Talking about healthy living
                      Using para to make more complex sentences

Grammar               deber + infinitive

Skills                NC levels 4–6
(Programmes of
study)                PoS
                      2a listen for gist and detail
                      2d initiate/develop conversations
                      2f adapt previously learned language
                      2h scan texts
                      3b interpret meaning
                      5i work in a variety of contexts

Contexts              Everyday activities: food, health and fitness

Learning outcomes …

Listening    AT1/4–   Understand and put in order pieces of advice on healthy living
and          5        Understand conversations in which people talk about their
responding            lifestyles and note the details (the positive things they do, the
                      negative things they do, the advice they are given)

Speaking     AT2/3,   Make up the longest sentence possibly incorporating the phrase
             6        Para llevar una vida más sana …

Reading      AT3/6    Understand and match e-mails describing health problems with
and                   the pieces of advice given
responding            Summarise a health problem question + advice in English

Writing      AT4/5    Write an e-mail describing a health problem and a response
                      giving advice on it
Key language          Para llevar una vida más sana debes …
                      hacer deporte frecuentemente
                      dormir ocho horas al día
                      beber agua frecuentemente
                    comer más fruta y verduras
                    comer menos caramelos

                    No debes …
                    comer comida basura
                    fumar cigarrillos
                    tomar drogas
                    beber alcohol
                    beber muchos refrescos

                    Ayer bebí, comí, salí, vi, fumé, hice, jugué

High-frequency      una
words               a (al)
                    para
                    y
                    beber (bebí)
                    comer (comí)
                    deber (debes)
                    hacer (hice)
                    jugar (jugué)
                    tomar
                    más
                    menos
                    muchos

ICT opportunities
Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, pp. 110–111, exs 3–4

                    Extension: Cuaderno B, p. 00
                    Pupil’s Book, Te toca a ti, p. 125, ex. 1

Literacy            Verb tenses

Citizenship         Healthy living

Resources           CD 3 tracks 000; Cuadernos A and B, p. 00

Homework
Notes               Assessment for learning:
MIRA EXPRESS 2 CD SoW

SCHOOL:                                          YEAR:
DATE:                                            CLASS:

MIRA EXPRESS 2 Módulo 6 Me duele …
                  Unidad 5 Mis pecados (pp. 104–105)

Framework            Reinforce: 9W5 Verb tenses (+ conditional) (present, preterite
objectives           & near future together); 9L4 Questions/text as stimulus to talk

Lesson starters      Starter 1: Revising preterite, present and near future tense of
                     key verbs
                     Starter 2: Revising using different tenses

Plenary              Quiz using the Resumen section to review key points of the
                     module (team activity)

Learning targets     Talking about lifestyle changes
                     Using three tenses together

Grammar              Using different tenses (preterite, present, near future)

Skills               NC level 6
(Programmes of
study)               PoS
                     1b apply grammar
                     1c use a range of vocab/structures
                     2c ask and answer questions
                     2g deal with the unpredictable
                     4b communicate with native speakers
                     4c compare home and TL culture
                     4d knowledge of experiences and perspectives
                     5d respond to spoken/written language
                     5i work in a variety of contexts

Contexts             Everyday activities: food, health and fitness
                     Personal and social life: free time and social activities

Learning outcomes …

Listening    AT1/6   Understand a text about a night on the town and the morning
and                  after
responding
Speaking     AT2/6   Ask and answer questions as though they were the character
                     describing his night out/morning after
Reading      AT3/6   Identify the verbs in a text by tense (preterite, present, near
and                  future)
responding           Complete a gap-fill text on lifestyle (past/present/future plans)
Writing      AT4/6   Write a blog on lifestyle (past/present/future plans)

Key language         Language from Module 6


High-frequency       ayer
words                mañana
                    ¿adónde?
                    ¿cómo?
                    ¿qué?
                    beber (in three tenses)
                    comer (in three tenses)
                    hacer (haces)
                    ir (in three tenses)
                    jugar (in three tenses)
                    salir (in three tenses)

ICT opportunities   E-mail contact with a Spanish school

Differentiation     Reinforcement: Cuaderno A, p. 00
                    Pupil’s Book, Gramática, p. 111, ex. 5

                    Extension: Cuaderno B, p. 00
                    Cuaderno A, ¡Extra! 1 + 2, pp. 57–58
                    Pupil’s Book, ¡Extra!, pp. 108–109
                    Pupil’s Book, Te toca a ti, p. 125, exs 2–3

Literacy
Citizenship
Resources           CD 3 tracks 000; Cuadernos A and B, p. 00

Homework
Notes               Further information on using different tenses in Pupil’s Book,
                    Gramática 4.5

                    Assessment for learning:
                    Pupil’s Book, Resumen, p. 106; Cuadernos A and B, Resumen
                    Pupil’s Book, Prepárate, p. 107; Cuadernos A and B, ¡Extra!
                    Resource & Assessment Module 6 Gramática Worksheet
                    Combining the preterite, the present and the near future tenses;
                    Resource & Assessment Module 6 Writing Skills Worksheet
                    Writing creatively

				
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posted:8/3/2011
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