Talking about where you went Using the preterite Extending sentences with sequencers. Leisure Holidays Plans, preferences, experiences

Transcripción

1 Mira GCSE Spanish for AQA Higher Module 1 De vacaciones Repaso Adónde fuiste? (pp. 6 7) Topics and objectives Talking about where you went Using the preterite Extending sentences with sequencers Leisure Holidays Plans, preferences, experiences Using the preterite Listening Note details using pictures 1 Speaking In pairs: talk about holidays, using prompts 3 Reading Choose verb forms from options 2 Writing Write an about holidays 4 Cuándo fuiste de vacaciones? el año/verano/invierno pasado hace (dos) años Adónde fuiste de vacaciones? Fui a Grecia los Estados Unidos Francia la República Dominicana la India Argentina España Con quién fuiste? Fui con mi familia/mis padres/mis amigos solo/a Qué hiciste? Escuché música. Tomé el sol. Fui de excursión. Visité monumentos. Conocí a mucha gente. Mandé mensajes. Esquié. Bailé. Jugué al voleibol. Monté en bicicleta.

2 Saqué fotos. Qué tal lo pasaste? Lo pasé mal/fenomenal/muy bien/bien/fatal. Lesson starters 1 Revise the preterite 2 Distinguish between present and preterite verb forms Plenary Review and practise the preterite ICT opportunities Use computer to collect and learn vocabulary Reinforcement Cuaderno Rojo, p. 2 Write out paradigms of preterite regular verbs Extension Respond to English prompts to give different forms of regular verbs in the preterite Resources CD 1 track 2; Cuaderno Rojo, p. 2; Gramática 204 Add detail (sequencers, connectives, opinions) Check spelling in verb forms Use computer to collect and learn vocabulary Personal Learning and Thinking Skills ICT suggestion after 4 3 Reflective learners

3 Mira GCSE Spanish for AQA Higher Module 1 De vacaciones 1 Qué tal tus vacaciones? (pp. 8 9) Topics and objectives Talking about holidays and weather Using irregular verbs in the preterite Learning phrases meaning the same thing Listening Speaking Reading Leisure Holidays Plans, preferences, experiences Using irregular verbs in the preterite Note pictures in order mentioned Note activities in order of preference expressed Note details of a holiday In pairs: ask and answer questions about holidays Identify headings for texts Answer comprehension questions in English 1, 2, 4 5 6, 7 Writing Rewrite sentences using paraphrases 3 Descansé. Nadé. Hice yoga. Fui a clases de baile. Di una vuelta en bicicleta. Vi lugares de interés. Monté a caballo. Patiné. Esquié. Hice alpinismo. Hice vela. Hice caída libre. No tuve miedo. Lo pasé genial! Lo pasé muy bien! Lo pasé bien! No me gustó nada! Lo pase mal! Fue un poco aburrido! Qué tiempo hizo? Hizo buen tiempo. Hizo mal tiempo. Hizo calor. Hizo frío. Hizo sol. Hizo viento.

4 Hizo niebla. Hubo tormenta. Llovió. Nevó. Lesson starters 1 Review the preterite 2 Review weather vocabulary and time expressions Plenary Review and practise the preterite ICT opportunities Reinforcement Cuaderno Rojo, p. 3 Te toca a ti Student s Book p , p Identify patterns in verbs which will help them remember endings Extension Write a short description of a holiday Resources CD 1 tracks 3 5; Cuaderno Rojo, p. 3; Te toca a ti Student s Book p , p ; Gramática 204 Recognise and note paraphrases

5 Mira GCSE Spanish for AQA Higher Module 1 De vacaciones 2 Qué tal el hotel? (pp ) Topics and objectives Describing accommodation Using the imperfect tense for description Giving and justifying opinions Leisure Holidays Plans, preferences, experiences Using the imperfect tense for description Listening Note details of holidays 1 Speaking In pairs: talk about a recent holiday using picture prompts 2 Reading Writing Identify opinion as positive, negative or a mixture of both Identify best and worst elements Write a description of a recent holiday using picture prompts 3, 4 5 Que tal tus vacaciones? Me quedé en Me alojé en un hotel de cinco estrellas un albergue juvenil un camping un parador una pensión Estaba en la costa/en la montaña al lado de la playa en el centro de la ciudad bien/mal equipado/a Era/No era nada acogedor(a) antiguo/a nuevo/a (poco) cómodo/a bonito/a feo/a caro/a barato/a animado/a tranquilo/a lujoso/a Tenía/No tenía ni Había/No había Tampoco había (un) bar/gimnasio/restaurante (una) discoteca/piscina climatizada/sauna/cafetería/cocina

6 Lesson starters comunitaria Lo mejor/peor era que 1 Use reading strategies to work out meaning; to introduce the imperfect tense 2 Review the imperfect tense and holiday vocabulary Plenary Review and practise the imperfect tense ICT opportunities Reinforcement Cuaderno Rojo, pp. 4 5 Memorise and practise adjectives Include and justify opinions Extension Te toca a ti Student s Book p Practise recognising imperfect verb endings Resources CD 1 track 6; Cuaderno Rojo, pp. 4 5; Te toca a ti Student s Book p ; Gramática 206 Use a range of negatives Include and justify opinions

7 Mira GCSE Spanish for AQA Higher Module 1 De vacaciones 3 Buenas vacaciones (pp ) Topics and objectives Talking about holiday activities Using the imperfect and the preterite together Learning question words Listening Speaking Leisure Holidays Plans, preferences, experiences What to see and getting around Using the imperfect and the preterite together Read and match texts to titles Read questions: translate questions into English Note details of holiday In pairs: ask and answer questions pretending they are a different character 1, 5, 6 7 Reading Identify and translate verbs Apply reading strategies to translate Spanish words/phrases Complete text by choosing from verb options Writing Write a description of a holiday 8 2, 3, 4 Pasé (una semana) allí. Revision of key verbs in the preterite and imperfect Lesson starters 1 Identify verb tenses 2 Review using the preterite and imperfect Plenary Review and practise the imperfect and preterite tenses; review question words ICT opportunities Do peer-correct writing task 8 on computer Reinforcement Cuaderno Rojo, p. 6 Te toca a ti Student s Book p Extension Resources CD 1 tracks 7 9; Cuaderno Rojo, p. 6; Te toca a ti Student s Book p ; Gramática 204 Use reading strategies Recognise and use question words Use techniques to improve writing Personal Learning and Thinking Skills 3 + tip box 2 Creative thinkers

8 Mira GCSE Spanish for AQA Higher Module 1 De vacaciones 4 En el hotel (pp ) Topics and objectives Booking a hotel room Using verbs with usted Dealing with unpredictable questions Listening Speaking Reading Leisure Holidays Plans, preferences, experiences Using verbs with usted Identify pictures described Identify speaker who talks on each topic Transcribe questions; translate questions into English In pairs: make up dialogues, using prompts or inventing their own Identify pictures described Identify Spanish versions of English sentences 3, 4, 6 7 1, 2 Writing Write a dialogue, using prompts 5 Dígame? Estimado señor(a) Me gustaría/quisiera reservar una habitación individual/doble para noches/días sin/con baño con balcón/vistas al mar/una cama de matrimonio pensión completa Para cuántos noches/días? Para (cuatro) noches/días, del (16) al (20 de agosto). Cuánto es? Son (200 ). Hay servicio de habitaciones? Hay conexión a Internet? Hasta qué hora se sirve el desayuno/la comida/la cena? A qué hora cierra la recepción/el bar? Hasta que hora está abierto/a el restaurante/la recepción? Se admiten perros? Lesson starters 1 Review vocabulary for making a hotel booking 2 Review the usted form of key verbs Plenary Review and practise usted forms of verbs; practise dialogue ICT opportunities Reinforcement Cuaderno Rojo, p. 7

9 Extension Te toca a ti Student s Book p Write an to a hotel making a reservation Resources CD 1 tracks 10 12; Cuaderno Rojo, p. 7; Te toca a ti Student s Book p Use usted appropriately Prepare for and handle unexpected questions in the speaking assessment

10 Mira GCSE Spanish for AQA Higher Module 1 De vacaciones 5 Reclamaciones (pp ) Topics and objectives Making complaints in a hotel Using me hace falta Joining ideas with connectives Listening Speaking Reading Leisure Holidays Plans, preferences, experiences Using me hace falta Note pictures in the correct order Note details of complaints In pairs: practise dialogues hotel guest complaining about accommodation Match complaints to correct picture Complete sentences summaries 1, 3 4 2, 5 Writing Write a description of a terrible holiday 6 Qué le pasa, señor/señorita? Me hace falta papel higiénico/jabón/un secador Me hacen faltan toallas/unas aspirinas El ascensor/el aseo/la luz/la ducha no funciona. El baño no está limpio. El aseo está sucio. La habitación no está limpia. La cama está sucia. Hay mucho ruido. Quiero quejarme/cambiar de habitación/hablar con el director. Quiero un descuento. Lesson starters 1 Review me gusta(n)/me encanta(n) in preparation for me hace(n) falta 2 Review connectives Plenary Review me hace falta(n); review connectives ICT opportunities Do and check writing task 6 on computer Reinforcement Cuaderno Rojo, pp. 8 9 Use me hace falta(n) with range of objects Extension Translate statements into English Identify verbs in a text; give the tense; translate the verbs into English Resources CD 1 tracks 13 14; Cuaderno Rojo, p. 8 9

11 Use connectives and opinions

12 Mira GCSE Spanish for AQA Higher Module 1 De vacaciones Prueba oral conversation: Holidays (pp ) Topics and objectives Talking about holidays Leisure Holidays Plans, preferences, experiences What to see and getting around Advice on including: opinions time expressions extended sentences using connectives references to past, present and future the preterite and imperfect tenses a variety of verbs a variety of phrases negatives complex sentences a variety of structures The whole spread helps students prepare for the Speaking Controlled Assessment. This includes: Working on grammar content Preparing for unprepared questions Developing fluency Improving performance Listening Answer questions on a model conversation (covering comprehension and language use) 1, 2, 3, 5 Reading Identify words/phrases by category 4 Speaking Take part in a controlled assessment-style 6 conversation on holidays Writing Holidays Resources CD 5, tracks 2 5 Personal Learning and Thinking Skills Prueba oral 6 4 Team workers

13 Mira GCSE Spanish for AQA Higher Module 1 De vacaciones Prueba escrita (pp ) Topics and objectives Talking about holidays Leisure Holidays Plans, preferences, experiences What to see and getting around Advice on including: tenses (present, preterite and near future) opinions the imperfect tense different persons of the verb connectives time expressions exclamations complex sentences with two tenses relative pronouns The whole spread helps students prepare for the Writing Controlled Assessment. This includes: identifying key phrases in Spanish in the model text to reuse identifying contexts for specific language usage working on content (grammar and vocabulary) improving performance Reading Writing Read and answer questions on a model text (covering comprehension and language use) Identify expressions to use in own writing Write a controlled assessment-style text on holidays Holidays 1, 2, 3 4 6

14 Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla Repaso 1 Mi vida (pp ) Topics and objectives Listening Speaking Reading Writing Giving personal information Using the present tense Extending sentences with cuando Leisure Free Time and the Media Free-time activities Using the present tense Note details of personalities and interests Identify types of weather Identify countries from descriptions In pairs: talk about leisure activities as though they were different characters Translate adverbs of frequency into English Identify the appropriate holidays for two people Write sentences describing someone s routine in different weathers Cómo te llamas? Me llamo Cuántos años tienes? Tengo años. De dónde eres? Soy de Dónde vives? Vivo en Cómo eres? Soy Qué haces en tu tiempo libre? Todos los días De vez en cuando Qué haces en tu tiempo libre? Leo correos. Navego por Internet. Descargo música. Salgo con mis amigos. Compro maquillaje y ropa. Hago mucho deporte. Escribo un blog. Chateo. Voy de compras/al cine/al teatro. Veo la televisión. 1, 5, 6 ex 3 2, 4 7 Qué tiempo hace? Hace buen tiempo/mal tiempo/calor/frío/sol/viento.

15 Hay niebla/tormenta. Está nublado/despejado. Llueve. Nieva. Cuando pero cuando Lesson starters 1 Review the present tense of regular verbs 2 Review weather vocabulary Plenary Review and practise the present tense; review weather expressions ICT opportunities Communicate with a partner school in Spain Reinforcement Cuaderno Rojo, p. 12 Practise the present tense (regular and key irregular verbs) Extension Resources CD 1 tracks 15 17; Cuaderno Rojo, p. 12; Gramática 202 Extend sentences using connectives Personal Learning and Thinking Skills ICT suggestion after 7 4 Team workers

16 Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla Repaso 2 En ruta (pp ) Topics and objectives Listening Speaking Reading Writing Talking about means of transport Using adverbs Listening for the 24-hour clock Leisure Holidays What to see and getting around Using adverbs Note details of how people travel and why Note details about train travel In pairs: have a dialogue based on an exchange at a train station ticket office, using prompts Match captions to pictures Write what they would do in specified areas of a Spanish train station Write a paragraph about how they usually travel and their own travel preferences, including reasons el autobús el avión el tren el monopatín el barco el autocar el coche el metro la bicicleta la moto a pie generalmente normalmente frecuentemente solamente a veces Voy en (tren). Cojo (la bici). Prefiero ir (en tren) porque es limpio/cómodo/lento/rápido/barato/caro La gente me molesta. No me gusta esperar. Me gusta la independencia. Me gusta leer/ escuchar música 2, 4 5 1, 6 3

17 Quiero (cuatro) billetes de ida (y vuelta) para (Madrid). A qué hora sale el tren? De qué andén sale? A qué hora llega? Es directo? Lesson starters 1 Review vocabulary for the unit; practise classifying words 2 Review adverbs Plenary Review and practise adverbs ICT opportunities Reinforcement Cuaderno Rojo, p. 13 Extension Te toca a ti Student s Book p Resources CD 1 tracks 18 19; Cuaderno Rojo, p. 13; Te toca a ti Student s Book p ; Gramática 219 Talk about modes of transport Include adverbs to make speaking and writing more interesting Listen for the 24-hour clock

18 Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla 1 La oficina de turismo (pp ) Topics and objectives Planning a day out Using the near future Understanding questions Listening Speaking Reading Leisure Holidays What to see and getting around Using the near future Identify pictures described Note activities mentioned Complete gap-fill questions; translate them into English In pairs: ask and answer questions on what they are going to do in Seville, using prompts Complete sentences summarising text in English 1, 2, Writing Write out a plan for a day s activities in Seville 5 Voy a/vamos a sacar fotos comprar recuerdos ver lugares de interés disfrutar de (unas) vistas espléndidas dar un paseo por... comer algo descubrir todo sobre las corridas subir a la torre Qué se puede ver en Sevilla? Qué vas a hacer? Cómo va a ser? Cómo se va al /a la? Cuánto tiempo dura? A qué hora abre/cierra el/la? primero por la mañana/tarde/noche luego Va a ser guay/interesante/fascinante/maravilloso/increíble/ impresionante También vamos a porque me encanta/me gusta mucho

19 Lesson starters 1 Review the near future tense; practise using reading strategies 2 Review the near future tense; review unit vocabulary Plenary Review and practise the near future tense; practise giving opinions about the future ICT opportunities Reinforcement Cuaderno Rojo, p. 14 Te toca a ti Student s Book p Write a dialogue using picture prompts Extension Practise the near future tense Resources CD 1 tracks 20 22; Cuaderno Rojo, p. 14; Te toca a ti Student s Book p ; Gramática 208 Listen for question words

20 Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla 2 Comprando recuerdos (pp ) Topics and objectives Asking for and understanding directions Using imperatives Using sequencers (primero, después ) Leisure Free Time and the Media Shopping, money, fashion and trends Listening Speaking Reading Writing Holidays What to see and getting around Using imperatives Identify correct picture and note price Match English and Spanish sentences on directions Use the map to identify the places mentioned In pairs: ask and answer questions about where items are bought, using prompts In pairs: ask and answer questions about a map Write a short text about what you can buy in specific shops 1, 4, 5 2, 6 3 Dónde se puede comprar? un collar un chorizo un abanico una camiseta una gorra una muñeca una taza unas postales Se puede comprar en el supermercado el quiosco el estanco la carnicería la confitería la panadería la frutería la pescadería la farmacia la joyería la tienda de recuerdos la tienda de ropa Por dónde se va al/a la? Cruza la plaza/el puente.

21 Gira en la esquina. Pasa los semáforos. Está cerca/lejos. Sigue todo recto. Está a mano izquierda/derecha. Está al final de la calle. Está al lado del/de la Está enfrente del/de la Toma la primera/segunda calle a la derecha/izquierda. A ver /Pues /Entonces Primero Después Luego Ahora estás en Un poco más lejos Lesson starters 1 Review shop vocabulary 2 Review informal imperatives; work out grammar rules Plenary Review and practise informal imperatives ICT opportunities Reinforcement Cuaderno Rojo, p. 15 Practise the expressions for giving directions Extension Write text messages giving directions Resources CD 1 tracks 23 25; Cuaderno Rojo, p. 15; Gramática 230 Use expressions like A ver, etc. to buy time when trying to work out what to say Personal Learning and Thinking Skills Starter 2 2 Creative thinkers

22 Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla 3 Tomando tapas (pp ) Topics and objectives Ordering in a restaurant Using me gusta + article, como without article Working with distractors while listening and reading Listening Speaking Reading Writing Leisure Holidays Plans, preferences, experiences Using me gusta + article, como without article Translate a menu into English Note foods mentioned; note whether speakers like/dislike the food Note what people order in a restaurant Note what people order in a restaurant; note problems in a restaurant In pairs: ask and answer questions about their food preferences and eating habits Translate English sentences into Spanish Write a three-person dialogue based on an exchange in a restaurant Me gusta el/la Me gustan los/las Como (paella), pero no como nunca (flan). De primer plato/segundo plato/postre voy a/vamos a tomar me pone el gazpacho las lentejas con chorizo el jamón serrano la sopa de ajo la tortilla de patatas la merluza en salsa verde la paella la chuleta de cerdo con verduras el filete de ternera los calamares las gambas al ajillo los chipirones en su tinta el flan los helados de fresa, vainilla y chocolate la tarta de queso la tortilla española la merluza a la plancha el pescaito frito las sardinas las judías verdes 1, 2, 4, 6 3 5, 7

23 agua mineral con gas/sin gas No hay sal/aceite/vinagre. Me falta el tenedor/el cuchillo/la cuchara Está muy salado/a. El plato/vaso está sucio. El vino está malo. Qué van a tomar? Y para beber? Algo más? Nada más. Me trae la cuenta, por favor? el menú del día la especialidad de la casa Lesson starters Plenary 1 Review me gusta(n) 2 Review me gusta(n) and comer; review food vocabulary Enact dialogues; give constructive feedback on classmates content and delivery. ICT opportunities Reinforcement Cuaderno Rojo, pp Te toca a ti Student s Book p Practise using (no) me gusta Extension Resources CD 1 tracks 26 30; Cuaderno Rojo, pp ; Te toca a ti Student s Book p ; Gramática 212 Cope with distractors in listening and reading tasks

24 Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla 4 En Sevilla (pp ) Topics and objectives Describing a day out More of the preterite and the imperfect Recognising and expressing mixed opinions Listening Speaking Leisure Holidays Plans, preferences, experiences What to see and getting around Using the preterite and the imperfect Identify which statements about a text are true Identify opinions as positive, negative or a mixture of both Complete sentences with multiple-choice options In pairs: ask and answer questions about a visit to London or another city 1, 4, 5 3 Reading Translate Spanish sentences into English 2 Writing Write a text about a holiday city 6 Revision of unit vocabulary so far Lesson starters 1 Develop reading skills 2 Practise distinguishing between use of the preterite and the imperfect Plenary Review and practise expressions for giving opinions ICT opportunities Research a Spanish city on-line using Spanish-language tourist sites Reinforcement Cuaderno Rojo, p. 18 Te toca a ti Student s Book p & 4 Identify verbs in a text, give the tense and translate them Extension Research a Spanish city on-line using Spanish-language tourist sites Resources CD 1 tracks 31 33; Cuaderno Rojo, p. 18; Te toca a ti Student s Book p & 4; Gramática Improve speaking performance Recognise mixed opinions Personal Learning and Thinking Skills ICT suggestion after 6 1 Independent enquirers

25 Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla 5 Las fiestas (pp ) Topics and objectives Talking about festivals Understanding three time frames Using para to extend sentences Leisure Holidays Plans, preferences, experiences Listening Speaking Reading Writing Home and Environment Home and Local Area Special occasions celebrated in the home Understanding three time frames Note festivals and what they involve Identify correct pictures; note what is involved in festivals; note whether the speaker talks about the present, the past or the future Identify verbs Identify people being described Identify verbs by tense; translate verbs into English Complete gap-fill text on a festival el Diwali la Navidad la Feria de Abril el Eid al Fitr los San Fermines El día de los Muertos Ramadán Nochevieja una fiesta religiosa celebrar simbolizar decorar preparar cocinar cenar bailar cantar venir llevar traer hacer regalos 1, 5 2, 3 4, 6 Lesson starters Plenary ICT opportunities 1 Review para; review language for talking about festivals 2 Practise distinguishing tenses Review talking about festivals Research a Spanish festival on the Internet

26 Reinforcement Cuaderno Rojo, pp Write out paradigms of an -ar verb in the present, the preterite and the near future tenses Extension Te toca a ti Student s Book p Identify tenses of verbs and translate them into English Resources CD 1 tracks 34 35; Cuaderno Rojo, pp ; Te toca a ti Student s Book p ; Gramática 200, 204, 208 Extend sentences and make them more interesting

27 Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla Prueba oral interview: Travelling abroad (pp ) Topics and objectives Talking about travelling abroad Leisure Holidays Plans, preferences, experiences What to see and getting around Advice on including: a range of tenses (present, preterite, near future) simple opinions (e.g. me encantó) connectives adjectives the preterite and imperfect tenses a variety of structures to refer to the future (e.g. me gustaría + infinitive) more detailed opinions (e.g. lo que más me gustó) adverbs complex sentences with more than one tense points of view with justifications para + infinitive The whole spread helps students prepare for the Speaking Controlled Assessment. This includes: Working on grammar content Preparing for unprepared questions Developing fluency Improving performance Listening Answer questions on a model interview (covering comprehension and language use) 1, 2, 3, 5 Reading Identify verbs by tense 4 Speaking Take part in a controlled assessment-style 6 interview on travelling abroad Writing Holidays Resources CD 5, tracks 6 9

28 Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla Prueba escrita (pp ) Topics and objectives Writing about a Spanish festival Leisure Holidays Plans, preferences, experiences Home and Environment Home and Local Area Special occasions celebrated in the home Advice on including: a range of tenses (present, preterite, near future) opinions the imperfect tense different persons of the verb complex sentences with more than one tense opinions with justifications adverbs The whole spread helps students prepare for the Writing Controlled Assessment. This includes: identifying key phrases in Spanish in the model text to reuse identifying contexts for specific language usage working on content (grammar and vocabulary) improving performance Reading Writing Read and answer questions on a model text (covering comprehension and language use) Identify expressions to use in own writing Write a controlled assessment-style text about a celebration Celebrations 1, 2, 3 4, 5-7

29 Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla Leer y escuchar (Modules 1 2) (pp ) Topics and objectives From M1 and M2 Leisure Holidays Plans, preferences, experiences What to see and getting around Reading Listening From M1 and M2 Identify opinions as positive, negative or a mixture of both Answer comprehension questions Answer multiple-choice picture questions Answer comprehension questions Identify reasons for visiting Seville Transport, towns, holidays, weather Reading and Listening skills focus Read for detail: negative opinions Tackling questions on reading text Identify key vocabulary areas before listening Listen for detail Listen strategies (filtering out distractors/other redundant material) Answer all parts of the question Resources CD 5 tracks 10 12

30 Mira GCSE Spanish for AQA Higher Module 3 A clase Repaso 1 Las asignaturas (pp ) Topics and objectives Listening Speaking Reading Writing Giving opinions on school subjects Using me gusta, me encanta, etc. Revising basic vocabulary Work and Education School/College and Future Plans What school is like me gusta(n), me encanta(n) Note details of school timetables Note missing details of school timetables In pairs: ask and answer questions about their school timetables In pairs: ask and answer questions about someone s school timetable Match sentences to the correct picture; identify opinions as positive or negative Note what people like and don t like studying, and the reasons Write an on their own school timetable with opinions on the subjects they study el comercio el dibujo el español el francés el inglés el teatro la educación física la geografía la historia la informática la lengua la música la religión la tecnología los idiomas las ciencias las matemáticas me gusta(n) me encanta(n) me gusta(n) mucho no me gusta(n) nada odio Mi asignatura preferida es 2, 5 3, 6 1, 4 7

31 porque es /son aburrido artístico complicado difícil divertido entretenido fácil guay interesante práctico útil el horario lunes, martes, miércoles, jueves, viernes, sábado, domingo Cuándo tienes? Qué día tienes (inglés)? Tengo (inglés) los martes. Qué día prefieres? Prefiero los lunes porque A qué hora tiene? A la una/las dos, etc. y/menos cuarto y/menos cinco, diez, veinte, etc. y media Lesson starters 1 Review the vocabulary for school subjects; review me gusta(n) 2 Review telling the time Plenary Review and practise verbs like gustar ICT opportunities Communicate with a partner school in Spain Reinforcement Cuaderno Rojo, p. 23 Te toca a ti Student s Book p Talk about TV programmes to practise saying on Mondays, etc. Write sentences using gustar, encantar or interesar Extension Translate sentences into English; write sentences in Spanish following a model Resources CD 2 tracks 2 3; Cuaderno Rojo, p. 23; Te toca a ti Student s Book p ; Gramática 214 Check adjective and verb agreement in speech The importance of knowing numbers and times well Personal Learning and Thinking Skills ICT suggestions after 7 1 Independent enquirers

32 Mira GCSE Spanish for AQA Higher Module 3 A clase Repaso 2 En clase (pp ) Topics and objectives Describing your school routine Using the present tense with time expressions Improving your spoken and written texts Listening Speaking Reading Writing Work and Education School/College and Future Plans What school is like Present tense Note correct times Complete gap-fill version of conversation In pairs: make up dialogues about transport to school In pairs: ask and answer questions about school routine Complete sentences in English summarising text Write a description of a boy s typical day (winter and summer) la primavera el verano el otoño el invierno en (verano) por la tarde/por la mañana normalmente nunca siempre a menudo Cómo vas al colegio? Voy andando/a pie. Voy/Vuelvo en coche/autobús/metro/tren. (No) Cojo (el tren). Prefiero ir (en coche). A qué hora empiezan/terminan tus clases? es el recreo/la hora de comer? Empiezan/Terminan a las Es a las Qué haces en clase? a la hora de comer? en el recreo/el verano/el invierno después del colegio? Escucho al profe/a la profe. 3, 4 2, 5 1 6

33 Hablo./Leo./Uso el diccionario Juego al tenis. Hago natación. Voy al club de ajedrez/idiomas. Canto en el coro. Toco en la orquesta. Lesson starters 1 Review transport vocabulary; review expressions of frequency 2 Review numbers between 0 and 60 Plenary Review features that can be used to add interest to their speaking and writing, esp. time expressions ICT opportunities Reinforcement Cuaderno Rojo, p. 24 Te toca a ti Student s Book p Write out present tense forms of hacer Practise reading times aloud Extension Write out paradigms of stem-changing verbs of the types o ue and e i; work out rule for remembering which persons of the verb change Resources CD 2 tracks 4 5; Cuaderno Rojo, p. 24; Te toca a ti Student s Book p ; Gramática Include time expressions to add detail and interest Use a wide range of verbs when speaking and writing Use a broad range of language in writing