SCHOOL: YEAR:

DATE: CLASS:
¡Listos! 1 Unidad 1 pp6-7 ¡Hola! Activity
Módulo 1 ¡Bienvenidos! no.
Learning objectives Saying your name, asking someone’s name, greeting someone and asking
how someone is
Framework objectives Launch: 7W1 (Everyday words); 7S4 (Basic questions); 7L1 (Sound
patterns); 7C5 (Social conventions).
Starters Starter 1: Find the meaning (Techniques for deducing meaning of
unfamiliar words)
Starter 2: Letter strings (Pronunciation of Spanish names)
Plenary Pupils prepare three questions to test what they have learnt.
Grammar tú vs. usted/ustedes
Sounds: ci and ca
Skills 2.2d pronunciation and intonation 1, 6a
(Programmes of Study – revised 2.2e ask and answer questions 3a, 5
in 2007) 3b sounds and writing 1, 6a
4b communicate in pairs etc. 3a, 5
Contexts Personal and social life
Learning outcomes …
Listening and AT1/1-2 Recognise greetings and introductions, recognise different 1, 2a, 2b,
responding Spanish names 4, 6a
Speaking AT2/2 Say your name, ask other people’s name, greet people and 3a, 5, 6b
ask how they are
Reading and AT3/1-2 Understand written greetings and introductions 1, 4
responding
Writing AT4/2 Copy phrases giving greetings and introductions 3b, 7
Key language ¡Hola! ¿Qué tal? Buenos días
¿Cómo te llamas? ¿Cómo está usted? Buenas tardes
Me llamo Neus ¿Cómo estás? Buenas noches
¿Y tú?
¡Adiós! Bien Regular
¡Hasta luego! Mal Fatal
ICT Opportunities Create a disk of personal information, to be completed during the next
units, TG p. 15
ICT Pack: Activity 1, listen and write down how people are feeling in a
grid
Reinforcement (A) Cuadernos A & B, p. 2
Extension (B)
Resources Cassette A, side 1 or CD 1, track 2
R&A File, Grammar 1, p. 7
Homework

Notes
SCHOOL: YEAR:
DATE: CLASS:
¡Listos! 1 Unidad 2 pp8-9 En la mochila Activity
Módulo 1 ¡Bienvenidos! no.
Learning objectives Saying what you have in your rucksack, naming classroom items and
saying what you need.
Framework objectives Launch: 7W3 (Classroom words); 7W4 (Gender and plural); 7S5 (Basic
negatives); 7S8 (Punctuation).
Starters Starter 1: Squashed sentences (Inserting spaces and punctuation in
familiar phrases)
Starter 2: Odd one out (Looking at gender of classroom objects)
Plenary Spot the mistake – recapping genders of classroom objects.
Grammar gender
indefinite article: un, una (a/an) + unos, unas (some)
numbers 1–10
Skills 2.1b memorising 1b
(Programmes of Study – revised 2.2a listen for gist / detail 1c, 3, 4
in 2007) 2.2d pronunciation and intonation 1a, 3
3c apply grammar 6
4b communicate in pairs etc. 1b, 2
4f language for interest / enjoyment 3
Contexts Everyday activities
Learning outcomes …
Listening and AT1/1-2 Recognise the names of objects in a bag, identify numbers 1a, 1c, 3,
responding from 1-10 4
Speaking AT2/1 Ask about and identify various objects in a bag, memorise 1b, 2
them
Reading and AT3/2 Identify various classroom objects from a list 5
responding
Writing AT4/2 Write a list of objects in your rucksack and how many 6
there are
Key language ¿Tienes un cuaderno?
No tengo una regla.
En mi mochila, tengo …
una agenda, un bolígrafo, una carpeta, un cuaderno, un libro, un
diccionario, un estuche, una goma, un lápiz, una pluma, una regla, un
sacapuntas
dos/unos cuadernos, tres/unas gomas
números 1–10: uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez
ICT Opportunities MS Power Point: presentation of what students do and don’t have in their
school bag, TG p. 18
ICT Pack: Activity 2, design a poster about items in a rucksack
Reinforcement (A) Cuadernos A & B: p. 3
Extension (B) Te toca a ti A, p. 116 (exs. 3, 4)
Resources Cassette A, side 1 or CD 1, track 3
Song, PB p. 8
OHTs 1 & 2
Homework

Notes
SCHOOL: YEAR:
DATE: CLASS:
¡Listos! 1 Unidad 3 pp10-11 ¿Cuántos años tienes? Activity
Módulo 1 ¡Bienvenidos! no.
Learning objectives Talking about age and asking someone else’s age
Framework objectives Part-Launch:7W5 (Verbs present (+ past)).Launch: 7S3 (Adapting
sentences).
Starters Starter 1: Match up (Forming sentences about classroom objects using
Tengo and Necesito)
Starter 2:Snakey card game (Numbers 11-20)
Plenary Throw-and-catch game (practising personal information questions)
Grammar tener: tengo, tienes, tiene
numbers 11–20
sounds: ‘c’ followed by e/i or a/o/u
Skills 2.2a listen for gist / detail 4, 5, 7
(Programmes of Study – revised 2.2d pronunciation and intonation 1
in 2007) 2.2f initiate / sustain conversations 6a
3b sounds and writing 1a
4b communicate in pairs etc. 2, 3, 6a
Contexts Personal and social life
Learning outcomes …
Listening and AT1/1-2 Understand numbers from 11–20 in the context of quantities 1, 4, 5, 7
responding and ages
Speaking AT2/1-2 Use numbers from 1–20, participate in dialogues asking 2, 3, 6a
about and giving age
Reading and AT2
responding
Writing AT4/2 Write short phrases giving quantities and ages 6b, 8
Key language ¿Cuántos años tienes? números 11–20: once, doce, trece,
Tengo quince años. catorce, quince, dieciséis,
Luis tiene 14 años. diecisiete, dieciocho, diecinueve,
veinte
lápices, bolígrafos, cuadernos, sacapuntas, gomas
ICT Opportunities MS Excel: results of the survey in 6a to produce a pie chart or bar chart
of the average class age, TG p. 20
Reinforcement (A) Cuadernos A & B, p. 4
Extension (B)
Resources Cassette A, side 1 or CD 1, track 4
Homework

Notes
SCHOOL: YEAR:
DATE: CLASS:
¡Listos! 1 Unidad 4 pp12-13 ¡Feliz Activity
Módulo 1 ¡Bienvenidos! cumpleaños! no.
Learning objectives Talking about dates and birthdays
Framework objectives Launch:7W8 (Finding meanings). Reinforcement: 7W1 (Everyday
words).
Starters Starter 1: Cognates (Deducing English translations for months of the
year)
Starter 2: Word classification (Sorting words into groups: numbers,
names, months, objects)
Plenary Discuss techniques for improving listening skills
Grammar possessives: mi, tu, su
numbers 21–31
Skills 2.1c knowledge of language 1
(Programmes of Study – revised 2.2e ask and answer questions 11a
in 2007) 2.2g write clearly and coherently 10, 11b
3b sounds and writing 1, 4
3c apply grammar 10, 11b
Contexts Personal and social life
Learning outcomes …
Listening and AT1/1-2 Listen, repeat and identify dates and months 1, 3, 4, 6,
responding 9
Speaking AT2/1-2 Ask when someone’s birthday is and give your birthday, 2, 5, 8,
count up to 31 11a
Reading and AT3/1 Recognise numbers to 31 and months in their written form, 7a, 7b
responding and write the date
Writing AT4/2 Write days, months and sentences about when birthdays are 10, 11b
Key language ¿Cuándo es tu cumpleaños?
Mi cumpleaños es el trece de julio.
El cumpleaños de Marcos es el siete de marzo.
Meses del año: enero, febrero, marzo, abril, mayo, junio, julio, agosto,
septiembre, octubre, noviembre, diciembre
números 21–31: veintiuno, veintidós, veintitrés, veinticuatro, veinticinco,
veintiséis, veintisiete, veintiocho, veintinueve, treinta, treinta y uno
el primero (vs. uno)
ICT Opportunities MS Publisher: create attractive birthday cards in Spanish using the
templates or send birthday cards via the Internet, TG, p. 23
ICT Pack: Activity 3, design a worksheet to learn numbers and dates
ICT Pack: Activity 4, write personal information about three people
Reinforcement (A) Cuadernos A & B, pp. 5-6
Extension (B) Te toca a ti A & B, pp. 116 (exs. 1&2) & 117 (exs. 2a, 2b)
Resources Cassette A, side 1 or CD 1, track 5
Song, PB p. 12
R&A File, Hoja de trabajo 1, page 4
Homework

Notes
SCHOOL: YEAR:
DATE: CLASS:
¡Listos! 1 Unidad 5 pp14-15 En Activity
Módulo 1 ¡Bienvenidos! clase no.
Learning objectives Understanding classroom instructions and naming things in the
classroom, days of the week
Framework objectives Launch: 7W2 (High-frequency words); 7S2 (Sentence gist); 7L6
(Improving speech).
Starters Starter 1: Unjumble the sentence (Familiarisation with classroom
language)
Starter 2: Back-to-front sentences (Identifying classroom phrases on a
reversed OHT)
Plenary Pupils write down five nouns learnt during the lesson
Grammar Definite article: el/la, los/las
Gender: masculine and feminine words
Skills 2.1a identify patterns Gramática
(Programmes of Study – revised 3b sounds and writing 1a
in 2007) 3c apply grammar 4
4b communicate in pairs etc. 2, 4
4d make links with English 1a, 3
Contexts Everyday activities
Learning outcomes …
Listening and AT1/1 Understand basic classroom instructions and identify things 1a, 3, 5
responding in your classroom, days of the week
Speaking AT2/1 Identifying different objects in the classroom, say common 2, 4
phrases used in the classroom
Reading and AT3/2 Understand basic classroom instructions 1b
responding
Writing AT4/1-2 Write short phrases about your favourite TV programme 6a, 6b
each day of the week
Key language la mesa (del profesor), la pizarra, la puerta, la silla, la ventana, el
ordenador, el cuaderno, el libro
Abrid los libros. ¡Silencio, por favor!
Mirad la pizarra. Escribid en los cuadernos.
Voy a pasar lista. Mirad la página 10.
Escuchad la cinta. Trabajad en el ordenador.
Sentaos. Tira el chicle a la papelera.
Levantaos.
días del a semana: lunes, martes, miércoles, jueves, viernes, sábado,
domingo
ICT Opportunities ICT Pack: Activity 5, draw and label a plan of a classroom
Reinforcement (A) Cuadernos A & B, p. 7
Extension (B)
Resources Cassette A, side 1 or CD 1, track 6
R&A File, Hoja de trabajo 2, p. 5
R&A File, Skills 1, p. 8
OHTs 3 & 4
Homework

Notes
SCHOOL: YEAR:
DATE: CLASS:
¡Listos! 1 Unidad 6 pp16-17 ¿Cómo se escribe? Activity
Módulo 1 ¡Bienvenidos! no.
Learning objectives Saying the alphabet and spelling words out, and more classroom
instructions
Framework objectives Launch: 7W6 (Letters and sounds); 7S9 (Using simple sentences); 7T2
(Reading aloud).
Starters Starter 1: Letter strings (Dictate names of Spanish cities for pupils to
write down)
Starter 2: Alphabet practice (Pupils dictate spellings of words for their
partners to write down)
Plenary Say and spell language from p.17. Pupils spot errors.
Grammar -
Skills 2.1b memorising 1
(Programmes of Study– revised 2.2e ask and answer questions 3b, 6a, 7
in 2007) 3b sounds and writing 1, 2
4b communicate in pairs etc. 2, 3b, 7
4f language for interest / enjoyment 1, 3b
Contexts Everyday activities
Learning outcomes …
Listening and AT1/1-2 Understand simple dialogue about familiar names and note 3a, 5
responding down spellings, understand simple classroom exchanges
Speaking AT2/1-2 Participate in simple dialogue about spellings of familiar 2, 3b, 6a,
names and asking for things 6b, 7
Reading and AT2
responding
Writing AT4/1 Make up an alphabet of Spanish words 4
Key language ¿Cómo se escribe tu nombre?
¿Cómo se dice ‘biro’ en español?
No comprendo.
¿Puedes repetir?/ ¿Puede repetir?
Me hace falta papel.
Necesito un bolígrafo.
Déjame un libro, por favor.
Toma / Tome
He terminado.
¿Qué hago ahora?
ICT Opportunities Word-process the alphabet of Spanish words in ex. 4, TG p. 28
ICT Pack: Activity 6, record names, including how to spell them
Reinforcement (A) Cuadernos A & B, pp. 8 & 12 (ex. 1)
Extension (B) Te toca a ti B, p. 117 (ex. 1)
Resources Cassette A, side 1 or CD 1, track 7
Song, PB p. 16
R&A File, Skills 2, p. 9
Homework

Notes
SCHOOL: YEAR:
DATE: CLASS:
¡Listos! 1 Unidad 7 pp18-19 ¡Conéctate! Activit
Módulo 1 ¡Bienvenidos! y no.
Learning objectives Naming parts of a computer and phrases for using a computer
Framework objectives Reinforcement: 7W8 (Finding meanings); 7W3 (Classroom words).
Starters Starter 1: Cognates (Deducing meaning of ICT vocabulary)
Starter 2: Odd one out (Looking at genders of nouns relating to ICT)
Plenary Two pupils summarise what they have learnt during the lesson
Grammar ser: es, son
Skills 2.2d pronunciation and intonation 1
(Programmes of Study – revised 3d use a range of vocab / structures 5
in 2007) 4b communicate in pairs etc. 2
4d make links with English 1
4e use a range of resources 5
Contexts Everyday activities
Learning outcomes …
Listening and AT1/1-2 Recognise parts of a computer and understand simple 1, 4b
responding instructions for using computers
Speaking AT2/1 Noughts and crosses: saying parts of the computer 2
Reading and AT3/2 Read and identify basic commands for using the computer 4a
responding
Writing AT4/1-3 Work out anagrams regarding parts of a computer and write 3, 6
an e-mail to a friend in Spanish
Key language los auriculares, el botón, la contraseña, el disquete, el disco
compacto, el micrófono, el número de identidad, el ordenador, la
pantalla, el ratón, la tecla, el teclado
Busca en la red Imprime el trabajo Envía
Entra al sistema un correo electrónico
Sal del sistema Escribe la dirección Mete
Salva el trabajo el disco compacto/el disquete

ICT Opportunities E-mail: send the message prepared for activity 5 to a Spanish-speaking
friend, TG p. 31
Reinforcement (A) Cuadernos A&B, pp. 9-11, 13 & 14
Extension (B) ¡Extra!, PB, pp. 22-23 (Extension)

Resources Cassette A, side 1 or CD 1, tracks 8

Homework

Notes