¡Listos! 2 Rojo
Módulo 6 La salud
/Unidad 1 pp.96-97 ¿Qué te duele?
/ Activity no.Learning objectives / Saying what hurts and asking others.
Framework objectives / Launch: 8C4 (Poems, jokes, songs and stories); 9L6 (Formality of language). Reinforcement: 8W4 (Word endings); 8T4 (Dictionary use); 9W4 (Main inflections); 9T4 (Using support materials).
Starters / Starter 1: Parts of the body: match with the appropriate definite article.
Starter 2: Parts of the body: vocabulary practice.
Plenary / Discuss the agreement of doler with the noun that follows.
Grammar / doler
Skills (Programmes of Study) / 5g listening /reading for enjoyment / 2a
Contexts / A Everyday activities
Learning outcomes …
Listening and responding / AT1/1-4 / Recognise parts of the body and conjugations of doler. / 1b, 2a, 2b, 3a
Speaking / AT2/3 / Say what part of your body is hurting and ask others. / 2c, 3b
Reading and responding / AT3/1-6 / Recognise parts of the body and conjugations of doler; understand a short passage about outdoor activities. / 1a, 4
Writing / AT4/2 / Write sentences to explain what hurts. / 3c
Key language / ¿Qué te/le duele?
Me duele(n) …
el brazo
la cabeza
el dedo
la espalda / el estómago
la garganta
la mano
las muelas / los oídos
el pie
la pierna
la rodilla
ICT Opportunities / -
Extension (B) / Cuaderno B, p.53
Resources / Cassette C, side 1 or CD3, tracks 13, 14, 15 and 16
Hojas de trabajo, Resource and Assessment File, pp.114 and 115
OHTs 29 and 30
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Rojo
Módulo 6 La salud /
Unidad 2 pp.98-99 Me siento mal
/ Activity no.Learning objectives / Asking / complaining about ailments using tener and estar.
Framework objectives / Reinforcement: 8L3 (Relaying gist and detail); 8S6 (Substituting and adding); 8T5 (Writing continuous text); 9T5 (Simple creative writing); 9L3 (Reporting and paraphrasing).
Starters / Starter 1: Use of tener: write down four possessions.
Starter 2: Tengo and estoy: match verb and ailment.
Plenary / Discuss the various verbs used in relation to ailments.
Grammar / tener for ailments
estar for ailments
Skills (Programmes of Study) / 2a listen for gist and detail
2f adapt language for different contexts / 1a, 3
5c
Contexts / A Everyday activities
Learning outcomes …
Listening and responding / AT1/2-5 / Recognise various ailments/symptoms that use tener. / 1a, 3
Speaking / AT2/3 / Describe your own ailments/symptoms and ask others about theirs. / 1b, 4a
Reading and responding / AT3/2-6 / Recognise various ailments/symptoms, including those using tener and estar. / 2, 5a
Writing / AT4/2-6 / Write out a dialogue as practised in the speaking exercise; write an absence note to a teacher. / 4b, 5b, 5c
Key language / ¿Qué te pasa?
¿Qué tal?
Me siento mal.
No me siento bien. / Estoy …
constipado/a
enfermo/a
mareado/a / Tengo … catarro
fiebre
gripe
tos / Tengo…
una insolación.
una picadura.
la pierna rota.
dolor de cabeza.
ICT Opportunities / -
Extension (B) / Cuaderno B, p.54
Resources / Cassette C, side 1 or CD3, tracks 17 and 18
Hojas de trabajo, Resource and Assessment File, pp.114 and 115
OHTs 31 and 32
Flashcards 43-48
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Rojo
Módulo 6 La salud /
Unidad 3 pp.100-101 En la farmacia
/ Activity no.Learning objectives / Buying things at the chemist’s and giving medical advice.
Framework objectives / Reinforcement: 8S3 (Modal verbs); 9S3 (Different tense modals); 9L6 (Formality of language).
Starters / Starter 1: Illnesses: revision activity.
Starter 2: Match the demonstrative adjective with the medical item.
Plenary / Conjugation of deber: dice game.
Grammar / Present tense of deber
Skills (Programmes of Study) / 1a sounds and writing
2a listen for gist and detail
2b pronunciation / intonation
2c ask and answer questions
2i report main points / 1a
1b
2a, 3c
2a
1b
Contexts / A Everyday activities
Learning outcomes …
Listening and responding / AT1/1-4 / Recognise various medicinal products and their containers; understand customers’ medical complaints and the chemist’s advice. / 1a, 1b, 3b
Speaking / AT2/3-4 / Buy and sell items in a chemist’s, explaining symptoms and giving appropriate advice. / 2a, 3c
Reading and responding / AT3/3 / Understand customers’ medical complaints and the chemist’s advice. / 3a
Writing / AT4/3-4 / Write out a dialogue between customer and chemist and give written medical advice. / 2b, 3d
Key language / ¿Tiene algo para la diarrea / el dolor de estómago? Deme …
una caja de…
aspirinas
pastillas / un tubo de…
crema antiséptica
pomada / una botella de jarabe para la tos
un paquete de tiritas
¿Qué debo hacer? Debes …
tomar … este jarabe / esta pomada / estas pastillas.
ir… al médico / al dentista / a la cama.
ponerte una tirita.
ICT Opportunities / -
Extension (B) / Cuaderno B, p.55
Resources / Cassette C, side 1 or CD3, tracks 19, 20 and 21
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Rojo
Módulo 6 La salud /
Unidad 4 pp.102-103 Hay que practicar mucho
/ Activity no.Learning objectives / Saying how long you have been doing something; general advice.
Framework objectives / Launch: 8L2 (Media listening skills) Reinforcement: 8W5 (Verbs); 8L3 (Relaying gist and detail); 8T5 (Writing continuous text); 9S6 (Multiple-clause sentences); 9L3 (Reporting and paraphrasing).
Starters / Starter 1: Conjugation of present-tense –ar verbs.
Starter 2: Conjugation of jugar: gap-filling activity.
Plenary / Drill ¿Cuánto tiempo hace que …? around the class.
Grammar / Hace … que + verb
Hay que … / Tienes que … / Debes …
Skills (Programmes of Study) / 4d consider experiences in other countries5d respond to different types of language / 4a
4a
Contexts / A Everyday activities
Learning outcomes …
Listening and responding / AT1/3 / Understand people saying how long they have been doing something. / 2
Speaking / AT2/4 / Say how long you have been doing various things and ask others. / 3
Reading and responding / AT3/3-4 / Recognise various activities; understand an interview about skateboarding. / 1, 4a, 4b
Writing / AT4/4 / Complete sentences saying what you should / should not do with appropriate verbs. / 4c
Key language / ¿Cuánto tiempo hace que …?
juegas al fútbol / baloncesto / tenis
estudias español / francés
vives en Londres
llevas el pelo corto / largo / Hace dos años que …
Hay que practicar mucho.
Tienes que llevar ropa cómoda.
Debes entrenar muchas horas.
ICT Opportunities / -
Extension (B) / Cuaderno B, p.56
Resources / Cassette C, side 1 or CD3, tracks 22 and 23
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Rojo
Módulo 6 La salud
/Unidad 5 pp.104-105 Hay que comer fruta todos los días
/ Activity no.Learning objectives / Talking about healthy living.
Framework objectives / Launch: 9T6 (Adapting for audience) Reinforcement: 8S3 (Modal verbs); 8S5 (Negative forms and words); 8S7 (Present, past, future); 8S8 (Using high-frequency words and punctuation clues).
Starters / Starter 1: Categorising verbs by their endings.
Starter 2: Hay que and Tienes que: gap-filling activity.
Plenary / Discuss ways of leading a healthy lifestyle.
Grammar / Revising the immediate future
Skills (Programmes of Study) / 2f adapt language for different contexts / 5b
Contexts / A Everyday activities
Learning outcomes …
Listening and responding / AT1/- / - / -
Speaking / AT2/4 / Give advice about healthy living. / 2
Reading and responding / AT3/4-5 / Understand and give opinions on various pieces of advice. / 1, 4, 5a
Writing / AT4/4-5 / Complete and compose sentences to give advice on living healthily; describe your own lifestyle. / 3, 5b
Key language / (No) Debes … / (No) Hay que … / (No) Tienes que …
… beber dos litros de agua al día.
… comer cinco raciones de fruta
o verdura al día.
… desayunar todos los días.
… dormir ocho horas al día. / … hacer deporte tres veces a la
semana.
… organizar bien los estudios.
… comer chocolate todos los días.
… cenar muy tarde.
(No) Estoy de acuerdo.
ICT Opportunities / -
Extension (B) / Cuaderno B, p.57
Resources / Starter 1, Resource and Assessment File, p.112
Grammar, Resource and Assessment File, pp.116 and 117
Homework
Notes
SCHOOL: YEAR: / DATE: CLASS:
¡Listos! 2 Rojo
Módulo 6 La salud /
Unidad 6 pp.108-109 ¡Extra! Entrevista con una deportista
/ Activity no.Learning objectives / Reading a longer interview with a sporting champion.
Framework objectives / Reinforcement: 8S4 (Question types); 8L2 (Media listening skills); 9S4 (Building answers from questions); 9S7 (Different tenses in sentences); 9T5 (Simple creative writing); 9L2 (Recognising rhetorical devices); 9L4 (Questions/text as stimulus to talk).
Starters / Starter 1: Recognising verbs of varying tenses.
Starter 2: Write down four questions suitable for an interview.
Plenary / Discuss strategies for tackling a long text.
Grammar / Review of structures – further examples of preterite and imperfect
Questions
Skills (Programmes of Study) / 2g dealing with the unpredictable
4a working with authentic materials / 2, 3a
1
Contexts / B Personal and social life; D The world of work
Learning outcomes …
Listening and responding / AT1/6 / Understand a similar interview with another professional cyclist. / 1a, 2
Speaking / AT2/6-7 / Talk about your own sporting activities and interview others about theirs. / 3a
Reading and responding / AT3/6 / Understand a wide range of personal details. / 1a, 1b
Writing / AT4/6-7 / Write out an interview conducted with a classmate about his/her sporting activities. / 3b
Key language / Tuve una caída. / Me ayudó un chico. / Me casé.
ICT Opportunities / -
Extension (B) / -
Resources / Cassette C, side 2 or CD3, tracks 26 and 27
Homework
Notes