SCHOOL: YEAR:
MIRA CD SoW
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 1 ¡Vamos!
Unidad 1 ¡Hola! (pp. 6–7)
Framework objectives
Launch: 7W1 Everyday words; 7S8 Punctuation; 7C5 Social
conventions
Reinforce: 7L5 Spontaneous talk
Lesson starters
Starter 1: Introducing the first words of Spanish – greetings
and introductions (class work, group work)
Starter 2: Consolidating basic Spanish phrases; thinking about
how sentences fit together
Plenary
Introducing the technique of reviewing material at key
points
Revising language introduced so far
Learning targets
Introducing yourself
Getting used to Spanish pronunciation
Grammar
Questions words: ¿Cómo? ¿Dónde?
Getting used to idea of verb endings (llamo/llamas
vivo/vives)
Skills
(Programmes of study)
NC levels 1–2
PoS
1a sounds and writing
1b apply grammar apply grammar
2a listen for gist and detail
2b pronunciation and intonation
2c ask and answer questions
2d initiate/develop conversations
3a memorise words and phrases
3b interpret meaning
5a communicate in pairs, etc.
5b respond to classroom events
5c express feelings and opinions
5h use language for real purposes
Contexts
Personal and social life: self, family and personal
relationships
Learning outcomes …
Listening and responding
AT1/
1–3
Understand listening texts in which people introduce themselves,
say which city they live in and say how they feel
Understand song about greetings
Speaking
AT2/2–3
Practise pronunciation of h, ll, v
Ask and answer questions saying who they are and where they
live
Reading and responding
Writing
AT4/3
Write short dialogue saying who they are and where they live
(using dialogues made up orally)
Copy out phrases
Key language
¿Cómo te llamas?
Me llamo...
¿Dónde vives?
Vivo en …
¡Hola!
Buenos días/ Buenas tardes/ Buenas noches
¿Qué tal ?
Bien/ Regular/ Fatal/ Fenomenal
¿Cómo estás?
¿Y tú?
¡Adiós!
¡Hasta luego!
High-frequency words
tú
en
y
bien
regular
¿cómo?
¿dónde?
¿qué?
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 2
Pupil’s Book, Te toca a ti, p. 114, exs 1 and 4
Extension: Workbook B, p. 2
Numeracy
Literacy
Punctuation
Verb forms
Citizenship
Resources
CD 1 tracks 2-6; Workbooks A and B, p. 2
Homework
Notes
Further information on verb endings of –ar verbs in Pupil’s
Book, Gramática 4.2 (a), p. 129
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 1 ¡Vamos!
Unidad 2 ¿Cuántos años tienes? (pp. 8–9)
Framework objectives
Launch: 7W5 Verbs present (tener); 7W6 Letters and sound; 7L1
Sound patterns
Lesson starters
Starter 1: Revising asking how someone is and responding (class
work)
Starter 2: Recapping numbers 0–15 (Electronic package option:
Starter X)
Plenary
Developing vocabulary learning strategies
Learning targets
Counting up to 15
Using the verb tener to give your age
Grammar
tener (first/second person)
Questions words: ¿Cuánto?
Skills
(Programmes of study)
NC levels 1–2
PoS
1a sounds and writing
1b apply grammar
2a listen for gist and detail
2b pronunciation and intonation
2c ask and answer questions
2d initiate/develop conversations
3a memorise words and phrases
5a communicate in pairs, etc.
Contexts
Everyday activities: the language of the classroom
Personal and social life: self, family and personal
relationships
Learning outcomes …
Listening and responding
AT1/1–3
Understand vocabulary for the numbers 0–15
Understand listening text in which people talk about how old
they are
Speaking
AT2/1–3
Practise pronunciation of c, ñ
Play bingo in groups
Ask and answer questions saying who they are and how old they
are
Reading and responding
AT3/3
Understand short written texts giving person details (name,
where the person lives, age)
Writing
AT4/1, 3
Write numbers
Write a short text giving their details (name, where they live,
age)
Key language
cero
uno
dos
tres
cuatro
cinco
seis
siete
ocho
nueve
diez
once
doce
trece
catorce
quince
¿Cuántos años tienes?
Tengo … años.
High-frequency words
tú
y
en
¿cuántos?
¿qué?
¿cómo?
¿dónde?
tener (tengo, tienes)
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 3
Extension: Workbook B, p. 3
Numeracy
Simple mental arithmetic
Literacy
Citizenship
Resources
CD 1 tracks 7- 11; Workbooks A and B, p. 3
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 1 ¡Vamos!
Unidad 3 ¡Feliz cumpleaños! (pp. 10–11)
Framework objectives
Launch: 7S9 Using simple sentences; 7C4 Stories and songs
Reinforce: 7S8 Punctuation
Lesson starters
Starter 1: Recapping the numbers 0–15 (class work)
Starter 2: Reviewing dates (Electronic package option: Starter
X)
Plenary
Introducing the Mini-test feature
Developing techniques to identify and tackle areas of
weakness
Learning targets
Counting up to 31
Saying when your birthday is
Grammar
Skills
(Programmes of study)
NC levels 1–4
PoS
1a sounds and writing
1b apply grammar
2a listen for gist and detail
2b pronunciation and intonation
2c ask and answer questions
2d initiate/develop conversations
3b interpret meaning
3c knowledge of language
5a communicate in pairs, etc.
5b respond to classroom events
5e use a range of resources
5h use language for real purposes
5i work in variety of contexts
Contexts
Everyday activities: the language of the classroom
Personal and social life: self, family and personal
relationships
Learning outcomes …
Listening and responding
AT1/1, 3–4
Understand vocabulary for the months of the year and the numbers
16–31
Understand Happy birthday song
Understand listening text in which people give their age and
details of their birthday
Speaking
AT2/2–3
Practise pronunciation of j and z
Conduct survey about birthdays
Sing along with song
Reading and responding
Writing
AT4/2
Write out dates
Key language
Months
enero
febrero
marzo
abril
mayo
junio
julio
agosto
septiembre
octubre
noviembre
diciembre
Numbers 16–31
dieciséis
diecisiete
dieciocho
diecinueve
veinte
veintiuno
veintidós
veintitrés
veinticuatro
veinticinco
veintiséis
veintisiete
veintiocho
veintinueve
treinta
treinta y uno
Numbers for dates
el uno de …
el dos de …
¿Cuál es la fecha de hoy?
¿Cuándo es tu cumpleaños?
Mi cumpleaños es …
¡Feliz cumpleaños!
Letters of the alphabet
High-frequency words
el
de
¿cuándo?
y
mi
tu
ser (es)
ICT opportunities
Producing survey chart
Differentiation
Reinforcement: Workbook A, p. 4
Pupil’s Book, Te toca a ti, p. 114, ex. 2
Extension: Workbook B, p. 4
Pupil’s Book, Te toca a ti, p. 115, exs 1 and 3
Numeracy
Counting
Literacy
The use of capital letters
Citizenship
Resources
CD 1 tracks 12- 17; Workbooks A and B, p. 4
Homework
Notes
Assessment for learning
Pupil’s Book, Mini-test, p. 11
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 1 ¡Vamos!
Unidad 4 En mi mochila (pp. 12–13)
Framework objectives
Launch: 7W4 Gender and plural; 7S5 Basic negatives
Reinforce: 7L4 Classroom talk
Lesson starters
Starter 1: Developing strategies for working out new language
(pair work, class discussion)
Starter 2: Reinforcing the concept of gender and reviewing
un/una; recapping on school items vocabulary (pair work)
Plenary
Recapping on vocabulary in the unit (class work)
Testing knowledge of gender and un/una
Introducing using resources to check work
(Vocabulario/dictionary)
Learning targets
Learning the Spanish alphabet
Using the indefinite article un/una (a)
Grammar
Introducing the concept of gender
The indefinite article (un/una)
Making a sentence negative (no)
Skills
(Programmes of study)
NC levels 1–2
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
2d initiate/develop conversations
2f adapt previously learned language
2g deal with the unpredictable
3c knowledge of language
3d use dictionaries
3e develop independence
5a communicate in pairs, etc.
5b respond to classroom events
5h use language for real purposes
Contexts
Everyday activities: the language of the classroom
Learning outcomes …
Listening and responding
AT1/1–2
Understand alphabet song
Understand school items vocabulary
Understand listening text about school items
Speaking
AT2/1–3
Sing along with song
Ask and answer about how to spell words
Ask and answer about classroom items
Reading and responding
AT3/3
Understand written text about items in school bags
Writing
AT4/3
Write short text listing what they have/don’t have/need for
school
Key language
Tengo …
Necesito …
No tengo …
¿Tienes … ?
¿Cómo se escribe … ?
Se escribe …
Items for school
un bolígrafo/boli
un cuaderno
un diccionario
un libro
un monedero
un lápiz
un estuche
un móvil
un sacapuntas
una goma
una regla
una agenda
una mochila
una calculadora
High-frequency words
un/una
y
pero
¿cómo?
tener (tengo, tienes)
sí
no
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 5
Extension: Workbook B, p. 5
Pupil’s Book, Te toca a ti, p. 115, ex. 2
Numeracy
Literacy
The indefinite article
Citizenship
Resources
CD 1 tracks 18- 20; Workbooks A and B, p. 5
Homework
Notes
Further practice of the indefinite article in Pupil’s Book,
Gramática 1.3, p. 127
Further practice in making a sentence negative in Pupil’s Book,
Gramática 4.4, p. 133
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 1 ¡Vamos!
Unidad 5 En clase (pp. 14–15)
Framework objectives
Launch: 7W3 Classroom words; 7W4 Gender and plural
Lesson starters
Starter 1: Introducing plural forms of nouns (Electronic package
option: Starter X)
Starter 2: Consolidating plural forms of nouns and the
indefinite article
Plenary
Developing vocabulary learning strategies (class discussion)
Learning targets
Talking about the classroom
Understanding the definite article el/la (the)
Grammar
The definite article (el/la/los/las)
The indefinite article (un/una/unos/unas)
Plural nouns (–s/–es; –z [INSERT ARROW] –ces)
Skills
(Programmes of study)
NC levels 1–3
PoS
1b apply grammar
2a listen for gist and detail
2c ask and answer questions
2d initiate/develop conversations
3a memorise words and phrases
3b interpret meaning
3c knowledge of language
3e develop independence
5a communicate in pairs, etc.
Contexts
Everyday activities: the language of the classroom
Learning outcomes …
Listening and responding
AT1/1, 3
Understand classroom objects vocabulary
Understand listening text about classroom items
Speaking
AT2/1–3
Name classroom objects
Make up a sentence containing as many classroom items as
possible
Reading and responding
AT3/3
Understand written text describing the items in a picture of a
classroom
Understand written text about schoolbag items and classroom
objects
Writing
AT4/1, 3
Write out plural forms of nouns
Write a short text describing a classroom
Key language
Objects in the classroom
en mi clase
Hay un/una …
¿Qué hay … ?
el alumno
el equipo de música
el profesor
el proyector
el ordenador
la ventana
la pizarra blanca
la puerta
las mesas
las sillas
los libros
los rotuladores
No hay rotuladores.
High-frequency words
el/la/los/las
un/una/unos/unas
¿qué?
y
también
hay
no
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 6
Pupil’s Book, Te toca a ti, p. 114, ex. 3
Extension: Workbook B, p. 6
Pupil’s Book, ¡Extra 1!, pp. 18–19; ¡Extra 2!, pp. 20–21
Numeracy
Literacy
The definite article
The indefinite article
Plurals
Citizenship
Resources
CD 1 tracks 21- 22; Workbooks A and B, p. 6
Homework
Notes
Further practice of plural forms of definite and indefinite
articles in Pupil’s Book, Gramática 1.3 and 1.4, p. 127
Further practice of plural forms of nouns in Pupil’s Book,
Gramática 1.2, p. 127
Assessment for learning:
Pupil’s Book, Resumen, p. 16; Workbooks A and B, Resumen, p. 9;
Workbooks A and B, Progreso, p. 10
Pupil’s Book, Prepárate, p. 17; Workbooks A and B, Prepárate 1
and 2, pp. 7–8
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 2 En el instituto
Unidad 1 ¿Qué estudias? (pp. 24–25)
Framework objectives
Launch: 7W5 Verbs present (and past) (–ar); 7W8 Finding
meanings
Reinforce: 7W6 Letters and sounds; 7S8 Punctuation
Lesson starters
Starter 1: Introducing vocabulary for school subjects;
developing strategies for working out new language (Electronic
package option: Starter X)
Starter 2: Practising using the correct verb endings for –ar
verbs in the singular
Plenary
Quiz reviewing key points of the unit (class work in groups)
Learning targets
Talking about your school subjects
Using of the -ar verb estudiar (to study)
Grammar
–ar verbs 1st/2nd/3rd persons (using estudiar)
Using los to say 'every' (every Thursday, etc.)
Skills
(Programmes of study)
NC levels 1–3
PoS
1a sounds and writing
1b apply grammar
2a listen for gist and detail
2b pronunciation and intonation
2c ask and answer questions
2i summarise and report
3c knowledge of language
3e develop independence
5a communicate in pairs, etc.
5d respond to spoken/written language
5e use a range of resources
Contexts
Everyday activities: home life and school
Learning outcomes …
Listening and responding
AT1/2–4
Understand listening texts about school subjects and when they
are studied
Understand song about days of the week
Speaking
AT2/2–3
Practise pronunciation of g and word stress (accented
letters)
Ask and answer about school subjects
Reading and responding
AT3/3
Understand written text about school subjects
Writing
AT4/4
Write sentences describing the school subject they do on each
day of the week
Key language
¿Qué estudias?
Estudio …
María estudia …
ciencias
matemáticas
inglés
francés
español
historia
música
tecnología
informática
geografía
dibujo
educación física
religión
teatro
las asignaturas
Days of the week
lunes
martes
miércoles
jueves
viernes
sábado
domingo
los lunes, etc.
y
también
High-frequency words
el, la, los, las
tú
¿qué?
y
también
no
ICT opportunities
Preparing a timetable
Differentiation
Reinforcement: Workbook A, p. 12
Pupil’s Book, Te toca a ti, p. 116, exs 1 and 2
Extension: Workbook B, p. 12
Numeracy
Literacy
No capitals for days of the week
The infinitive
Citizenship
Resources
CD 1 tracks 26- 29; Workbooks A and B, p. 12
Homework
Notes
Further practice of –ar verbs (singular) in Pupil’s Book,
Gramática 4.2 (a), p. 129
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 2 En el instituto
Unidad 2 ¿Qué haces en clase? (pp. 26–27)
Framework objectives
Launch: 7W5 Verbs present (and past) (–ir/–er); 7W7 Learning
about words
Reinforce: 7W1 Everyday words; 7W3 Classroom words
Lesson starters
Starter 1: Consolidating verb endings for –ar verbs in the
singular; introducing using grammar to help predict new forms
Starter 2: Practising the 3rd person singular endings for
–ar/–er/–ir verbs
(Using resources – Gramática section)
Plenary
Recapping on the infinitive and singular present tense forms of
–ar, –er and –ir verbs
Identifying patterns to help learn language
Learning targets
Saying what you do in lessons
Understanding regular -ar, -er and -ir verbs (singular)
Grammar
–ar, –er, –ir verbs (1st/2nd/3rd persons – main focus on first
person)
Skills
(Programmes of study)
NC levels 1–3
PoS
1b apply grammar
2a listen for gist and detail
2c ask and answer questions
3a memorise words and phrases
3e develop independence
5a communicate in pairs, etc.
5d respond to spoken/written language
Contexts
Everyday activities: home life and school
Learning outcomes …
Listening and responding
AT1/3–4
Understand listening texts about what people do, featuring
high-frequency verbs
Speaking
AT2/3–4
Ask and answer about school subjects/classroom activities
Reading and responding
AT3/3
Understand written text about school subjects and classroom
activities
Identify verb forms
Writing
AT4/3–4
Write short dialogues about school subjects and classroom
activities (using dialogues made up orally)
Write a short text describing their week at school (subjects and
classroom activities)
Key language
¿Qué estudias?
Estudio (inglés).
¿Qué haces en clase de inglés?
hablo (con mis amigos/por teléfono)
como (chicle)
escribo
escucho (música)
leo
no hablo/como/escribo/escucho/leo
canto (receptive only)
pinto (receptive only)
High-frequency words
los
¿qué?
también
y
en
con
por
comer (como)
escuchar (escucho)
escribir (escribo)
hablar (hablo)
leer (leo)
no
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 13
Extension: Workbook B, p. 13
Pupil’s Book, Te toca a ti, p. 117, ex. 1
Numeracy
Literacy
Citizenship
Resources
CD 1 tracks 30- 31; Workbooks A and B, p. 13
Homework
Notes
Further information on –ar/–er/–ir verbs in Pupil’s Book,
Gramática 4.2 (a), pp. 129–130
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 2 En el instituto
Unidad 3 Los profesores (pp. 28–29)
Framework objectives
Launch: 7W2 High-frequency words; 7T7 Improving written work;
7L3 Gist and detail
Lesson starters
Starter 1: Recapping on school subject vocabulary (pair
work)
Starter 2: Practising agreement of –o/–a adjectives in the
singular
Plenary
Doing the Mini-test (pair work)
Checking the work of another pair/(redrafting)
Identifying where to find help (class discussion)
Learning targets
Talking about your teachers
Using adjectives which end in -o/-a
Grammar
Definite articles (revisited)
Qualifiers
Adjectival agreements (o/a)
Skills
(Programmes of study)
NC levels 1–3
PoS
1a sounds and writing
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2b pronunciation and intonation
2c ask and answer questions
2i summarise and report
3e develop independence
5a communicate in pairs, etc.
Contexts
Everyday activities: home life and school
Learning outcomes …
Listening and responding
AT1/2–3
Understand listening texts in which teachers are described
Speaking
AT2/1, 3
Ask and answer questions describing teachers
Practise pronunciation of words featuring accents to show
stress
Reading and responding
AT3/2
Understand written text describing teachers of different
subjects
Writing
AT4/2
Copy and complete a paragraph
Key language
¿Cómo es … ?
El profesor/La profesora de (español) es …
muy/bastante/un poco
simpático/a
antipático/a
severo/a
aburrido/a
divertido/a
Señor
Señora
Señorita
High-frequency words
el, la
de
ser (es)
no
sí
poco
bastante
muy
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 14
Extension: Workbook B, p. 14
Pupil’s Book, Te toca a ti, p. 117, ex. 3
Numeracy
Literacy
Definite articles
Qualifiers
Citizenship
Resources
CD 1 tracks 32- 34; Workbooks A and B, p. 14
Homework
Notes
Further information on adjectival agreements (o/a) in Pupil’s
Book, Gramática 3.1, p. 128
Assessment for learning
Pupil’s Book, Mini-test, p. 29
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 2 En el instituto
Unidad 4 Me gusta el español (pp. 30–31)
Framework objectives
Launch: 7S6 Compound sentences; 7L2 Following speech
Reinforce: 7W4 Gender and plural; 7S4 Basic questions; 7S9 Using
simple sentences
Lesson starters
Starter 1: Introducing the expressions me gusta and no me gusta
(class work, pair work)
Starter 2: Practising implementing key grammar points; reading a
text closely for accuracy (Electronic package option: Starter
X)
Plenary
Practising using adjectives (group work)
Learning targets
Giving opinions and reasons
Understanding all adjective agreements
Grammar
adjectival endings (full range)
me/te gusta(n) + noun
Skills
(Programmes of study)
NC levels 1–3
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
2f adapt previously learned language
3d use dictionaries
3e develop independence
5a communicate in pairs, etc.
5c express feelings and opinions
5d respond to spoken/written language
Contexts
Everyday activities: home life and school
Learning outcomes …
Listening and responding
AT1/3–4
Understand listening texts about which subjects people
like/dislike
Understand song recapping key language of the module so far
Speaking
AT2/3–4
Ask and answer about school subjects they like/dislike
Reading and responding
AT3/2
Understand written text about school subjects and opinions of
them
Writing
AT4/4
Write sentences giving opinions on school subjects and reasons
for the opinions
Key language
School subjects
¿Te gusta (el inglés)?
¿Te gustan (las ciencias)?
Me gusta(n) …
No me gusta(n) …
mucho
nada
Me gusta (el español) porque es …
bueno/a
aburrido/a
divertido/a
interesante
fácil
difícil
importante
útil
Me gustan las matemáticas porque son buenas/interesantes/útiles,
etc.
High-frequency words
me, te
el, la, los, las
mucho
muy
porque
ser (es, son)
no
nada
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 15
Extension: Workbook B, p. 15
Pupil’s Book, Te toca a ti, p. 117, ex. 2
Numeracy
Literacy
Citizenship
Resources
CD 1 tracks 35-37; Workbooks A and B, p. 15
Homework
Notes
Further practice of me gusta/me gustan in Pupil’s Book,
Gramática 4.5, p. 133
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 2 En el instituto
Unidad 5 ¿Qué comes? (pp. 32–33)
Framework objectives
Launch: 7S3 Adapting sentences; 7T6 Texts as prompts for
writing
Lesson starters
Starter 1: Introducing vocabulary for snacks and drinks;
developing strategies for working out new language (Electronic
package option: Starter X)
Starter 2: Practising using –er/–ir verbs in the singular
Plenary
Developing writing strategies (class discussion)
Learning targets
Talking about snacks
Using comer (to eat) and beber (to drink)
Grammar
–er verbs 1st/2nd/3rd persons (using comer/beber)
Skills
(Programmes of study)
NC levels 1–3
PoS
1b apply grammar
2a listen for gist and detail
2c ask and answer questions
2j redraft and improve writing
3a memorise words and phrases
3b interpret meaning
3c knowledge of language
3d use dictionaries
3e develop independence
5a communicate in pairs, etc.
5d respond to spoken/written language
5e use a range of resources
Contexts
Everyday activities: food, health and fitness
Learning outcomes …
Listening and responding
AT1/1, 3–4
Understand drinks and snacks vocabulary
Understand listening text about what people eat and drink
Speaking
AT2/3
Ask and answer about what they eat and drink at break
Reading and responding
AT3/3
Understand written text about school life (subjects, activities,
breaktime snacks/drinks, teachers, opinions)
Writing
AT4/2, 4
Write short text describing what is in each of the pictures
(list)
Write longer text describing their own school
Key language
¿Qué comes (en el recreo)?
Como …
¿Qué bebes?
Bebo …
Snacks/drinks
agua mineral
un bocadillo
un plátano
un zumo de naranja
una hamburguesa
una pizza
una Coca-Cola
una limonada
una manzana
unas patatas fritas
Revision of language from earlier units
High-frequency words
un, una, unas
el
en
y
pero
¿qué?
beber (bebo, bebes, bebe)
comer (como, comes, come)
ICT opportunities
Word-processing
Differentiation
Reinforcement: Workbook A, p. 16
Pupil’s Book, Te toca a ti, p. 116, ex. 3
Extension: Workbook B, p. 16
Pupil’s Book, ¡Extra 1!, pp. 36–37, ex. 6; ¡Extra 2!, pp.
38–39
Numeracy
Literacy
Citizenship
Resources
CD 1 tracks 38- 39; Workbooks A and B, p. 16
Homework
Notes
Further information on –er verbs in Pupil’s Book, Gramática 4.2
(a), p. 130
Assessment for learning:
Pupil’s Book, Resumen, p. 34; Workbooks A and B, Resumen, p. 19;
Workbooks A and B, Progreso, p. 20
Pupil’s Book, Prepárate, p. 35; Workbooks A and B, Prepárate 1
and 2, pp. 17–18
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 3 Mi familia
Unidad 1 ¿Tienes hermanos? (pp. 42–43)
Framework objectives
Reinforce: 7S3 Adapting sentences; 7S4 Basic questions; 7S5
Basic negatives
Lesson starters
Starter 1: Developing strategies for working out new language
(pair work)
Starter 2: Revising the numbers 0–31 (class work)
Plenary
Practising the language of the unit in a personalised writing
activity
Checking the work of a partner/redrafting
Learning targets
Talking about your brothers and sisters
Using the possessive adjectives mi(s), tu(s), su(s)
Grammar
tener (1st, 2nd, 3rd persons singular)
negative forms: no + tener
possessive adjectives: mi(s), tu(s), su(s)
Skills
(Programmes of study)
NC levels 1–3
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
2d initiate/develop conversations
2f adapt previously learned language
2j redraft and improve writing
3b interpret meaning
3c knowledge of language
3e develop independence
5a communicate in pairs, etc.
5b respond to classroom events
5e use a range of resources
5h use language for real purposes
Contexts
Personal and social life: self, family and personal
relationships
Learning outcomes …
Listening and responding
AT1/3–4
Understand listening texts about brothers and sisters
Speaking
AT2/2, 4
Conduct survey about brothers and sisters
Ask and answer about brothers and sisters
Reading and responding
AT3/2–3
Understand vocabulary for family members
Identify the correct form of the possessive pronoun
Understand a short text about self and family
Writing
AT4/4
Write short text describing
Copy and complete a short text
Key language
¿Tienes hermanos?
Sí, tengo …
una hermana/dos hermanas
un hermano/tres hermanos
No tengo hermanos/hermanas.
Soy hijo único/hija única.
¿Cómo se llama(n) … ?
Mi hermano/a se llama …
Mis hermanos/as se llaman …
¿Cuántos años tiene …?
Tiene …
High-frequency words
un/una
y
¿cómo?
¿cuántos?
mi, tu, su
mis, tus, sus
ser (soy)
tener (tengo, tienes, tiene)
sí, no
ICT opportunities
Producing survey chart
Differentiation
Reinforcement: Workbook A, p. 22
Extension: Workbook B, p. 22
Numeracy
Percentages
Literacy
Citizenship
Resources
CD 2 tracks 2- 3; Workbooks A and B, p. 22
Homework
Notes
Further information on tener in Pupil’s Book, Gramática 4.2 (c),
p. 131
Further practice of possessive adjectives (mi(s), tu(s), su(s))
in Pupil’s Book, Gramática 3.3, p. 129
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 3 Mi familia
Unidad 2 En mi familia … (pp. 44–45)
Framework objectives
Launch: 7T1 Reading using clues; 7T5 Assembling text
Reinforce: 7W8 Finding meanings
Lesson starters
Starter 1: Introducing larger numbers; developing strategies to
work out and apply language patterns (pair work)
Starter 2: Revising vocabulary and structures relating to
families (Electronic package option: Starter X)
Plenary
Developing vocabulary learning strategies (class discussion)
Learning targets
Counting up to 100
Talking about your family
Grammar
Skills
(Programmes of study)
NC levels 1–3
PoS
1c use a range of vocab/structures
2a listen for gist and detail
3a memorise words and phrases
3b interpret meaning
3c knowledge of language
3d use dictionaries
3e develop independence
5a communicate in pairs, etc.
5e use a range of resources
Contexts
Personal and social life: self, family and personal
relationships
Learning outcomes …
Listening and responding
AT1/1–3
Understand vocabulary for numbers 31–100 and family members
Understand listening text about family members
Speaking
AT2/2–4
Name numbers between 30 and 100
Talk about their family tree
Reading and responding
AT3/3
Understand longer written text about family members
Writing
AT4/3–4
Write longer text about their own family
Key language
Numbers 31–100
En mi familia hay x personas.
mi madre/padre
mi abuelo/abuela
mi tío/tía
mi primo/prima
Mi madre se llama …
Tiene … años.
High-frequency words
la
en
mi
su
tener (tengo, tiene)
hay
y
ICT opportunities
Organising and testing vocabulary
Differentiation
Reinforcement: Workbook A, p. 23
Pupil’s Book, Te toca a ti, p. 118, ex. 2
Extension: Workbook B, p. 23
Pupil’s Book, Te toca a ti, p. 119, ex. 1
Numeracy
Mental arithmetic
Literacy
Citizenship
Resources
CD 2 tracks 4- 7; Workbooks A and B, p. 23
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 3 Mi familia
Unidad 3 ¿Tienes animales? (pp. 46–47)
Framework objectives
Reinforce: 7W4 Gender and plural
Lesson starters
Starter 1: Developing strategies for working out new language;
practising predicting pronunciation (group work)
Starter 2: Reviewing plural forms of the article and nouns
Plenary
Recapping on the grammar associated with colours
Practising using grammatical terms (class work)
Learning targets
Talking about your pets
Making colours agree with nouns
Grammar
Indefinite articles: un/una
Definite articles: el/la
Plural forms of nouns
Adjectival endings
Skills
(Programmes of study)
NC levels 1–3
PoS
1a sounds and writing
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
2d initiate/develop conversations
2f adapt previously learned language
2j redraft and improve writing
3b interpret meaning
5a communicate in pairs, etc.
5b respond to classroom events
5f use language creatively
Contexts
Personal and social life: self, family and personal
relationships
Learning outcomes …
Listening and responding
AT1/2–3
Understand listening texts about pets
Speaking
AT2/2–3
Ask and answer about pets
Reading and responding
AT3/2
Understand written text describing pets
Writing
AT4/2–3
Write sentences describing the pictures
Copy and complete the sentences
Key language
¿Tienes animales?
Tengo …
un gato
un pájaro
un perro
un cobayo
un caballo
un conejo
un pez
un ratón
un hámster
una tortuga
una serpiente
No tengo animales
Tengo dos peces/tres pájaros …
rojo
amarillo
blanco
negro
azul
marrón
verde
gris
rosa
naranja
grande, pequeño,
bonito, feo
El/La … es …
Los/Las … son …
Se llama …
Tiene … años.
High-frequency words
un/una
el/la/los/las
su
y
muy
ser (es, son)
tener (tengo, tienes, tiene)
no
ICT opportunities
Producing survey results
Differentiation
Reinforcement: Workbook A, p. 24
Pupil’s Book, Te toca a ti, p. 118, exs 1 and 3
Extension: Workbook B, p. 24
Numeracy
Literacy
Citizenship
Resources
CD 2 tracks 8- 9; Workbooks A and B, p. 24
Homework
Notes
Further practice of adjectival endings in Pupil’s Book,
Gramática 3.1, p. 128
Assessment for learning
Pupil’s Book, Mini-test, p. 47
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 3 Mi familia
Unidad 4 ¿Cómo eres? (pp. 48–49)
Framework objectives
Reinforce: 7S6 Compound sentences; 7L3 Gist and detail
Lesson starters
Starter 1: Revising the forms of ser (to be) introduced so far
(soy/es/son)
Starter 2: Revising character adjectives and adjective endings
(Electronic package option: Starter X)
Plenary
Quiz reviewing key points of the unit (class work in groups)
Learning targets
Talking about your appearance and character
Using the verb ser (to be)
Grammar
Adjectival agreement
Questions without question words:
¿Eres grande?
ser: soy, eres, es
Skills
(Programmes of study)
NC levels 1–3
PoS
1a sounds and writing
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2b pronunciation and intonation
2c ask and answer questions
2h scan texts
3b interpret meaning
3c knowledge of language
3e develop independence
5a communicate in pairs, etc.
5c express feelings and opinions
Contexts
Personal and social life: self, family and personal
relationships
Learning outcomes …
Listening and responding
AT1/2–4
Understand listening texts describing people (physical and
character descriptions)
Speaking
AT2/2–4
Ask and answer about descriptions of people
Practise pronunciation to sound authentic
Reading and responding
AT3/3
Understand written text containing physical descriptions of
people
Understand gist of longer text
Identify adjectives
Writing
AT4/3–4
Write sentences describing their own family
Write longer text describing the six members of an imaginary pop
group
Key language
Appearance adjectives:
alto, bajo, delgado, gordo, guapo, feo
Character adjectives:
simpático
antipático
aburrido
severo
divertido
hablador
inteligente
perezoso
tímido
muy
bastante
y
pero
también
High-frequency words
mi, su
¿cómo?
ser (soy, eres, es)
y
pero
también
muy
bastante
poco
sí, no
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 25
Extension: Workbook B, p. 25
Pupil’s Book, Te toca a ti, p. 119, ex. 2
Numeracy
Literacy
Citizenship
Resources
CD 2 tracks 10- 13; Workbooks A and B, p. 25
Homework
Notes
Further information on ser in Pupil’s Book, Gramática 4.2 (c),
p. 131
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 3 Mi familia
Unidad 5 Tengo los ojos azules (pp. 50–51)
Framework objectives
Launch: 7W5 Verbs present (and past) (tener); 7S1 Typical word
order; 7S2 Sentence gist
Lesson starters
Starter 1: Revising colours (Electronic package option: Starter
X)
Starter 2: Reviewing the language for describing people (some
class discussion after the activity)
Plenary
Quiz using the Resumen section to review key points of the
module (class work in groups)
Learning targets
Talking about eyes and hair
Using adjectives after nouns
Grammar
Word order: adjectives after nouns
Skills
(Programmes of study)
NC levels 1–3
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2e vary language
2f adapt previously learned language
3b interpret meaning
3c knowledge of language
5a communicate in pairs, etc.
5d respond to spoken/written 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 about eye and hair colour
Understand longer listening text describing people’s physical
appearance in detail
Speaking
AT2/3
Play noughts and crosses game practising describing hair and eye
colour
Reading and responding
AT3/4
Understand written text giving detailed descriptions of
people
Writing
AT4/3–4
Write short text describing what they look like
Write short text in the form of a ‘Wanted’ poster
Key language
¿Cómo es tu pelo?
Tengo el pelo …
castaño
rubio
negro
pelirrojo
gris
blanco
largo
liso
corto
rizado
ondulado
¿De qué color son tus ojos?
Tengo los ojos …
marrones
azules
verdes
grises
rojos
Tengo barba.
Tengo bigote.
Tengo gafas.
High-frequency words
el/los
de
tu
tus
y
¿cómo?
¿qué?
muy
tener (tengo, tiene)
ser (es, son)
no
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 26
Pupil’s Book, Te toca a ti, p. 118
Extension: Workbook B, p. 26
Pupil’s Book, ¡Extra 1!, pp. 54–55; ¡Extra 2!, pp. 56–57
Pupil’s Book, Te toca a ti, p. 119, ex. 5
Numeracy
Literacy
Citizenship
Resources
CD 2 tracks 14- 16; Workbooks A and B, p. 26
Homework
Notes
Further practice of the position of adjectives in Pupil’s Book,
Gramática 3.2, pp. 128–9
Assessment for learning:
Pupil’s Book, Resumen, p. 52; Workbooks A and B, Resumen, p. 29;
Workbooks A and B, Progreso, p. 30
Pupil’s Book, Prepárate, p. 53; Workbooks A and B, Prepárate 1
and 2, pp. 27–28
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 4 En casa
Unidad 1 Vivimos en Europa (pp. 60–61)
Framework objectives
Reinforce: 7W5 Verbs present (-ir) 7S2 Sentence gist
Lesson starters
Starter 1: Introducing the vocabulary for country names;
developing strategies for working out new language
Starter 2: Consolidating the vocabulary for country names
Plenary
Practising country names and all forms of vivir in the present
tense (class work in groups)
Learning targets
Talking about where you live
Recognising all forms of vivir (to live)
Grammar
–ir verbs (full paradigm with vivir)
Skills
(Programmes of study)
NC levels 1–3
PoS
1b apply grammar
2a listen for gist and detail
2c ask and answer questions
2h scan texts
3b interpret meaning
3c knowledge of language
5a communicate in pairs, etc.
Contexts
The world around us: people, places and customs
Learning outcomes …
Listening and responding
AT1/2–3
Understand listening texts in which people talk about which
country they live in
Speaking
AT2/2–3
Ask and answer about where people live
Play a dice game to make up sentences with different verb forms
(present tense of vivir)
Reading and responding
AT3/3
Understand written text about where people live, family,
etc.
Writing
AT4/2
Write sentences describing where celebrities live
Key language
¿Dónde vives?
Vivo en …
Francia
España
Alemania
Italia
Grecia
Portugal
Irlanda
Gales
Inglaterra
Escocia
¿Eres …?
Soy …
High-frequency words
en
¿dónde?
ser (soy, eres)
vivir (vivo, vives)
sí
no
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 32
Pupil’s Book, Te toca a ti, p. 120, ex. 1
Extension: Workbook B, p. 32
Numeracy
Literacy
Citizenship
Awareness of European countries
Resources
CD 2 tracks 23- 24; Workbooks A and B, p. 32
Homework
Notes
Further practice of –ir verbs in Pupil’s Book, Gramática 4.2
(a), p. 130
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 4 En casa
Unidad 2 ¿Cómo es tu casa? (pp. 62–63)
Framework objectives
Launch: 7T2 Reading aloud; 7C2 Everyday culture
Reinforce: 7L2 Following speech; 7L6 Improving speech; 7C4
Stories and songs
Lesson starters
Starter 1: Introducing está and recapping on country names (pair
work)
Starter 2: Developing strategies for working out new language;
recapping on adjective agreement; using resources to check work
Plenary
Practising choosing ser or estar as appropriate and giving the
correct form (class work in groups)
Learning targets
Describing where you live
Using the verb estar (to be) for locations
Grammar
Agreement of adjectives
estar (full paradigm)
Skills
(Programmes of study)
NC levels 1–4
PoS
1b apply grammar
2a listen for gist and detail
2c ask and answer questions
2d initiate/develop conversations
2i summarise and report
3b interpret meaning
3c knowledge of language
3d use dictionaries
3e develop independence
5a communicate in pairs, etc.
Contexts
The world around us: home town and local area
Learning outcomes …
Listening and responding
AT1/2–4
Understand listening texts about where people live (house/flat,
countryside/town, etc.)
Understand poem about where people live
Speaking
AT2/3
Ask and answer about where people live
Reading and responding
AT3/3
Understand written text about family and where someone lives
Identify missing words to complete text
Writing
AT4/1–2
Copy and complete short text
Key language
¿Vives en … ?
Vivo en …
una casa
un piso
o
¿Dónde está?
Está …
en el campo
en la montaña
en la costa
en una ciudad
en un pueblo
¿Cómo es tu piso/casa?
antiguo/a
moderno/a
bonito/a
nuevo/a
feo/a
cómodo/a
pequeño/a
viejo/a
grande
High-frequency words
un/una
el/la
tu
en
¿dónde?
¿cómo?
estar (está)
ser (es)
vivir (vivo, vives)
y
o
pero
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 33
Pupil’s Book, Te toca a ti, p. 120, ex. 2
Extension: Workbook B, p. 33
Pupil’s Book, Te toca a ti, p. 121, ex. 1
Numeracy
Literacy
Citizenship
Resources
CD 2 tracks 25- 29; Workbooks A and B, p. 33
Homework
Notes
Further practice of estar in Pupil’s Book, Gramática 4.2 (c), p.
132
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 4 En casa
Unidad 3 Las habitaciones (pp. 64–65)
Framework objectives
Reinforce: 7W2 High-frequency words; 7W5 Verbs present
(-ar/-er)
Lesson starters
Starter 1: Revising language to do with houses; revising word
order in sentences, including the position of adjectives
(Electronic package option: Starter X)
Starter 2: Recapping on verb endings for –ar, –er and –ir verbs
in the singular (group work)
Plenary
Developing techniques to identify and tackle areas of
weakness
Reviewing and practising vocabulary and/or grammar of the unit
(class work)
Learning targets
Talking about the rooms in your home
Recognising all forms of -ar and -er verbs
Grammar
–ar and –er verbs (full paradigm)
Skills
(Programmes of study)
NC levels 2–4
PoS
1b apply grammar
2a listen for gist and detail
2c ask and answer questions
3a memorise words and phrases
3b interpret meaning
3d use dictionaries
3e develop independence
5a communicate in pairs, etc.
5e use a range of resources
Contexts
Everyday activities: home life and school
Learning outcomes …
Listening and responding
AT1/3–4
Understand listening text about rooms in a house
Understand listening text about what people do in each room (1st
person plural)
Speaking
AT2/4
Give a detailed description of a house from a picture
Reading and responding
AT3/2
Understand sentences describing pictures
Identify the correct verb from two options to complete the
sentences
Writing
AT4/2–3
Write short text describing the houses pictured
Copy and complete sentences using the correct verb
Key language
¿Qué hay en tu casa/piso … ?
abajo
arriba
fuera
mi dormitorio
Hay …
un aseo
un cuarto de baño
un dormitorio
el dormitorio de mis padres
el dormitorio de mi hermano
un salón
un garaje
un jardín
un comedor
un pasillo
una cocina
una terraza
comer
hablar
escuchar
leer
estudiar
ver
High-frequency words
un/una
el/la
mi/mis
tu
de
en
y
hay
¿qué?
comer
hablar
escuchar
leer (lee)
ser (es)
ver
ICT opportunities
Producing a plan of a house
Creating and using reference materials
Differentiation
Reinforcement: Workbook A, p. 34
Extension: Workbook B, p. 34
Numeracy
Literacy
Citizenship
Resources
CD 2 tracks 30- 31; Workbooks A and B, p. 34
Homework
Notes
Further practice of –ar and –er verbs in Pupil’s Book, Gramática
4.2 (a), p. 129
Assessment for learning
Pupil’s Book, Mini-test, p. 65
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 4 En casa
Unidad 4 En mi dormitorio (pp. 66–67)
Framework objectives
Reinforce: 7W1 Everyday words; 7W2 High-frequency words; 7T5
Assembling text; 7L1 Sound patterns
Lesson starters
Starter 1: Introducing the vocabulary for items of furniture;
developing vocabulary learning strategies (Electronic package
option: Starter X)
Starter 2: Revising the vocabulary for bedroom items, with
emphasis on the correct form of the article (group work)
Plenary
Reviewing the vocabulary for classroom items
Reviewing prepositions (class work)
Learning targets
Describing your bedroom
Using prepositions
Grammar
estar
prepositions + del/de la
Skills
(Programmes of study)
NC levels 1–3
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
3a memorise words and phrases
3b interpret meaning
3e develop independence
5a communicate in pairs, etc.
Contexts
Everyday activities: home life and school
Learning outcomes …
Listening and responding
AT1/2–3
Understand listening texts about furniture items in a
bedroom
Understand listening text about prepositions
Speaking
AT2/3
Give a detailed description of bedrooms from pictures
Reading and responding
AT3/3
Understand written text about a bedroom, noting discrepancies
between it and a picture of the same room
Writing
AT4/3–4
Write longer text describing their own bedroom
Key language
¿Qué hay...?
¿Qué tienes...?
En mi dormitorio hay …
No hay …
No tengo …
un armario
un equipo de música
una lámpara
una cama
una alfombra
una estantería
un ordenador
una mesa
una silla
una televisión
una puerta
una ventana
Hay/Tengo pósters en las paredes.
Prepositions
debajo (de)
delante (de)
detrás (de)
encima (de)
entre
al lado (de)
a la derecha (de)
a la izquierda (de)
… está(n) … del/de la
High-frequency words
un, una
el, la
mi
estar
hay
a/al
de/del
en
entre
al lado de
debajo de
delante de
detrás de
encima de
tener (tengo)
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 35
Pupil’s Book, Te toca a ti, p. 120, ex. 3
Extension: Workbook B, p. 35
Numeracy
Literacy
Prepositions
Citizenship
Resources
CD 2 tracks 32- 34; Workbooks A and B, p. 35
Homework
Notes
Further practice of prepositions/del in Pupil’s Book, Gramática
5, p. 134
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 4 En casa
Unidad 5 ¿Qué haces? (pp. 68–69)
Framework objectives
Launch: 7W5 Verbs present (stem-changing verbs)
Reinforce: 7W7 Learning about words (patterns of stem-changing
verbs); 7S9 Using simple sentences; 7C4 Stories and songs
Lesson starters
Starter 1: Reviewing high-frequency verbs (escucho, bebo,
estudio, hablo, leo, como (class work)
Starter 2: Consolidating the vocabulary for activities
(Electronic package option: Starter X)
Plenary
Developing revision techniques
Quiz using the Resumen section to review key points of the
module (class work in groups)
Learning targets
Talking about activities you do in your bedroom
Using stem-changing verbs
Grammar
Stem-changing verbs: dormir and jugar (full paradigm)
Skills
(Programmes of study)
NC levels 1–4
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
2d initiate/develop conversations
2f adapt previously learned language
3b interpret meaning
3e develop independence
5a communicate in pairs, etc.
5c express feelings and opinions
5d respond to spoken/written language
5g listen and read for personal enjoyment
Contexts
Everyday activities: home life and school
Learning outcomes …
Listening and responding
AT1/2–3
Understand listening texts about activities people do in their
bedroom
Understand song about activities people do in their bedroom
Speaking
AT2/3
Ask and answer about bedroom activities
Reading and responding
AT3/3
Understand a longer written text about the activities someone
does in his bedroom
Writing
AT4/1, 3–4
Write short text describing what they do in their bedrooms
Write out verbs from song in ‘I’ form
Key language
¿Qué haces en tu dormitorio?
Duermo.
Juego con el ordenador.
Hablo por teléfono.
Escucho música.
Mando mensajes.
Bebo Coca-cola.
Estudio.
Como bocadillos.
Leo libros.
Veo la televisión.
Navego por Internet.
High-frequency words
el, la
tu
en
con
por
y
¿qué?
hablar
hacer
jugar
escuchar
beber
comer
leer
ver
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 36
Extension: Workbook B, p. 36
Pupil’s Book, ¡Extra 1!, pp. 72–73; ¡Extra 2!, pp. 74–75
Pupil’s Book, Te toca a ti, p. 121, exs 2–3
Numeracy
Literacy
Citizenship
Resources
CD 2 tracks 35-37; Workbooks A and B, p. 36
Homework
Notes
Further practice of stem-changing verbs in Pupil’s Book,
Gramática 4.2 (b), pp. 130–1
Assessment for learning:
Pupil’s Book, Resumen, p. 70; Workbooks A and B, Resumen, p. 39;
Workbooks A and B, Progreso, p. 40
Pupil’s Book, Prepárate, p. 71; Workbooks A and B, Prepárate 1
and 2, pp. 37–38
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 5 El tiempo libre
Unidad 1 Mi tiempo libre (pp. 78–79)
Framework objectives
Launch: 7W5 Verbs present (and past); 7S7 Time and tenses; 7T3
Checking before reading
Reinforce:; 7S1 Typical word order; 7S3 Adapting sentences
(reinforce
Lesson starters
Starter 1: Developing strategies for working out new language
(Electronic package option: Starter X)
Starter 2: Consolidating the expressions for activities,
focusing on high-frequency verbs (pair work)
Plenary
Practising expressions of frequency (class work in groups)
Learning targets
Saying what you do in your free time
Using salir (to go out) and hacer (to do)
Grammar
Expressions of frequency
a + definite article (al/a la)
Irregular verbs salir and hacer (full paradigm)
Skills
(Programmes of study)
NC levels 1–4
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
2g deal with the unpredictable
2h scan texts
2i summarise and report
3b interpret meaning
3c knowledge of language
3e develop independence
4a work with authentic materials
4b communicate with native speakers
4c compare home and TL culture
4d knowledge of experiences and perspectives
5a communicate in pairs, etc.
5b respond to classroom events
5e use a range of resources
5i work in variety of contexts
Contexts
Personal and social life: free time and social activities
Learning outcomes …
Listening and responding
AT1/3
Understand listening texts about free-time activities and how
frequently they are done
Speaking
AT2/3
Ask and answer about what they do in their free time
Ask and answer about free time activities using picture
prompts
Reading and responding
AT3/2, 4
Understand expressions of frequency
Understand gist of a written text
Understand a written text about free time activities
Writing
AT4/3–4
Write sentences describing what they do in their free time
Key language
¿Qué haces en tu tiempo libre?
Voy al cine.
Voy a la piscina.
Voy de compras.
Salgo con mis amigos.
Hago mis deberes.
Monto en bicicleta.
Escucho música.
Veo la televisión.
Navego por Internet.
Juego con mi ordenador.
No hago mis deberes.
todos los días
los fines de semana
los lunes
una vez por semana
dos veces a la semana
High-frequency words
el, la, los
mis
a, al
de
con
en
por
escuchar
hacer
ir
jugar
ver
no
ICT opportunities
Producing survey chart
E-mailing Spanish pupils
Differentiation
Reinforcement: Workbook A, p. 42
Pupil’s Book, Te toca a ti, p. 122, ex. 1
Extension: Workbook B, p. 42
Numeracy
Literacy
Citizenship
Finding out about the experience of teenagers in another
country
Resources
CD 3 tracks 2- 3; Workbooks A and B, p. 42
Homework
Notes
Further practice of salir and hacer in Pupil’s Book, Gramática
4.2 (c), p. 132
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 5 El tiempo libre
Unidad 2 ¿Qué hora es? (pp. 80–81)
Framework objectives
Reinforce: 7L2 Following speech; 7L4 Classroom talk
Lesson starters
Starter 1: Recapping on numbers
Starter 2: Revising times (Electronic package option: Starter
X)
Plenary
Practising times (class work)
Learning targets
Telling the time
Using the verb ir (to go)
Grammar
The irregular verb ir (whole paradigm)
Skills
(Programmes of study)
NC levels 1–4
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
2g deal with the unpredictable
2h scan texts
3a memorise words and phrases
3b interpret meaning
3c knowledge of language
3e develop independence
5a communicate in pairs, etc.
5b respond to classroom events
5h use language for real purposes
Contexts
Personal and social life: free time and social activities
Learning outcomes …
Listening and responding
AT1/1–3
Understand vocabulary for telling the time
Understand listening text about times
Speaking
AT2/1, 4
Repeat the expressions for telling the time
Ask and answer about the times specific things happen
Reading and responding
AT3/4
Understand song about free time activities and times
Identify the missing words
Classify words by grammatical category
Writing
AT4/3
Write short dialogues using the pictures of clocks to ask and
give the time
Key language
¿Qué hora es?
Es la una.
Son las dos …
y cinco
y diez
y cuarto
y veinte
y veinticinco
y media
menos veinticinco
menos veinte
menos cuarto
menos diez
menos cinco
¿A qué hora … ?
¿ … vas al cine?
¿... escuchas música?
¿... sales con tus amigos?
¿... vas de compras?
¿... navegas por Internet?
¿... vas a la piscina?
¿... ves la televisión?
A las cuatro.
de la mañana
de la tarde
de la noche
High-frequency words
la/las
tus
a/al/a la
de/de la
con
por
¿qué?
escuchar (escuchas)
ir
ser (es, son)
ver (ves)
y
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 43
Extension: Workbook B, p. 43
Numeracy
Mental arithmetic
Literacy
Citizenship
Resources
CD 3 tracks 4- 7; Workbooks A and B, p. 43
Homework
Notes
Further practice of ir in Pupil’s Book, Gramática 4.2 (c), p.
132
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 5 El tiempo libre
Unidad 3 ¿Qué deportes haces? (pp. 82–83)
Framework objectives
Reinforce: 7W6 Letters and sounds; 7L1 Sound patterns; 7T2
Reading aloud; 7T5 Assembling text
Lesson starters
Starter 1: Developing strategies for working out new language
(pair work)
Starter 2: Consolidating the vocabulary for sports (pair
work)
Plenary
Quiz based on the Mini-test reviewing key points of the unit so
far (class work in groups)
Learning targets
Talking about sports
Practising pronunciation
Grammar
Skills
(Programmes of study)
NC levels 1–4
PoS
1a sounds and writing
2a listen for gist and detail
2b pronunciation and intonation
2c ask and answer questions
2h scan texts
3b interpret meaning
3c knowledge of language
5a communicate in pairs, etc.
5d respond to spoken/written language
5e use a range of resources
5g listen and read for personal enjoyment
5h use language for real purposes
5i work in variety of contexts
Contexts
Personal and social life: free time and social activities
Learning outcomes …
Listening and responding
AT1/2–4
Understand listening text about sports
Listen to note down missing words
Speaking
AT2/3
Practise pronunciation of h, v, ce/ci, j, qu (review)
Ask and answer about what sports people do
Reading and responding
AT3/4
Understand written text about sports
Identify missing words
Understanding longer text (quiz and solutions)
Writing
AT4/2, 4
Rewrite jumbled sentences in the correct order
Write short text giving answers to quiz questions
Key language
¿Qué deportes haces?
Hago …
atletismo
ciclismo
equitación
esquí
natación
patinaje
Juego …
al baloncesto
al fútbol
al tenis
al voleibol
al hockey
High-frequency words
al
¿qué?
muy
poco
hacer (hago, haces)
jugar (juego)
ser (eres)
y
sí
no
ICT opportunities
Internet research
Differentiation
Reinforcement: Workbook A, p. 44
Extension: Workbook B, p. 44
Pupil’s Book, Te toca a ti, p. 123, exs 1–2
Numeracy
Literacy
Citizenship
Resources
CD 3 tracks 8 -10; Workbooks A and B, p. 44
Homework
Notes
Assessment for learning
Pupil’s Book, Mini-test, p. 83
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 5 El tiempo libre
Unidad 4 Me gusta ir al cine (pp. 84–85)
Framework objectives
Reinforce: 7W8 Finding meanings; 7S6 Compound sentences; 7L5
Spontaneous talk
Lesson starters
Starter 1: Reviewing me gusta(n) + noun
Starter 2: Consolidating the structures me gusta/me
encanta/prefiero + infinitive (can be done in pairs)
Plenary
Summarising how me gusta(n) is used
Recapping on expressions followed by an infinitive
Learning targets
Saying what you like to do
Using me gusta and the infinitive
Grammar
me gusta/me encanta + infinitive
prefiero + infinitive
Skills
(Programmes of study)
NC levels 1–4
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
2d initiate/develop conversations
2f adapt previously learned language
4a work with authentic materials
5a communicate in pairs, etc.
5c express feelings and opinions
Contexts
Personal and social life: free time and social activities
Learning outcomes …
Listening and responding
AT1/1, 4
Understand vocabulary for free-time activities and sports
Understand listening texts about likes/dislikes, free-time
activities/sports and reasons for liking/disliking
Speaking
AT2/4
Ask and answer about what they do in their free time and why
Reading and responding
AT3/1, 3
Understand written text about free time activities and opinions
(likes/dislikes/preferences)
Identify the infinitive forms of verbs
Understand expressions used to give opinions
Writing
AT4/3
Copy and complete the text replacing the pictures with words
Write a short text saying what they do in their free time
Key language
¿Qué (no) te gusta hacer en tu tiempo libre?
Me gusta (mucho) …
Me encanta …
No me gusta …
No me gusta nada.
Prefiero…
jugar al fútbol
hacer atletismo
navegar por Internet
ir al cine
salir con mis amigos
ver la televisión
hacer mis deberes
escuchar música
ir de compras
hacer natación
¿Por qué?
Porque
es divertido/sano/barato/interesante/fácil/aburrido/caro/bueno
…
High-frequency words
al
tu
me
te
en
porque
y
¿qué?
¿por qué?
escuchar
hacer
ir
jugar
se (es)
ver
mucho
no
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 45
Pupil’s Book, Te toca a ti, p. 122, exs 2–3
Extension: Workbook B, p. 45
Numeracy
Literacy
The infinitive
Citizenship
Resources
CD 3 tracks 11- 13; Workbooks A and B, p. 45
Homework
Notes
Further practice of me gusta + infinitive in Pupil’s Book,
Gramática 4.5 p. 133 and of me gusta/me encanta/prefiero +
infinitive in Pupil’s Book, Gramática 4.6, pp. 133–4
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 5 El tiempo libre
Unidad 5 ¿Qué vas a hacer? (pp. 86–87)
Framework objectives
Launch: 7W5 Verbs present (and past) (future)
Reinforce: 7S1 Typical word order; 7T6 Texts as prompts for
writing
Lesson starters
Starter 1: Reviewing the full present tense of ir (to go)
(Electronic package option: Starter X)
Starter 2: Consolidating the near future tense
Plenary
Quiz using the Resumen section to review key points of the
module (class work in groups)
Learning targets
Saying what you are going to do
Using ir (to go) and the infinitive
Grammar
The near future tense (ir a + infinitive)
Time expressions indicating the future
Skills
(Programmes of study)
NC levels 1–5
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
2f adapt previously learned language
2i summarise and report
2j redraft and improve writing
3c knowledge of language
5a communicate in pairs, etc.
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 and responding
AT1/5
Understand listening text about what activities people are going
to do in the future (near future tense)
Speaking
AT2/3
Ask and answer about what they are going to do at various times
in the future
Reading and responding
AT3/4
Understand written text about free time activities and
sports
Writing
AT4/2, 4–5
Write short text describing what they are going to do in the
holidays (near future tense)
Copy and complete sentences
Copy sentences supplying the correct phrase from the two options
given in each case
Write longer text saying what they and their family do in their
free time and what they are going to do in the holidays
Key language
¿Qué vas a hacer … ?
mañana
la semana que viene
este fin de semana
en las vacaciones
Voy a …
jugar al fútbol
jugar al voleibol
jugar al tenis
hacer esquí
hacer ciclismo
hacer natación
hacer equitación
hacer patinaje
ir al cine
ir de compras
High-frequency words
la/las
a/al
de
en
y
mañana
¿qué?
que
hacer
ir (all parts)
jugar
venir (viene)
este
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 46
Extension: Workbook B, p. 46
Pupil’s Book, ¡Extra 1!, pp. 90–91; ¡Extra 2!, pp. 92–93
Pupil’s Book, Te toca a ti, p. 123, ex. 3
Numeracy
Literacy
Talking about the future
The infinitive
Citizenship
Resources
CD 3 track 14; Workbooks A and B, p. 46
Homework
Notes
Further practice of the near future tense in Pupil’s Book,
Gramática 4.3, pp. 132–3
Assessment for learning:
Pupil’s Book, Resumen, p. 88; Workbooks A and B, Resumen, p. 49;
Workbooks A and B, Progreso, p. 50
Pupil’s Book, Prepárate, p. 89; Workbooks A and B, Prepárate, p.
47–48
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 6 En la ciudad
Unidad 1 ¿Cómo es tu ciudad? (pp. 96–97)
Framework objectives
Reinforce: 7C1 Geographical facts; 7T1 Reading using clues
Lesson starters
Starter 1: Reviewing key adjectives and adjective agreement
(Electronic package option: Starter X)
Starter 2: Practising using adjectives and the qualifiers un
poco, bastante, muy (can be done in pairs)
Plenary
Quiz on adjectives (class work in groups)
Learning targets
Saying what your town is like
Building longer sentences using porque (because) and pero
(but)
Grammar
Adjectival endings
Qualifiers: un poco, bastante, muy
Connectives: porque, pero
Skills
(Programmes of study)
NC levels 3–4
PoS
1a sounds and writing
1b apply grammar
2a listen for gist and detail
2b pronunciation and intonation
2c ask and answer questions
2i summarise and report
5a communicate in pairs, etc.
5c express feelings and opinions
5e use a range of resources
Contexts
The world around us: home town and local area
Learning outcomes …
Listening and responding
AT1/3–4
Understand listening texts in which people describe where they
live in more detail and give reasons for their opinions
Speaking
AT2/3
Ask and answer about where people live and what it is like
Reading and responding
AT3/3
Understand written text about where people live
Writing
AT4/3
Write sentences giving opinions and preferences about
towns/cities and reasons for these
Key language
¿Vives en una ciudad o un pueblo?
Vivo en …
un pueblo
una ciudad
¿Cómo es tu ciudad/pueblo?
(No) Es …
moderno/a
industrial
pequeño/a
grande
histórico/a
tranquilo/a
importante
túristico/a
bonito/a
feo/a
muy
bastante
un poco
Me gusta … pero prefiero … porque …
High-frequency words
un/una
me
tu
en
o
y
pero
porque
¿cómo?
muy
bastante
poco
ser (es)
vivir (vivo, vives)
no
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 52
Extension: Workbook B, p. 52
Numeracy
Literacy
Citizenship
Resources
CD 3 tracks 19- 20; Workbooks A and B, p. 52
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 6 En la ciudad
Unidad 2 ¿Qué hay? (pp. 98–99)
Framework objectives
Reinforce: 7S5 Basic negatives; 7T1 Reading using clues; 7C2
Everyday culture
Lesson starters
Starter 1: Developing strategies for working out new language
(Electronic package option: Starter X)
Starter 2: Recapping on places in town; practising the definite
and indefinite articles.
Plenary
Recapping on language in the unit
Practising using connectives (group work)
Learning targets
Asking about places in town
Using hay to say what there is
Grammar
Review of indefinite and definite articles
muchos/muchas
Skills
(Programmes of study)
NC levels 1–4
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
2e vary language
2h scan texts
2i summarise and report
2j redraft and improve writing
4a work with authentic materials
4b communicate with native speakers
4c compare home and TL culture
4d knowledge of experiences and perspectives
5a communicate in pairs, etc.
5c express feelings and opinions
5d respond to spoken/written language
5e use a range of resources
5f use language creatively
5h use language for real purposes
5i work in variety of contexts
Contexts
The world around us: home town and local area
Learning outcomes …
Listening and responding
AT1/3
Understand listening text about places in town
Speaking
AT2/3
Play a game listing places in a town
Reading and responding
AT3/4
Understand longer written text about places in town
Writing
AT4/3–4
Write short text describing their own town
Write longer text describing their town in more detail
Key language
¿Qué hay?
Hay …
No hay …
un estadio
un centro comercial
un cine
un parque
un mercado
un polideportivo
un museo
un castillo
un hospital
una estación de autobuses/trenes
una plaza
una playa
una piscina
una plaza de toros
una tienda
Vivo en …
Es muy …
(No) Me gusta … porque …
High-frequency words
un/una/unos/unas
de
¿qué?
muchos/muchas
hay
no
ICT opportunities
Writing and sending an e-mail
Differentiation
Reinforcement: Workbook A, p. 53
Pupil’s Book, Te toca a ti, p. 124, ex. 1
Extension: Workbook B, p. 53
Numeracy
Literacy
Citizenship
Finding out about the experiences of people in another
country
Resources
CD 3 track 21; Workbooks A and B, p. 53
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 6 En la ciudad
Unidad 3 ¿Quieres ir al cine? (pp. 100–101)
Framework objectives
Reinforce: 7S4 Basic questions; 7L3 Gist and detail; 7C5 Social
conventions
Lesson starters
Starter 1: Revising the days of the week; developing strategies
to work out and apply language patterns (group work)
Starter 2: Consolidating the structure quieres + infinitive;
consolidating al and a la (class work)
Plenary
Self-testing on the language of the unit so far using the
Mini-test
Checking a partner’s work/redrafting (pair work)
Learning targets
Making and responding to invitations
Using querer (to want)
Grammar
querer
al/a la + noun
Skills
(Programmes of study)
NC levels 1–4
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
2d initiate/develop conversations
2e vary language
2j redraft and improve writing
5a communicate in pairs, etc.
5c express feelings and opinions
5d respond to spoken/written language
5h use language for real purposes
Contexts
Personal and social life: free time and social activities
Learning outcomes …
Listening and responding
AT1/3–4
Understand listening text in which people discuss/make
arrangements for going out
Understand longer listening text in which people discuss/make
arrangements for going out
Speaking
AT2/4
Ask and answer about going out
Reading and responding
Writing
AT4/3
Play game with dice and write short dialogues to practise
invitations
Key language
Places in town (see Unit 2)
Day of the week
Times
¿Quieres ir al/a la … ?
¿Cuándo?
¿A qué hora … ?
Vale/Bueno/De acuerdo/Está bien
Lo siento, no puedo.
High-frequency words
a/al/a la
bueno
¿cuándo?
¿qué?
ir
poder (puedo)
querer (quieres)
no
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 54
Pupil’s Book, Te toca a ti, p. 124, ex. 3
Extension: Workbook B, p. 54
Pupil’s Book, Te toca a ti, p. 125, ex. 2
Numeracy
Literacy
Citizenship
Resources
CD 3 tracks 22- 23; Workbooks A and B, p. 54
Homework
Notes
Further information on querer in Pupil’s Book, Gramática 4.2
(b), p. 130-1, and further practice in Pupil’s Book, Gramática 4.6,
pp. 133–4
Assessment for learning
Pupil’s Book, Mini-test, p. 101
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 6 En la ciudad
Unidad 4 ¿Qué tiempo hace? (pp. 102–103)
Framework objectives
Reinforce: 7W7 Learning about words; 7S2 Sentence gist; 7L6
Improving speech
Lesson starters
Starter 1: Reviewing grammatical terms; thinking about how words
work in a sentence (Electronic package option: Starter X)
Starter 2: Consolidating weather expressions and reviewing
language for activities (class work)
Plenary
Quiz reviewing key points of the unit (class work in groups)
Learning targets
Talking about the weather
Using cuando (when) to join bits of information
Grammar
Skills
(Programmes of study)
NC levels 1–4
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
2f adapt previously learned language
3c knowledge of language
5a communicate in pairs, etc.
5b respond to classroom events
5c express feelings and opinions
5d respond to spoken/written language
5g listen and read for personal enjoyment
Contexts
The world around us: the natural and made environment
Personal and social life: free time and social activities
Learning outcomes …
Listening and responding
AT1/2, 4
Understand listening text about the weather
Understand longer listening text giving a weather forecast
Understand song about the weather
Speaking
AT2/4
Ask and answer about the weather
Prepare (and give) a presentation on where they live, the
weather there and their hobbies
Reading and responding
Writing
AT4/3–4
Write short text describing the weather in each season
Key language
¿Qué tiempo hace?
Hace buen tiempo.
Hace mal tiempo.
Hace calor.
Hace frío.
Hace sol.
Hace viento.
Hay niebla.
Hay tormenta.
Llueve.
Nieva.
en primavera/invierno/verano/otoño
cuando
Leisure activities from Module 5
High-frequency words
me
en
¿qué?
hacer (hace)
vivir (vivo)
hay
no
ICT opportunities
Differentiation
Reinforcement: Workbook A, p. 55
Pupil’s Book, Te toca a ti, p. 124, ex. 2
Extension: Workbook B, p. 55
Numeracy
Literacy
Citizenship
Resources
CD 3 tracks 24- 26; Workbooks A and B, p. 55
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
MIRA 1 Módulo 6 En la ciudad
Unidad 5 Este fin de semana (pp. 104–105)
Framework objectives
Reinforce: 7W5 Verbs present (and past) (near future); 7S7 Time
and tenses; 7T6 Texts as prompts for writing
Lesson starters
Starter 1: Reviewing the near future tense (pair work)
Starter 2: Developing reading skills (scanning texts to get
gist); revising time expressions
Plenary
Quiz using the Resumen section to review key points of the
module (class work in groups)
Learning targets
Using two tenses together
Saying what you do in town
Grammar
Questions forms and answers – see query in Module grid
Present tense + near future
Skills
(Programmes of study)
NC levels 1–5
PoS
1b apply grammar
1c use a range of vocab/structures
2a listen for gist and detail
2c ask and answer questions
2e vary language
2h scan texts
2i summarise and report
2j redraft and improve writing
3b interpret meaning
3d use dictionaries
3e develop independence
5a communicate in pairs, etc.
5c express feelings and opinions
5d respond to spoken/written language
5e use a range of resources
5f use language creatively
5h use language for real purposes
5i work in variety of contexts
Contexts
Personal and social life: free time and social activities
Learning outcomes …
Listening and responding
AT1/5
Understand listening text about what people usually do at the
weekend and what they are planning to do this weekend (near future
tense)
Understand listening text about where someone lives and what she
usually does/is planning to do this weekend (near future tense)
Speaking
AT2/5
Make up sentences about the present and future using picture
prompts
Prepare (and give) a presentation on where they live, the
weather there and their hobbies, including details of what they
plan to do this weekend (near future tense)
Reading and responding
AT3/5
Understand longer written text about where someone lives, what
there is to do there and what she’s going to do this weekend (near
future tense)
Identify verbs in the present and near future tenses
Match sentence halves by sense/using grammar
Writing
AT4/5
Write longer text describing their town and what you can do
there, and giving details of what they are going to do this weekend
(near future tense)
Key language
normalmente
ahora
voy al centro commercial
juego al fútbol
hago ciclismo
voy al cine
hago mis deberes
mañana
este fin de semana
los fines de semana
en las vacaciones
voy a ir de compras
voy a jugar con mi ordenador
voy a hacer natación
voy a ir al estadio
voy a hacer equitación
High-frequency words
los/las
mis
a/al
con
de
en
ahora
mañana
hacer (hacer, hago)
ir (ir, voy)
jugar (jugar, juego)
este
ICT opportunities
Creating a webpage
Differentiation
Reinforcement: Workbook A, p. 56
Extension: Workbook B, p. 56
Pupil’s Book, ¡Extra 1!, pp. 108–109; ¡Extra 2!, pp. 110–111
Pupil’s Book, Te toca a ti, p. 125, ex. 1
Numeracy
Literacy
Time expressions and tense
Citizenship
Resources
CD 3 tracks 27- 28; Workbooks A and B, p. 56
Homework
Notes
Assessment for learning:
Pupil’s Book, Resumen, p. 106; Workbooks A and B, Resumen, p.
59; Workbooks A and B, Progreso, p. 60
Pupil’s Book, Prepárate, p. 107; Workbooks A and B, Prepárate,
pp. 57–58