MIRA EXPRESS 2 CD Sow

MIRA EXPRESS 2 CD SoW

SCHOOL: YEAR:
DATE: CLASS:

MIRA EXPRESS 2 Módulo 1 Mi vida

Unidad 1 Presentaciones (pp. 6–7)

Framework objectives

/ Launch: 8W5 Verb tenses (present tense); 9W3 Words about 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
(Programmes of study) / NC levels 2–4
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 and responding / AT1/2–3 / Understand listening text about free-time activities
Understand listening texts featuring opinions on free-time activities
Speaking / AT2/3–4 / Ask and answer questions on free-time activities (including 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 words / el, la, los, las
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 objectives

/ Reinforce: 8S1 Word, phrase and clause sequencing; 8T7 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
(Programmes of study) / NC levels 2–4
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 and responding / AT1/2–4 / Understand listening texts on personal characteristics
Note key words (y, pero, no, también and nunca) when listening
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 words / un, una
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 objectives

/ Reinforce: 8W1 Adding abstract words; 8T2 Expression in 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
(Programmes of study) / NC levels 2–4
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 and responding / AT1/2–4 / Understand listening text on nationalities
Understand listening text giving a range of personal details
Speaking / AT2/2, 4 / Ask and answer questions to identify people from their nationalities
Reading and responding / AT3/4 / Understand a longer text covering a range of topics (personal details, character/physical description, free-time activities, daily 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 words / de
¿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 objectives

/ Launch: 8W5 Verb tenses (near future tense)
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
(Programmes of study) / NC levels 2–5
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 and responding / AT1/2, 4 / Understand listening texts about places in a town/activities
Speaking / AT2/3 / Prompt with a place + present tense and respond with an activity + near future tense
Reading and responding / AT3/3, 5 / Understand a text detailing what someone is going to do during the coming week
Writing / AT4/1, 4–5 / Write a list of infinitives used in sentences featuring the near 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 words / el, la, los
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 objectives

/ Launch: 8S7 Present, past and future
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
(Programmes of study) / NC levels 4–5
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 and responding / AT1/4 / Understand an interview where personal details and details of daily routine are given
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 and responding / AT3/5 / Understand a longer text covering a range of topics (personal details, character/physical description, free-time activities, daily 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 words / la, las
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 objectives

/ Reinforce: 8S2 Connectives in extended sentences; 8S6 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
(Programmes of study) / NC levels 3–5
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 and responding / AT1/3, 5 / Understand a listening text about different people’s favourite types of television programme.
Understand a listening text and note specific television programme names.
Understand a conversation about what’s on television.
Speaking / AT2/4–5 / Ask and answer questions about favourite types of television programme, giving reasons.
Discuss what programmes they are going to watch, giving opinions and reasons.
Reading and responding / AT3/3 / Understand a text in which someone gives his opinion of different types of television programme and explains the 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 words / un, una
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