Module 2 En el instituto...(pp. 26–27) Talking about your school subjects Using the -ar verb...

Unit

Fra

mew

ork

Levels

and P

oS

Key language

Gra

mm

ar

Sk

ills

1 ¿Q

ué

estu

dia

s?(p

p. 2

6–27

)

Talk

ing

abou

t yo

ur

sch

ool

subj

ects

Usi

ng

the

-ar

verb

est

udi

ar (

to

stu

dy)

7W5

Ver

bs

pre

sen

t (-

arve

rbs)

(la

un

ch)

7W6

Let

ters

an

d so

un

ds

(rei

nfo

rce)

7W8

Fin

din

g m

ean

ings

(l

aun

ch)

7T6

Text

s as

p

rom

pts

for

w

riti

ng

(lau

nch

)

1–3

1aso

un

ds a

nd

wri

tin

g1b

app

ly g

ram

mar

2ali

sten

for

gis

t an

d de

tail

2bp

ron

un

ciat

ion

an

d in

ton

atio

n2c

ask

an

d an

swer

qu

esti

ons

2isu

mm

aris

ing

mai

n p

oin

ts3c

kn

owle

dge

of l

angu

age

3ede

velo

p i

nde

pen

den

ce5a

com

mu

nic

ate

in p

airs

, etc

.5d

resp

ond

to s

pok

en/w

ritt

en

lan

guag

e5e

use

a r

ange

of

reso

urc

es

¿Qu

é es

tudi

as?,

¿Q

ué

no

estu

dias

?E

stu

dio

…, N

o es

tudi

o …

, Mar

ía e

stu

dia

…, c

ien

cias

mat

emát

ica,

in

glés

fran

cés,

esp

añol

his

tori

a, m

úsi

cate

cnol

ogía

in

form

átic

age

ogra

fía,

dib

ujo

edu

caci

ón f

ísic

are

ligi

on, t

eatr

ola

s as

ign

atu

ras

Day

s of

th

e w

eek

lun

es, m

arte

s,

mié

rcol

es, j

uev

esvi

ern

es, s

ábad

odo

min

go

los

lun

es, e

tc.

y, t

ambi

én

-ar

verb

s fu

ll

par

adig

m (

usi

ng

estu

diar

)

Usi

ng

neg

ativ

e n

o

Stra

tegi

es f

or w

ork

ing

out

mea

nin

gs

Pro

nu

nci

atio

n: g

No

cap

ital

s on

day

s of

th

e w

eek

Los

lu

nes

, etc

., fo

r ac

tivi

ties

don

e ev

ery

w

eek

2 ¿

Qu

é hac

es

en c

lase

?(p

p. 2

8–29

)

Say

ing

wh

at y

ou

do i

n l

esso

ns

Un

ders

tan

din

g re

gula

r -a

r,-e

ran

d-i

r ve

rbs

7W1

Eve

ryda

y

wor

ds (

rein

forc

e)7W

5 V

erbs

p

rese

nt

(-er

verb

s) (

lau

nch

)7W

7 L

earn

ing

abou

t w

ords

(l

aun

ch)

1–3

1bap

ply

gra

mm

ar2a

list

en f

or g

ist

and

deta

il2c

ask

an

d an

swer

qu

esti

ons

3am

emor

ise

wor

ds a

nd

ph

rase

s3e

deve

lop

in

dep

ende

nce

5aco

mm

un

icat

e in

pai

rs, e

tc.

5dre

spon

d to

sp

oken

/wri

tten

la

ngu

age

¿Qu

é es

tudi

as?

Est

udi

o (i

ngl

és).

¿Qu

é h

aces

en

cla

se d

e in

glés

?, h

ablo

(c

on m

is a

mig

os/p

or t

eléf

ono)

, com

o (c

hic

le),

esc

ribo

escu

cho

(mú

sica

), l

eo, n

o h

ablo

/com

o/es

crib

o/es

cuch

o/le

o, c

anto

p

into

-ar,

-er,

-ir

verb

s, f

ull

p

arad

igm

Cat

egor

isin

g an

d n

otin

g ve

rbs

in -a

r,-e

ror

-ir

grou

ps

Wor

kin

g ou

t 1s

t p

erso

n f

orm

s fr

om

infi

nit

ives

Module 2 En el instituto (Pupil’s book pages 26–43)

37

con

tin

ued

Unit

Fra

mew

ork

Levels

and P

oS

Key language

Gra

mm

ar

Sk

ills

3 Los

pro

feso

res

(pp

. 30–

31)

Talk

ing

abou

t yo

ur

teac

her

s

Usi

ng

adje

ctiv

es

wh

ich

en

d in

-o

/-a

7W2

Hig

h-

freq

uen

cy w

ords

(l

aun

ch)

7T7

Imp

rovi

ng

wri

tten

wor

k

(lau

nch

)7L

3 G

ist

and

deta

il (

lau

nch

)

1-3

1aso

un

ds a

nd

wri

tin

g1b

ap

ply

gra

mm

ar1c

use

a r

ange

of

voca

b/st

ruct

ure

s2a

list

en f

or g

ist

and

deta

il2b

pro

nu

nci

atio

n a

nd

into

nat

ion

2cas

k a

nd

answ

er q

ues

tion

s2i

sum

mar

isin

g m

ain

poi

nts

3ede

velo

p i

nde

pen

den

ce5a

com

mu

nic

ate

in p

airs

, etc

.

¿Cóm

o es

… ?

El

pro

feso

r/L

a p

rofe

sora

de

(esp

añol

) es

…m

uy

/bas

tan

te/u

n p

oco,

sim

pát

ico/

a an

tip

átic

o/a,

sev

ero/

a, a

burr

ido/

adi

vert

ido/

a

Señ

or, S

eñor

a

y, t

ambi

én, p

ero

Qu

esti

on w

ord:

¿C

ómo

… ?

Qu

alifi

ers

Adj

ecti

val

agre

emen

ts

(o/a

)

Pra

ctis

ing

-ar/

-er/

-ir

verb

s, 3

rd p

erso

n

sin

gula

r

Usi

ng

con

nec

tive

sW

ord

stre

ss: a

ccen

ts

Rev

iew

ing

pro

gres

s/ch

eck

ing

wor

k u

sin

g th

e m

ini-

test

4 M

e gu

sta

el

españ

ol(p

p. 3

2–33

)

Giv

ing

opin

ion

s an

d re

ason

s

Un

ders

tan

din

g al

l ad

ject

ive

agre

emen

ts

7W4

Gen

der

and

plu

ral

(rei

nfo

rce)

7S4

Bas

ic

ques

tion

s(l

aun

ch)

7S6

Com

pou

nd

sen

ten

ces

(rei

nfo

rce)

7L2

Foll

owin

g sp

eech

(la

un

ch)

7S9

Usi

ng

sim

ple

sen

ten

ces

(rei

nfo

rce)

7C4

Stor

ies

and

son

gs (

rein

forc

e)

1–3

1bap

ply

gra

mm

ar1c

use

a r

ange

of

voca

b/st

ruct

ure

s2a

list

en f

or g

ist

and

deta

il2c

ask

an

d an

swer

qu

esti

ons

2fad

apt

pre

viou

sly

lea

rnt

lan

guag

e3d

use

dic

tion

arie

s3e

deve

lop

in

dep

ende

nce

5aco

mm

un

icat

e in

pai

rs, e

tc.

5cex

pre

ss f

eeli

ngs

an

d op

inio

ns

5dre

spon

d to

sp

oken

/wri

tten

la

ngu

age

Sch

ool

subj

ects

¿Te

gust

a (e

l in

glés

)?, ¿

Te g

ust

an (

las

cien

cias

)?, M

e gu

sta(

n)

…, N

o m

e gu

sta(

n)

…, m

uch

on

ada

Me

gust

a (e

l es

pañ

ol)

porq

ue

es …

, bu

eno/

a ab

urr

ido/

adi

vert

ido/

ain

tere

san

tefá

cil

difí

cil

impo

rtan

te, ú

til

Me

gust

an l

as m

atem

átic

as p

orqu

e so

n

buen

as/ú

tile

s, e

tc.

Adj

ecti

val

endi

ngs

(f

ull

ran

ge)

me/

te g

ust

a(n

) +

n

oun

Giv

ing

opin

ion

s u

sin

g m

e gu

sta

(etc

.)

Ext

endi

ng

sen

ten

ces

usi

ng

porq

ue


38

Unit

Fra

mew

ork

Levels

and P

oS

Key language

Gra

mm

ar

Sk

ills

5 ¿Q

ué

com

es?

(pp

. 34–

35)

Talk

ing

abou

t sn

ack

s

Cou

nti

ng

up

to

100

7S3

Ada

pti

ng

sen

ten

ces

(lau

nch

)7L

6Im

pro

vin

g sp

eech

(la

un

ch)

7C5

Soci

al

con

ven

tion

s (r

ein

forc

e)

1–3

1bap

ply

gra

mm

ar2a

list

en f

or g

ist

and

deta

il2c

ask

an

d an

swer

qu

esti

ons

2din

itia

te/d

evel

op c

onve

rsat

ion

s2f

adap

t p

revi

ousl

y l

earn

t la

ngu

age

2jre

draf

t an

d im

pro

ve w

riti

ng

3am

emor

ise

wor

ds a

nd

ph

rase

s3c

kn

owle

dge

of l

angu

age

3ede

velo

p i

nde

pen

den

ce5a

com

mu

nic

ate

in p

airs

, etc

.5e

use

a r

ange

of

reso

urc

es

¿Qu

é co

mes

(en

el

recr

eo)?

, Com

o …

¿Qu

é be

bes?

, Beb

o …

Snac

ks/

drin

ks

agu

a m

iner

al, u

n b

ocad

illo

, un

plá

tan

ou

n z

um

o de

nar

anja

un

a h

ambu

rgu

esa

un

a p

izza

un

a C

oca-

Col

au

na

lim

onad

au

na

man

zan

au

nas

pat

atas

fri

tas

¿Cu

ánto

es?

Son

dos

eu

ros

con

vei

nte

.

Nu

mbe

rs u

p t

o 10

0Q

uie

ro u

na

ham

burg

ues

a.A

quí

tien

es.,

¿Alg

o m

ás?,

No,

nad

a m

ás.

por

fav

or, g

raci

asD

e n

ada.

Usi

ng

a ra

nge

of

coll

oqu

iali

sms

Res

um

en/

Pre

pár

ate

(pp

. 36–

37)

Pu

pil

s’ c

hec

kli

st

and

pra

ctic

e te

st

3

¡Ext

ra!

(pag

es 3

8–39

)

Rea

din

g a

stor

y

in S

pan

ish

Lea

rnin

g ab

out

Ch

rist

mas

in

Sp

ain

7T2

Rea

din

g al

oud

(rei

nfo

rce)

7C2

Eve

ryda

y

cult

ure

(la

un

ch)

4 1bap

ply

gra

mm

ar1c

use

a r

ange

of

voca

b/st

ruct

ure

s2h

scan

tex

ts2i

sum

mar

isin

g m

ain

poi

nts

4cco

mp

are

hom

e an

d T

L c

ult

ure

4dk

now

ledg

e of

exp

erie

nce

s an

d p

ersp

ecti

ves

5d r

esp

ond

to w

ritt

en/s

pok

en

lan

guag

e5g

lis

ten

an

d re

ad f

or p

erso

nal

en

joy

men

t5i

wor

k i

n a

var

iety

of

con

text

s

Rea

din

g ep

isod

e 2

of t

he

ph

otos

tory

(l

angu

age

from

th

e m

odu

le)

Ch

rist

mas

tra

diti

ons

in S

pai

n

Rec

epti

ve l

angu

age:

el r

atón

cele

bra,

la

Nav

idad

la

Noc

heb

uen

a u

na

fi es

ta, u

na

cen

ael

árb

ol d

e n

avid

adla

s gu

irn

alda

s lo

s gl

obos

, el

cham

pán

, el

pavo

los

rega

los

Rea

din

g al

oud

Rea

din

g an

ext

ende

d te

xtU

sin

g th

e gl

ossa

ry

Module 2 En el instituto (Pupil’s book pages 26–43) continued

39

Unit

Fra

mew

ork

Levels

and P

oS

Key language

Gra

mm

ar

Sk

ills

Gra

mát

ica

(pp

. 40–

41)

Act

ivit

ies

pra

ctis

ing

the

gram

mar

poi

nts

co

vere

d in

th

e M

odu

le

1–3

-ar

verb

s-e

r ve

rbs

Adj

ecti

val

agre

emen

t –

mas

culi

ne/

fem

inin

e;si

ngu

lar/

plu

ral

me

gust

a(n

)n

o m

e gu

sta(

n)

pero

/por

que/

y

Wor

d ty

pes

: n

oun

s, n

egat

ives

, ad

ject

ives

, qu

alifi

ers

, co

nn

ecti

ves,

defi

nit

e ar

ticl

es

Th

ink

ing

skil

ls

Te t

oca

a ti

(p

p. 1

18–1

19)

Self

-acc

ess

read

ing

and

wri

tin

g at

tw

o le

vels


40

Launching teaching objectives7W5 Use exercise 3 to launch Verbs present (–ar

verbs).

7W8 Use Starter 1 to launch Finding meanings.

7T6 Use exercise 7 to launch Texts as prompts for writing

Starter 1 7W8

AimTo introduce some vocabulary for school subjects. To encourage pupils to work out

new words using cognates.

Write up the following in 2 columns and ask pupils to match each item with the correct Spanish version. Alternatively, you could use Flashcards or do some quick sketches instead of the English text.

inglés musicinformática Englishgeografía French música history francés geography historía ICT

Suggestion

Ask pupils how they worked out the answers in the Starter. Then get them to read through the suggestions in the Tip Box on working out vocabulary before they tackle exercise 1. If you have time, pupils could then work in pairs to make a list of strategies they could use; alternatively, they could do this as homework. Encourage pupils to keep this as a checklist and to refer to it whenever they encounter new vocabulary. Using these strategies should quickly become automatic.

1 Empareja los dibujos con las palabras. Escucha y comprueba tus respuestas. (a–n) (AT1.2 AT4.1)

7W1

Reading and listening. Pupils match the pictures to the 14 words for school subjects. They then listen to the recording to check their answers.

In pairs: pupils take it in turn to say a letter (a–n) and to respond with Estudio … and the

name of the appropriate subject.

Learning objectivesTalking about your school subjectsUsing the -ar verb estudiar (to study)

Framework objectives7W5 Verbs present (–ar verbs)

(launch)7W6 Letters and sounds

(reinforce)7W8 Finding meanings (launch)7T6 Texts as prompts for writing

(launch)

Grammar-ar verbs 1st/2nd/3rd persons (using estudiar)Using los to say ‘every’ (every Thursday, etc.)

PronunciationgWord stress (accented letters)

Key language¿Qué estudias?

●

●

●

●

¿Qué no estudias?Estudio …No estudio …María estudia …cienciasmatemáticasinglésfrancésespañolhistoriamúsicatecnologíainformáticageografíadibujoeducación físicareligiónteatrolas asignaturas

Days of the weeklunesmartesmiércolesjuevesviernessábadodomingo

los lunes, etc.

ytambién

High-frequency wordsel, la, los, lastú¿qué?ytambiénno

ICTPreparing a timetable

LiteracyNo capitals for days of the weekThe infi nitive

ResourcesCD1, tracks 29, 30, 31, 32 and 33Cuaderno A, p. 13Cuaderno B, p. 13Flashcards 1–14

ICT[to come, leave 3 lines]

41

1 ¿Qué estudias? (Pupil’s Book pages 26–27)2En el instiituto

¿Qué estudias?

Audioscript track 29

a Estudio dibujo.b Estudio español.c Estudio inglés d Estudio francés.e Estudio teatro.f Estudio historia.g Estudio música.h Estudio tecnología i Estudio informática. j Estudio geografía k Estudio educación física. l Estudio religión. m Estudio ciencias.n Estudio matemáticas.

Answers

a dibujo b español c inglés d francése teatro f historia g música h tecnologíai informática j geografía k educación físical religión m ciencias n matemáticas

AT2.2, AT1.1 7W6

Ask pupils to look at the Pronunciation Box on page 26 of the Pupil’s Book. Before reading

through the pronunciation feature, write up Málagaand ask a volunteer to pronounce it. Do the same with religión and geografía. What do pupils notice about the pronunciation of g? Explain that, like c, g is pronounced differently depending on what follows it. Give or confi rm details. Ask pupils to recap on the pronunciation of c and, using this as a model, ask if they can predict how the g + o and g + u will be pronounced. (g as in ‘great’ when followed by a, o or u or a consonant/like ‘ch’ Scottish loch when followed by e or i).


religióntecnologíainglésgeografía

2 Escucha y escribe las letras correctas del ejercicio 1. (1–6) (AT1.2)

7L3

Listening. Pupils listen to six Spanish pupils talking about the subjects they do and don’t study. For each subject, they note the letter of the appropriate picture in exercise 1 (a–n), indicating the subjects studied with a tick and the subjects not studied with a cross.


1 – ¿Qué estudias, Conchi? – Estudio informática y estudio dibujo. No estudio inglés.2 – ¿Qué estudias, David?

– Estudio música y francés. No estudio religión.3 – ¿Qué estudias, Vicente? – A ver ... estudio historia ... estudio teatro, religión y

educación física. – No estudio tecnología.4 – ¿Qué estudias, Manolito. – Eh … estudio español y matemáticas. No estudio

francés.5 – Qué estudias, Carlos? – Estudio tecnología y ciencias. No estudio música.6 – ¿Qué estudias, Dolores? – Estudio geografía y ... estudio dibujo. No estudio

teatro.

Answers

[ = TICK, = CROSS]1 i a c2 g d l3 f e l k h4 b n d5 h m g6 j a e

3 Con tu compañero/a, pregunta y contesta por estas personas. (AT2.3)

7W5 7S4 7S5

Speaking. In pairs: using the picture prompts supplied, pupils take it in turn to ask and answer questions on the subjects the people depicted study/don’t study. A sample exchange is given.

Starter 2 7W2 7S6

If you usually write up the day’s date at the start of the lesson, on this occasion leave it until you have completed the Starter, as it will work better as part of the Suggestion which follows.

Write up the following:

estudio, no, también, pero

Give pupils two minutes to describe their timetable in a sentence including all of the words listed.

Suggestion

Ask the class ¿Cuál es la fecha de hoy? and write up the answer.

Then write up Hoy es and the day of the week in Spanish. Can pupils translate the sentence? Explain that they are now going to learn all the days of the week in a song.

(Point out that there are similarities with the days of the week in French and Italian if any of your pupils study these languages.)

42

¿Qué estudias?

4 Escucha y canta. (AT1.2) 7W17C4

Listening. Pupils listen to the song and read the text.

Draw their attention to the note saying the days of the week in Spanish don’t start with a capital letter. Can they think of any other words without capitals in Spanish which do have capitals in English? (the months) Play the song again for them to sing along.

For further ideas on exploiting the songs in the course, see the Introduction, p. 00.


lunesmartesmiércolesjuevesviernessábadodomingo

In pairs: pupils take it in turn to prompt with the day of the week in English and to respond

with the Spanish version for the day before.

In pairs: pupils make up anagrams of the days of the week in Spanish for their partner to

solve.

5 Copia la tabla. Escucha y escribe las letras correctas del ejercicio 1. (1–5) (AT1.3–4) 7L2 7L3

Listening. Before you play the recording, write up Los lunes estudio francés and ask pupils if they can work out what it means. How is it similar to the English version and how does it differ? The structure is summarised in a vocabulary/grammar box in the Pupil’s Book. How would pupils say ‘on Thursdays’ and ‘on Fridays’?

With higher-ability pupils, you might also want to introduce los sábados and los domingos, pointing out the added s at the end of the day of the week here.

Pupils copy out the grid. They listen to Juanita saying what subjects she studies on each schoolday and note the details in the grid, using the appropriate letters of the subjects pictured in exercise 1.


1 – ¿Qué estudias los lunes, Juanita? – Los lunes estudio dibujo, teatro, ciencias y

matemáticas.2 – ¿Y los martes? – Los martes estudio informática, geografía, francés,

religión y también música.

3 – ¿Los miércoles qué estudias? – A ver … los miércoles estudio inglés, tecnología,

español, historia y matemáticas.4 – ¿Y los jueves? – Los jueves estudio educación física, ciencias, teatro,

español … hmm … y matemáticas también.5 – Y fi nalmente, ¿qué estudias los viernes, Juanita? Los viernes estudio inglés, historia, tecnología,

ciencias y matemáticas.

Answers

1 lunes a, e, m, n

2 martes i, j, d, l, g

3 miércoles c, h, b, f, n

4 jueves k, m, e, b, n

5 viernes c, f, h, m, n

6 Lee el texto. ¿Qué estudia Sergio en la semana? (AT3.3) 7T1

Reading. Pupils read Sergio’s text and note in English what he studies each day.

Monday: Spanish, maths and scienceTuesday: English, technology and ICTWednesday: PE and religionThursday: drama and musicFriday: history and art

Write up los sábados. Ask pupils to translate it and then to give you the Spanish for ‘on

Sundays’. Can they summarise how this structure in Spanish resembles/differs from English?

Gramática: regular -ar verbs 7W5

Ask pupils to look at the Gramática Box on page 27 of the Pupil’s Book. This gives the full paradigm of -ar verbs using estudiar. There is practice on this on page 27 of the Pupil’s Book.

Write up necesito and ask what it means, getting pupils to give you a few examples from

Module 1 of sentences featuring it. Explain that necesitar is also a regular -ar verb. Ask pupils to write out the full paradigm of necesitar using the model of estudiar in the Gramática box.

7 ¿Y tú? ¿Qué estudias? Utiliza el texto del ejercicio 6 como modelo. (AT4.4)

7T6

Writing Using the text in exercise 6 as a model, pupils write a paragraph about themselves; including what subjects they study/don’t study. A list of points to cover is supplied. Encourage pupils

43

¿Qué estudias?to make their responses as interesting as possible by including words like también and pero.

Pupils could put together a Spanish version of their own timetable on computer, using Word

or Excel.

Plenary 7W2 7W5 7W6 7W8

Tell the class you are going to ask them fi ve questions on what they have learnt in this unit. They can discuss the answers, but each answer must fi nally be given by a different person. If they can answer all fi ve correctly, they win. If they make a mistake, you win.

Ask them:

1 how g is pronounced before e and i2 for three techniques you can use when faced

with unknown words3 what the difference is between estudias,

estudiáis and estudian4 for a sentence featuring the word también5 if the sentence El martes estudio español is

correct

Cuaderno A, page 13

Answers [p.13 ex 1]

1 matemáticas 2 música 3 francés 4 español 5 ciencias 6 teatro 7 informática 8 geografía 9 educación física 10 dibujo 11 religión 12 historia

3e 1t 2e a t r o 10ms d úp u s

4m a t e m á t i c a s 11d i b u j oñ a co 5t e c n o l o g í al i

ó 12r6f r a n c é s e

7g e o g r a f í a lí i n g l é ss g

8h i s t o r i ac ó

9c i e n c i a s 14i n f o r m á t

Cuaderno B, page 13

Answers [p.13 ex 1]

1 el inglés 2 el francés 3 la música4 las ciencias 5 las matemáticas6 el español 7 la historia 8 la educación física

Answers [p.13 ex 2]

1 miércoles 2 jueves 3 lunes

44

Launching teaching objectives7W5 Use exercise 1 to launch Verbs present (-er

verbs).

7W7 Use the Plenary to launch learning about words.

Starter 1 7W5

AimTo consolidate verb endings for -ar verbs. To encourage pupils to use the grammar they

know to help predict new forms.

Write up the following grid. Ask pupils what the underlined words mean (they should be familiar with these verbs from activity instructions in Modules 1 and 2) and what part of the verb they are. Pupils should then complete the grid.

You could run through the endings for estudiarorally as a class if pupils need support.

estudiar hablar escuchar

I hablo

you(singular)

escuchas

he/she/it estudia

we escuchamos

you estudiáis

they hablan

Suggestion

Point out to pupils that recognising the endings on verbs will really help them when tackling more complicated texts. Tell them that exercise 1 is going to cover all three regular verb groups in Spanish: these are identifi ed by their infi nitives, which end in -ar, -er and -ir respectively. (They are already familiar with -ir verbs from vivir in Module 1.)

Write up and mime como, escribo and leo, one at a time, for the pupils to guess their meaning. Then move on to exercise 1, which features all the verbs just introduced here and in the Starter.

1 Escucha y lee. (AT1.3–4) 7W5 7L1

Listening. Pupils listen to the recording, reading the text at the same time. It consists of a girl talking about what she does in her English class, on her good days and her bad days.


Reporter: – ¿Qué estudias?Ángel: – Estudio inglés.Demón: – Estudio inglés también.Reporter: – ¿Qué haces en clase de inglés?Ángel: – Hablo …Demón: – Hablo con mis amigos … o por teléfono …Ángel: – ¡No como!Demón: – Como chicle …Ángel: – Escribo …Demón: – Escribo …Ángel: – Escucho …Demón: – Escucho música …Ángel: – Leo …Demón: – ¡No leo!

Learning objectivesSaying what you do in lessonsUnderstanding regular -ar, -erand -ir verbs

Framework objectives7W1 Everyday words (reinforce)7W5 Verbs present (–er verbs)

(launch)7W7 Learning about words

(launch)

Grammar-ar, -er, -ir verbs

Key language¿Qué estudias?Estudio (inglés).

●

●

●

¿Qué haces en clase de inglés?hablo (con mis amigos/por

teléfono)como (chicle)escriboescucho (música)leono hablo/como/escribo/escucho/

leocantopinto

High-frequency wordslos¿qué?tambiényencon

porcomer (como)escuchar (escucho)escribir (escribo)hablar (hablo)leer (leo)no

ResourcesCD1, tracks 34 and 35Cuaderno A, p. 14Cuaderno B, p. 14

ICT

45

2 ¿Qué haces en clase? (Pupil’s Book pages 28–29)2En el instiituto

Gramática: regular verbs (-ar, -er, -ir) 7W5

Ask pupils to look at the Gramática Box on page 28 of the Pupil’s Book. This summarises the present tense of all three regular verb groups (-ar, -er and -ir). There is practice on this on page 28 of the Pupil’s Book.

Using the examples in the verb table in the Gramática box, prompt pupils with one verb

form at a time to translate into English. When they are confi dent with this, prompt in English for them to supply the Spanish forms.

2 Escucha y escribe las letras correctas. (1–5) (AT1.4) 7W3 7W5 7L3

Listening. Pupils listen to fi ve Spanish schoolchildren saying what they do in particular lessons and note down the letters of the appropriate activities for each person.


1 – ¿Qué haces en clase de matemáticas, Santiago? – A ver, escucho … escribo … pero no hablo.2 – ¿Qué haces en clase de tecnología, Lara? – En tecnología escribo, escucho … pero no como.3 – ¿Qué estudias, Mari? – Estudio geografía. – ¿Y qué haces? – Pues en geografía leo, hablo, escribo …4 – ¿Qué estudias, Diego? – Estudio historia. – ¿Y qué haces en clase de historia? – Hmm, depende. Leo y escribo … – ¿Hablas también? – Sí, hablo y escucho con atención …5 – ¿Qué estudias, Nacho? – Estudio español. – ¿Qué haces en español? – Eh … como chicle … – ¿Escuchas también? – Pues, escucho música. – ¿Escribes? – Hmm … no, no escribo … – ¿Lees un poco? – No, no leo …

Answers

1 le , b , a 2 b , e , c 3 d , a , b4 d , b , e 5 c , e , b , d

Go round the class prompting with the question form of the verbs practised on the

audio (e.g. ¿Escribes?). Pupils respond in the fi rst

person (e.g. Escribo). You could do a second round with pupils responding No escribo, etc., or change to this form halfway round.

3 Con tu compañero/a, pregunta y contesta. (AT2.3–4) 7W5 7S4 7L6

Speaking. In pairs: selecting from the picture prompts supplied, pupils take it in turn to ask and answer questions on what they study and what they do in that particular class. A sample exchange is given.

Pupils could extend the dialogue to say what they don’t do too.

4 Escribe los diálogos del ejercicio 3. (AT4.3–4) 7W5 7T5 7T7

Writing. Pupils then write out the dialogues they made up in exercise 3.

Get them to swap texts with a partner and check each other’s work when they have fi nished. What three things should they remember to check in particular? (spelling, accents and punctuation)

Starter 2 7W5 7W7

AimTo encourage pupils to use reference resources when tackling activities. To consolidate present tense verb forms.

Write up the following prompts and ask pupils to use them to write sentences saying what the people specifi ed do/don’t do. Model the fi rst one as an example and tell pupils to look back at the verb table in the Gramática box on p. 27 if they need to check on endings.

1 los lunes (estudiar) inglés – he Los lunes estudia inglés.

2 en español (escribir) – we3 en español también (hablar) – she4 no (comer) chicle – I

5 los viernes (estudiar) dibujo – you (singular)

If pupils need more support, give two options for each sentence for them to choose from (e.g. 1 Los lunes estudio/estudia inglés.).

5 Lee el texto. ¿Verdadero o falso? Escribe V o F. (AT3.3) 7W1 7T1

Reading. Pupils read the text and answer the seven true or false questions on it.

Answers

1 V 2 F 3 F 4 V 5 F 6 V 7 V 8 V

¿Qué haces en clase?

46

6 Lee el texto otra vez. Copia y rellena la tabla. (AT3.3) 7W5 7T1

Reading. Pupils read the text in exercise 5 again and then complete the verb table given. This focuses on two new -ar verbs (cantar, pintar) and reintroduces vivir from Module 1.

Answers

estudiar to study I study estudio

vivir to live I live vivo

hablar to speak I speak hablo

escuchar to listen I listen escucho

leer to read I read leo

cantar to sing I sing canto

pintar to paint I paint pinto

Pupils write out the 3rd person singular and 3rd person plural forms of all the verbs in the

grid. They then swap this with a partner and check each other’s answers.

7 Describe tu semana. (AT4.4) 7W17S6 7T5

Writing. Pupils write a paragraph describing their own week at school, detailing the subjects they have each day and what they do in those classes. Encourage them to introduce variety into their writing by including words like mucho, también,pero and some negative expressions.

Plenary 7W5 7W6 7W7

Write up -ar, -er and -ir as column headings. Ask pupils what infi nitives they have met so far and tell you which column to write them in. Then ask pupils to summarise the singular endings for -ar, -er and -ir verbs, taking it in turn to come and write a verb form on the board/OHT.

Can pupils spot any patterns that will help them remember these endings? (1st person the same for all three; 2nd and 3rd person the same for -erand -ir verbs)

For homework, suggest pupils choose one of the following verbs – tomar (to take), beber (to drink) or subir (to go up) – and write out the present tense forms with translations in English.

Cuaderno A, page 14

Answers [p.14 ex 1]

como chicle, escucho música, no leo mi libro, hablo por teléfono, escribo en mi libro

[p.14 ex 2]

Infi nitive I You He/she

hablar (to speak) hablo hablas habla

escuchar (to listen) escucho escuchas escucha

comer (to eat) como comes come

leer (to read) leo lees lee

escribir (to write) escribo escribes escribe

[p.14 ex 3]

1 No escribo en mi libro.2 Hablo por teléfono. 3 Como chicle en clase.4 No leo mi libro.


47

Cuaderno B, page 14 Answers [p.14 ex 1]

1 En clase de inglés, leo mi libro. _______2 En música, escucho música. ______3 En clase de historia escribo en mi cuaderno. ______4 En clase de español no como chicle. ______5 En dibujo pinto en mi libro. ______6 En el recreo hablo por teléfono. ______

[p.14 ex 2]

English Infi nitivo I You He/she/it

to study estudiar estudio estudias estudia

to listen escuchar escucho escuchas escucha

to live vivir vivo vives vive

to read leer leo lees lee


48

Launching teaching objectives7W2 Use exercise 3 to launch High-frequency

words.

7T7 Use the Plenary to launch Improving written work.

7L3 Use exercise 3 to launch Gist and detail.

Starter 1 7W1

AimTo recap on school subjects.

In pairs: pupil A does a quick sketch to indicate a subject; pupil B has to say the subject in Spanish (with the article). They do fi ve subjects in this way and then swap roles. For a more active starter, pupils could mime the subjects rather than draw them.

You can make this more competitive by seeing which pair is the fi rst to correctly guess 10 subjects or by giving a time limit and seeing which pair has done most within the time.

Suggestion

Ask the class to suggest the names of some teachers and write these up. Then give them a series of statements orally – Es el profesor de dibujo, etc. Pupils give the name of the relevant teacher. You could then move on to using the names as prompts – pupils respond in Spanish with the subject taught by each teacher.

1 Escucha y elige el profesor correcto/la profesora correcta. (1–10) (AT1.2)

7W4 7L2

Listening. Pupils look at 10 pictures of teachers, each with a short description. They listen to the recording and note the letter of the appropriate teacher for each statement given.


1 El profesor de teatro es simpático.2 La profesora de música es divertida.3 El profesor de inglés es severo. 4 La profesora de dibujo es antipática. 5 El profesor de religión es antipático.6 La profesora de francés es aburrida.7 El profesor de tecnología es aburrido.8 La profesora de ciencias es severa.9 El profesor de español es divertido.10 La profesora de geografía es simpática.

Answers

1 d 2 h 3 a 4 j 5 e 6 g 7 b 8 f 9 c 10 i

Make a series of true/false statements about the teachers in exercise 1 for pupils to agree

with or correct. Progress to prompting with the start of a statement about a teacher and getting pupils to complete it.

Learning objectivesTalking about your teachersUsing adjectives which end in -o/-a

Framework objectives7W2 High-frequency words

(launch)7T7 Improving written work

(launch)7L3 Gist and detail (launch)

GrammarDefi nite articles (revisited)Qualifi ersAdjectival agreements (o/a)

PronunciationAccents to show stress

●

●

●

●

●

Key language¿Cómo es … ?El profesor/La profesora de

(español) es …muy/bastante/un pocosimpático/aantipático/asevero/aaburrido/adivertido/aSeñorSeñoraSeñorita

High-frequency wordsel, ladeser (es)perotambién

nosípocobastantemuyy

LiteracyDefi nite articlesQualifi ers

ResourcesCD1, tracks 36, 37 and 38Cuaderno A, page 15Cuaderno B, page 15

ICT[to come, leave 3 spaces]

49

3 Los profesores (Pupil’s Book pages 30–31)2En el instiituto

Gramática: adjective agreement (–o/–a) 7W4

Ask pupils to look at the Gramática Box on page 30 of the Pupil’s Book. This introduces the concept of adjective agreement and illustrates it using adjectives ending -o/-a (e.g. divertido/divertida). There is practice on this on page 30 of the Pupil’s Book.

(AT1.1, AT2.1) 7W6 7W7 7L1

Ask pupils to look at the Pronunciation Box on page 30 of the Pupil’s Book. Stress: how an accent is used to show stress when a word doesn’t follow the rules on stress.

A list of words with accents is supplied: play the recording of these words and then give pupils a minute or two to practise them in pairs before doing exercise 2.


simpáticoinglésreligióntecnologíamúsicafrancés

2 Elige un profesor o una profesora. Tu compañero/a hace preguntas para saber quién es. (AT2.3) 7W4 7S4 7S9

Speaking. In pairs: pupils take it in turn to choose one of the teachers in exercise 1 and to ask questions to work out who it is. A sample exchange is given.

Starter 2 7W4

Write up the following:

aburrido antipático divertido simpático

Pupils have to write a sentence using each word and a famous person, e.g. Sarah Michelle Gellar es simpática. Two of the people they choose must be male and two female. If necessary, ask pupils to recap on adjective endings before they start.

Suggestion

Before playing the recording for exercise 3, introduce ¿Cómo es … ? by writing it up and saying (as appropriate) ¿Cómo es el profesor/la profesora de español? El profesor/La profesora es muy simpático/

a. You could make the meaning clear by means of an exaggerated mime, making the meanings of unpoco, bastante and muy clear. Then get the pupils to ask the question and to respond referring to the people they chose to write about in the Starter.

3 Escucha y escribe la asignatura y la opinión en inglés. (1–6) (AT1.3) 7W27L3

Listening. Pupils listen to the six conversations and note in English for each the subject mentioned and the opinion given of the teacher.

The descriptions feature the qualifi ers un poco, bastante and muy and the connectives y, tambiénand pero. Draw pupils’ attention to the Tip Boxes on these on page 31 of the Pupil’s Book, emphasising how useful they are in making your spoken and written Spanish more interesting.


1 ¿Cómo es el profesor de historia? El profesor de historia es muy severo.2 ¿Cómo es la profesora de dibujo? La profesora de dibujo es bastante simpática.3 ¿Cómo es la profesora de teatro? La profesora de teatro es un poco severa.4 ¿Cómo es el profesor de matemáticas? El profesor de matemáticas es un poco aburrido.5 ¿Cómo es el profesor de ciencias? El profesor de ciencias es bastante divertido.6 ¿Cómo es la profesora de español? La profesora de español es muy antipática.

Answers

1 history strict2 art nice3 drama strict4 maths boring5 science amusing6 Spanish very disagreeable/really horrible/not

very nice

4 Busca un profesor/una profesora ... (AT3.3) 7W2 7T1

Reading. Pupils read the reports of fi ve teachers and identify the correct one for each of the English descriptions supplied (1–5).

Answers

1 Señor López2 Señora Silgado3 Señor Abad4 Señor Arranz5 Señora Buitrago

Los profesores

50

5 Elige el verbo correcto para cada persona del ejercicio 4. (AT3.3) 7W57T1

Reading. Pupils reread the texts in exercise 4 and then write out the fi ve sentences, choosing the correct word from the two options given.

Answers

1 El señor López habla mucho.2 La señora Buitrago canta muy bien.3 El señor Abad pinta mucho.4 La señora Silgado no escucha.5 El señor Arranz come en clase.

6 Describe a cinco profesores. Utiliza ‘un poco’, ‘bastante’, ‘muy’. (AT4. 3–4)

7W2 7W4 7S6 7T5

Writing. Pupils write a description of fi ve of their own teachers. They should work the qualifi ers unpoco, bastante and muy into their texts. They can choose teachers in their school or may feel less constrained using imaginary ones. An example is given.

Pupils could expand these sentences by adding details along the lines of the reports

in exercise 4. You could then use pupils’ responses for a further comprehension activity by reading out the details of some of the teachers but omitting their names for the rest of the class to guess.

Plenary 7T7

Remind pupils that the Mini-test is an ideal opportunity to check on how they are progressing in each chapter.

In pairs: give pupils time to read through the bullet points and write a sentence for each, illustrating that they can do all the things listed. They should then swap texts with another pair and check the other pair’s work. Ask for examples of mistakes made and take feedback from the class on where pupils should look for help in these areas (where summaries of adjective endings, verb endings, etc., are to be found).

Pupils could redraft their responses for homework.

Cuaderno A, page 15

Answers [p.15 ex 1]

1 El profesor de música es simpático.2 La profesora de educación fi sica es antipática.3 El profesor de geografía es divertido.4 La profesora de historia es simpática.

Answers [p.15 ex 2]

divertido divertida funny

simpático simpática nice

aburrido aburrida boring

severo severa strict

antipático antipática horrible

Los profesores

51

Cuaderno B, page 15 Answers [p.15 ex 1]

1 El profesor de ciencias es muy antipático.2 La profesora de matemáticas es bastante aburrida.3 El profesor de francés es un poco divertido.4 La profesora de mùsica es muy simpática.5 El profesor de tecnología es un poco severo.

Answers [p.15 ex 2]

1 El profesor de música es simpático y muy divertido.2 La profesora de ciencias es un poco aburrida y muy

antipática.3 El profesor de geografi a es divertido.4 Las profesoras de historia son simpáticas y divertidas.5 Los profesores de inglés son bastante severos.6 La profesora de educación física es muy antipática y

un poco severa.

Los profesores

52

Launching teaching objectives7S4 Use exercise 2 to launch Basic questions.

7L2 Use exercise 6 to launch Following speech.

Starter 1 7S5 7S9 7L4

AimTo introduce the expressions me gusta and no me gusta.

Write up me gusta (and draw a smiley face beside it) and no me gusta (and draw a sad face beside it). Then ask a pupil to select a category from the following –singers, actors, TV programmes, fi lms – and to name in English four things in that category, pausing after each for you to reply. Respond to each item mentioned with me gustaor no me gusta, conveying the meaning clearly with facial expression and gesture. Ask for a second category and some prompts: this time get a pupil to give his/her responses. Make sure that pupils have worked out the meaning of the phrases and then get them to continue the activity in pairs.

Suggestion

Recap on the meaning of me gusta, stressing that it means ‘I like’. Given what pupils know about verb endings, do they notice anything odd about gusta?Take the opportunity to remind pupils that ‘I’ verb forms usually end in -o.

Explain that this structure isn’t like that. With a lower-ability group, you many fi nd it best just to teach the expressions as exceptions.

With a higher-ability group, go on to explain the literal meaning of the phrase: ‘is pleasing’ (= gusta) ‘to me’ (= me), i.e. the item you like is actually the subject. This will give them a context to help them understand and remember that a single item requires gusta and a plural item requires gustan.

1 Escucha y escribe la letra correcta. (1–6) (AT1.3) 7S5 7L3

Listening. Pupils listen to a girl talking about the school subjects she likes and dislikes. They note for each of the six subject she mentions the letter of the corresponding picture with speech bubble.


1 – ¿Te gusta la geografía? – Sí, me gusta la geografía.2 – ¿Te gusta el español? – Me gusta el español.3 – ¿Te gustan las ciencias? – Claro, me gustan las ciencias.4 – ¿Te gusta la historia? – Me gusta mucho la historia.5 – ¿Te gusta la educación física? – No me gusta nada la educación física. ¡Buagh!6 – ¿Te gusta el inglés? – No, no me gusta el inglés.

Answers

1 b 2 a 3 c 4 d 5 f 6 e

Learning objectivesGiving opinions and reasonsUnderstanding all adjective agreements

Framework objectives7W4 Gender and plural

(reinforce)7S4 Basic questions (launch)7S6 Compound sentences

(reinforce)7S9 Using simple sentences

(reinforce)7L2 Following speech (launch)7C4 Stories and songs

(reinforce)

Grammaradjectival endings (full range)me/te gusta(n) + noun

●

●

●

●

Key languageSchool subjects¿Te gusta (el inglés)?¿Te gustan (las ciencias)?Me gusta(n) …No me gusta(n) …muchonada

Me gusta (el español) porque es …bueno/aaburrido/adivertido/ainteresantefácildifícilimportanteútilMe gustan las matemáticas porque

son buenas/interesantes/útiles, etc.

High-frequency wordsme, teel, la, los, lasmuchomuyporqueser (es, son)nonada

ResourcesCD1, tracks 39, 40 and 41Cuaderno A, page 16Cuaderno B, page 16

ICT[to come, leave 3 lines]

53

4 Me gusta el español (Pupil’s Book pages 32–33)2En el instiituto

Gramática: me gusta(n) and te gusta(n) 7W4 7W5

Ask pupils to look at the Gramática Box on page 32 of the Pupil’s Book. This covers the use of megusta/te gusta to talk about liking something in the singular and me gustan/te gustan to talk about liking something in the plural. There is practice on this on page 32 of the Pupil’s Book.

Before they do exercise 2, read through the Tip Box, which points out the inclusion of the defi nite article with (no) me gusta + a noun (e.g. no me gusta el dibujo). The box also includes a list of the school subjects, ordered by article, for reference/as a reminder.

2 Con tu compañero/a, pregunta y contesta. (AT2.3–4) 7S4 7S5 7S9

Speaking. In pairs: using the prompts supplied, pupils take it in turn to ask and answer questions about whether they like particular subjects. Remind them that two smiley faces = me gusta mucho and two sad faces = no me gusta nada.

Pupils could extend the activity by asking about/ answering on their own subject preferences.

Suggestion

Write up the following sentences. Ask pupils to translate the fi rst one. Can they go on to translate the second? Can they explain the differences between them? What do they think son means in Spanish?

El dibujo es aburrido.Las ciencias son aburridas.

Then write up La informática es aburrida. Can pupils see what has changed here and say why?

3 Escribe la asignatura y la opinión. (AT3.2) 7W4 7S2 7S6

Reading. Pupils read the eight statements and note for each the subject and the opinion given of it in English. They can use the Palabras section on p. 42 or the Vocabulario at the back of the book if they need to check meanings, but encourage them as a fi rst resort to try to work out the new words by thinking about cognates.

Before they start, draw their attention to the Tip Box on porque on page 33 of the Pupil’s Book. (It also contains a reminder of use of es with singular school subjects and son with plural ones.)

Answers

1 drama – boring 2 technology – amusing/3 history – diffi cult entertaining4 science – interesting 5 English – good6 religion – not useful 7 French – easy8 science – important

Gramática: adjective agreement (full range) 7W4

Ask pupils to look at the Gramática Box on page 33 of the Pupil’s Book. This introduces agreement of adjectives, covering both masculine/feminine forms and singular/plural forms of adjectives ending in -o/-e/a consonant in the masculine singular.

Ask pupils how many different patterns they can spot before summarising the endings.

Ask pupils to draw a grid with four column headings:

Masculine singular Feminine singular Masculine plural Feminine plural

They then copy out all the adjectives in the sentences in exercise 3, inserting them in the correct column. (They should fi nd there are no instances of the masculine plural.)

In pairs: pupils take it in turn to make a statement about a school subject they like/

dislike using es or son as appropriate and taking care with adjective agreements. Model the fi rst one for them, e.g. Me gusta el español porque es fácil.

Starter 2 7W4 7W5

Write up the sentences containing errors for pupils to correct (without the underline). Answers are shown in brackets.

Los profesores no son bueno. (buenos)Me gusta las ciencias porque son fáciles. (gustan)No me gusta el religión – es aburrida. (la)La música son divertida. (es)

Suggestion

Write up the following questions and ask pupils to use what they know to work out what they mean: ¿Qué te gusta? ¿Por qué?

How did they work them out? (Using other expressions with ¿Qué … ? (¿Qué tal?, ¿Qué hay … ?, Qué estudias?; using porque = because.)

Explain that these expressions are going to be used throughout exercise 4.

4 Escucha y escribe la asignatura y la opinión. (1–8) (AT1.4) 7L2 7L3

Listening. Pupils listen to eight conversations in which schoolchildren talk about what subjects they like and dislike. They note in Spanish the subjects and the opinions expressed by each person.

If pupils need more support, write up the adjectives given as opinions in random order.

Me gusta el español

54


1 – ¿Te gusta la religión? – Me gusta la religión. – ¿Por qué? – Porque es interesante.2 – ¿Te gusta la informática? – Sí, me gusta la informática. – ¿Por qué? – Porque es muy importante.3 – ¿Qué te gusta? – Me gusta el teatro ... – ¿Por qué? – Porque es divertido.4 – ¿Qué te gusta? – Me gustan las matemáticas. – ¿Por qué? – Porque son fáciles.5 – ¿Te gusta la historia? – Sí, me gusta la historia. – ¿Por qué? – Porque es buena.6 – ¿Te gusta el español? – No, no me gusta nada el español. – ¿Por qué? – Porque es difícil.7 – ¿Qué te gusta? – Me gusta mucho el dibujo. – ¿Por qué? – Porque es útil.8 – ¿Te gustan las ciencias? – No, no me gustan las ciencias. – ¿Por qué? – Porque son aburridas.

Answers

1 religión – interesante2 informática – muy importante3 teatro – divertido4 matemáticas – fáciles5 historia – buena6 español – difícil7 dibujo – útil8 ciencias – aburridas

In pairs: pupils take it in turn to prompt with a subject and to describe it, e.g. francés – es

difícil, matemáticas – son interesantes.

5 Escribe seis frases. (AT4.4) 7W47S6 7S9

Writing. Pupils write six sentences saying which subjects they like/dislike and giving a reason for each using porque. A model is given for support.

Encourage pupils to use the reference list of subjects in the second Tip Box on page 33 of the Pupil’s Book if they need help with genders/number.

When they have fi nished, ask pupils to re-read their texts, checking them against the table showing adjectives agreement in the Gramática box on p. 00.

6 Escucha la canción y rellena los espacios en blanco. (AT1.4) 7W4 7L2 7C4

Listening. Pupils listen to the song on the recording and complete the text version in the book, fi lling in the gaps using the words supplied.

Before playing the recording, ask pupils in pairs to try and work out which word fi ts each of the gaps, by using the pictures and what they know about Spanish grammar.


Me gusta la informática.La profesora es muy simpática.El francés es interesante.Ah sí, me gusta bastante.

El teatro es divertido,pero el dibujo es aburrido.La historia es muy buena,pero el profesor ¡qué pena!

No me gustan las matemáticas.La profesora es antipática.El inglés es muy útil,pero un poco difícil.

Aquí en el instituto,escribo, escucho y hablo.A mí me gusta mucho:es un instituto muy bueno. (x 2)

Answers

Also in bold in the audioscript.1 simpática 2 interesante 3 divertido 4 aburrido5 buena 6 antipática 7 difícil 8 bueno

Plenary 7W4 7S9

Put the class into teams. Write up the following sentence opening and ask the teams to complete it in as many different ways as they can within two minutes. Each team then takes it in turn to give you a sentence. If it is correct but another team has the same sentence, they win a point (as does the other team). If it is correct and no other team has thought of it, they win two points. An answer with an error loses a point. The winning team is the one with the most points.

Las ciencias son …


55

Cuaderno A, page 16

Answers [p.16 ex 1]

1 In a chat room 2 use of chatear and opinion 3a I hate b especially c football d sport 4 Pilar5 footballl 6 Miguel

Answers [p.16 ex 2]

Adjectives have masculine and feminine forms, and singular and plural forms. Many adjectives end in -o (for masculine words) and -a (for feminine words).

Some adjectives end in a vowel and some end in a consonant.

To make adjectives plural: if it ends in a vowel add -s.

If it ends in a consonant add -es.

Cuaderno B, page 16

Answers [p.16 ex 1]

1 In a chat room 2 use of chatear and opinion3a I hate b especially c football d sport 4 Pilar5 football 6 Miguel

Answers [p.16 ex 2]

Adjectives have masculine and feminine forms, and singular and plural forms. Many adjectives end in -o (for masculine words) and -a (for feminine words.)

Some adjectives end in a vowel and some end in a consonant.

To make an adjective plural: if it ends in a vowel add -s.

If it ends in a consonant add -es.


56

Launching teaching objectives7S3 Use exercise 6 to launch Adapting sentences.

7L6 Use exercise 7 to launch Improving speech.

Starter 1 7W8

AimTo introduce some vocabulary for snacks and drinks. To encourage pupils to work out

new words using elimination.

Write up the following in 2 columns and ask pupils to match each item with the correct Spanish version. Alternatively, you could use Flashcards or do some quick sketches instead of the English text.

una limonada pizza un plátano hamburger una hamburguesa packet of crisps una pizza lemonadeunas patatas fritas banana

Ask pupils how they worked out the answers. Explain as necessary the useful technique of eliminating options (by using what you know or can guess) to narrow down the choice for words that you don’t know. What other techniques could be used here? (crisps is the only word in the plural, so must be unas patatas fritas)

Suggestion

Introduce the snacks and drinks featured in the unit using Flashcards. Start with the ones pupils worked out for themselves in the Starter and see if they can come up with the words themselves. Then introduce the other guessable ones (Coca-Cola, agua mineral) and the more diffi cult ones (bocadillo, zumo de naranja, manzana), writing up the words.

1 Escucha y escribe la letra correcta. (1–10) (AT1.1) 7W1

Listening. Pupils listen to the list of drinks and snacks and for each note the letter of the appropriate picture.

Ask pupils for suggestions on how they could note down this new vocabulary in a way that

would help them remember it (e.g. topic groups – snacks and drinks; by article – un/una/unas;alphabetically, etc.). Given them time to choose one approach and to write out the vocabulary using it.


1 un plátano2 agua mineral3 una pizza4 un bocadillo5 una Coca-Cola

Learning objectivesTalking about snacksCounting up to 100

Framework objectives7S3 Adapting sentences

(launch)7L6 Improving speech (launch)7C5 Social conventions

(reinforce)

Key language¿Qué comes (en el recreo)?Como …¿Qué bebes?Bebo …

Snacks/drinksagua mineralun bocadilloun plátanoun zumo de naranjauna hamburguesauna pizzauna Coca-Cola

●

●

una limonadauna manzanaunas patatas fritas¿Cuánto es?Son dos euros con veinte.

Numbers up to 100

Quiero una hamburguesa.Aquí tienes.¿Algo más?No, nada más.por favorgraciasDe nada.

High-frequency wordsun, una, unaselenyperoaquí¿qué?¿cuánto?beber (bebo, bebes, bebe)

comer (como, comes, come)querer (quiero)ser (es, son)tener (tienes)algo

NumeracyMental arithmetic

ICTOrganising and testing

vocabulary

ResourcesCD1, tracks 42, 43, 44, 45 and 46Cuaderno A, p. 17Cuaderno B, p. 17Flashcards 15–29

ICT

Languages Ladder

57

5 ¿Qué comes? (Pupil’s Book pages 34–35)2En el instiituto

6 una manzana7 una limonada8 un zumo de naranja9 una hamburguesa10 unas patatas fritas

Answers

1 b 2 g 3 d 4 a 5 j 6 e 7 i 8 h 9 c 10 f

Suggestion

Before you start exercise 2, introduce the questions ¿Qué comes? and ¿Qué bebes? Respond to your own questions with a range of snacks and drinks and, once you have made the meaning clear, ask a few pupils to respond.

Go on to introduce en el recreo, giving a few responses to ¿Qué comes en el recreo? using Comoand some of the snacks and drinks from exercise 1. Can pupils work out from the context what it means?

2 Escucha y escribe las letras correctas del ejercicio 1. (1–5) (AT1.3–4) 7L3

Listening. Pupils listen to fi ve interviews with people talking about what they eat and drink during break at school. They note each item mentioned, again using the labelled pictures in exercise 1.


1 – ¿Qué comes en el recreo? – Como una pizza. – ¿Y qué bebes? – Bebo una limonada.2 – ¿Qué comes en el recreo, Aurora? – Como un bocadillo y bebo una Coca-Cola.3 – ¿Qué comes en el recreo, Ramón? – Como unas patatas fritas. – ¿Qué bebes? – Bebo un zumo de naranja.4 – ¿Tú qué comes en el recreo? – Como una hamburguesa. – ¿Y qué bebes? – Bebo una limonada.5 – ¿Qué comes en el recreo, Neus? – Como un plátano y una manzana. – ¿Qué bebes? – Bebo agua mineral.

Answers

1 d, i 2 a, j 3 f, h 4 c, i 5 b, e, g

3 Haz un sondeo. (AT2.1) 7S4 7L6

Speaking. Pupils undertake a survey on what they eat and drink during the school break, asking their classmates.

• ¿Qué comes en el recreo?▪ Como unas patatas fritas.• ¿Qué bebes?▪ Bebo un zumo de naranja.

4 Empareja los números con las palabras. Escucha y comprueba tus respuestas. (a–h) (AT1.1, AT3.1) 7S47L6

Reading and listening. Pupils match up the numbers with the correct Spanish version. They then use the recording to check their answers.

To reinforce the new numbers and for pronunciation practice: replay the recording,

pausing after each English prompt for the class as a whole or a pupil to supply the Spanish version.


a thirty treintab forty cuarentac fi fty cincuentad sixty sesentae seventy setentaf eighty ochentag ninety noventah a hundred cien

Answers

a 30 – treinta, b 40 – cuarenta, c 50 – cincuenta,d 60 – sesenta, e 70 – setenta, f 80 – ochenta,g 90 – noventa, h 100 – cien.

Starter 2 7W1

Reading and listening. Pupils match up the numbers with the correct Spanish

AimTo consolidate larger numbers.

Tell the class that they are going to do some mental arithmetic. Write up dos x cinco = diezand read it out: dos por cinco son diez.

Using this model, read out 10 sums. Pupils write down the answer in Spanish.

a 8 x 5b 10 x 10c 3 x 10d 10 x 9e 7 x 10f 10 x 5g 4 x 5h 5 x 2i 6 x 10j 5 x 16

¿Qué comes?

58

Suggestion

Write up a few prices in euros, e.g. 2€50, 10€20,7€80, and read them out. Once pupils are comfortable with the structure dos euros concincuenta (etc.), ask a few pupils in turn to come and write up a price and say it.

Write out prices for a few classroom items in turn (pencil, pen, book, etc.) on post-it notes and ask ¿Cuánto es? Respond Son dos euros con cincuenta,etc. Write up the key phrases, underlining the different verbs used in the question and the response. Then get pupils to practise asking and answering, using other items in the classroom or sketches.

5 Escucha y escribe los precios que entiendes. (a–h) (AT1.2) 7L3

Listening. Pupils listen to the eight conversations and note the price given in each. The prices are supplied in random order for support.


a – ¿Cuánto es? – Son dos euros con veinte.b – ¿Cuánto es? – Son ocho euros con sesenta.c – ¿Cuánto es? – Son seis euros con setenta.d – ¿Cuánto es? – Son tres euros con cincuenta.e – ¿Cuánto es? – Un euro con noventa.f – ¿Cuánto es? – Cinco euros con cuarenta.g – ¿Cuánto es? – Siete euros con ochenta.h – ¿Cuánto es? – Son cuatro euros con treinta.

Answers

a 2€20 b 8€60 c 6€70 d 3€50 e 1€90 f 5€40g 7€80 h 4€30

6 Con tu compañero/a, pregunta y contesta por los precios del ejercicio 5. (AT2.2) 7W1 7S4

Speaking. In pairs: pupils take it in turn to ask and answer questions using the prices in exercise 5. A sample exchange is given.

7 Escucha y lee el diálogo. Busca las frases en español en el texto. (AT1.4 AT3.3) 7S2 7T1 7C5

Listening. Pupils listen to the dialogue, reading the text at the same time. They then fi nd the Spanish for the six English expressions listed.


– Quiero una hamburguesa, por favor.– Aquí tienes. ¿Algo más?– Sí, un zumo de naranja, por favor. – Aquí tienes. ¿Algo más?– No, nada más. ¿Cuánto es?– Son tres euros con sesenta.– Gracias.– De nada.

Answers

1 Gracias 2 ¿Algo más? 3 Aquí tiene 4 Por favor5 ¿Cuánto es? 6 No, nada más7 Quiero 8 De nada

8 Con tu compañero/a, haz diálogos que describen las bandejas. (AT2.4)

7S3 7L6

Speaking. In pairs: pupils make up dialogues using the details supplied in the picture prompts. A sample dialogue is supplied.

In preparation, do a quick recap of how plurals are formed.

Once they feel confi dent, pupils could do the dialogue without looking at the sample

dialogue, using just the pictures to prompt them; or they could do the dialogue supplying their own details. Ask one or two pairs to perform their dialogues (ideally from memory) in front of the class.

9 Escribe los diálogos del ejercicio 8. (AT4.4) 7T6

Writing. Pupils write out the dialogues they did in exercise 7. Ask them to read a partner’s work, checking in particular the accuracy of plurals.

Plenary 7W7

Ask pupils what new vocabulary they have learnt in this unit, prompting in English as necessary. Remind them how important it is to learn vocabulary as they go along and to learn the gender of all new words. Recap on ways in which they might log vocabulary: e.g. writing it out in topic groups, listing it alphabetically, putting it into gender categories (i.e. all the el words and all the la words), using different colours of ink for each gender, etc. Remind them of the ‘look, say, cover, write, check’ approach for learning words.

If your pupils have regular access to a computer, they could create their own

¿Qué comes?

59

vocabulary notebook on computer using Word or Excel. Again, encourage them to think about different ways of organising vocabulary (topic, gender, type of word, etc.) to help them remember it. They could also save and print out edited lists of vocabulary, with either the English or Spanish missing, to test themselves/each other.

Cuaderno A, page 17

Answers [p.17 ex 1]

1 cuatro euros con noventa2 tres euros con quince3 un euro con sesenta y cinco4 tres euros con setenta y cinco5 dos euros con treinta y cinco

Answers [p.17 ex 2]

Sergio, Lara, Mateomatemáticas, inglés, españolinteresante, aburrido[circled], fácil, canto, escribo, escuchohamburguesa, pizza, bocadillo,

Cuaderno B, page 17

Answers [p.17 ex 1]

1 2 3 4 5 1 En el recreo Pili come unas patatas fritas y bebe una

limonada.2 Mateo come un bocadillo en el recreo.3 Miguel come un plátano y unas patatas fritas y bebe

una Coca-Cola.

Answers [p.17 ex 2]

1 hamburguesa, plátano 2 manzana,zumo de naranja 3 bocadillo, Coca-Cola4 una pizza, una limonada 5 patatas fritas,agua mineral

¿Qué comes?

60

1 Copia la tabla. Escucha y escribe la asignatura, la opinión y la razón en inglés. (1–8) (AT1.3) 7L3

Reading and listening. Pupils match up the numbers with the correct Spanish

Listening. Pupils copy the grid supplied. They then listen to the speakers and note down the subject, the opinion and the reason mentioned by each in English or using a symbol as appropriate.


1 – ¿Te gustan las ciencias? – Sí, me gustan las ciencias. Son importantes.2 – ¿Te gusta el inglés? – No, no me gusta el inglés. Es aburrido.3 – ¿Te gustan las matemáticas? – No, no me gustan nada las matemáticas. Son difíciles.4 – ¿Te gusta la geografía? – Sí, me gusta mucho la geografía. Es interesante.5 – ¿Te gusta la educación física? – Sí, me gusta mucho la educación física. Es divertida.6 – ¿Te gusta la historia? – No, no me gusta nada la historia. No es útil.7 – ¿Te gusta el dibujo? – Sí, me gusta el dibujo. Es bueno.8 – ¿Te gusta la música? – Sí, me gusta la música. Es fácil.

Answers

Subject Opinion Reason

1 science important

2 English boring

3 maths diffi cult

4 geography interesting

5 PE amusing/fun

6 history not useful

7 art good

8 music easy

2 Con tu compañero/a, pregunta y contesta. (AT2.3) 7W5 7S4 7L6

Speaking. In pairs: using the picture prompts supplied, pupils take it in turn to ask and answer questions about the subjects they do on particular days and what they do in those classes. A sample exchange is given.

3 Lee los textos y corrige el error en cada frase. (AT3.3) 7T1

Reading. Pupils read the three texts. They then read the six statements about the texts and correct the mistake in each statement.

Answers

1 Javier is fourteen.2 His birthday is on 2nd January.3 He studies English, maths, Spanish, ICT, history,

drama, music, RE and science.4 At lunch break he eats a sandwich and drinks mineral

water.5 In history he reads a lot.6 He likes his music teacher a lot.

4 Describe tu instituto. Utiliza los textos del ejercicio 3 como modelo. (AT4.4) 7T6

Writing. Pupils write a paragraph describing their school. They should use the texts in exercise 3 as a model.

ResumenThis is a checklist of language covered in Module 1. Pupils can work on this in pairs to check what they have learnt and remembered. There is a Resumen page, page 20 in both Workbooks and in the ICT component (p. 00). Encourage them to look back at the module and to use the

grammar section, to revise what they are unclear about. You can also use the Resumen as a useful plenary at the end of each unit.

PrepárateThese revision tests can be used for pupils to practise prior to the assessment tasks in the COMPONENT NAME TBC.

ResourcesCD1, track 47 Cuaderno A, pp. 18 and 19Cuaderno B, pp. 18 and 19

ICT

61

Resumen y Prepárate (Pupil’s book pages 36–37)2En el instiituto

Cuaderno A, page 18

Answers [p.18 ex 1]

Answers [p.18 ex 2]

1 simpática 2 son difíciles 3 las matemáticas 4 aburrido 5 es antipático 6 historia 7 inglés8 aburridas

Answers:

1 matemáticas, inglés, español 2 canto, escribo, escucho3 interesante, aburrido, fácil 4 hamburguesa, pizza, bocadillo

Cuaderno B, page 18

Answers [p.18 ex 2]

gusta matemáticas educación física geografíaestudio aburridas profesor interesante porquesimpática música escucho patatas fritas limonada

Answers [p.18 ex 3]

–¡Hola! Quiero dos bocadillos, por favor.–Aquí tienes. ¿Algo más?–Sí, un zumo de naranja, por favor. ¿Cuánto es?–Son siete euros con noventa y cinco.–Gracias.–De nada.

Cuaderno A, page 19

a e s c u c h o p b o c a d i l l o w s

k l b m a t e m á t i c a s e f q r l a

c m a b u r r i d o d e s c r i b o t e

i n t e r e s a n t e o p i z z a k b u

j o n t x f á c i l a r i n g l é s z c

b p h q v w x g s h a m b u r g u e s a

e s p a ñ o l h h a b l o i y q u v x d

Resumen y Prepárate

62

Answers [p.19 ex 1]

1 Bebo una Coca-Cola.2 Me gusta la tecnología, es interesante.3 No me gustan las matemáticas. 4 En clase de música escucho música.5 En el recreo como un bocadillo.6 En clase no como chicle.7 El profesor de teatro es divertido.

Cuaderno B, page 19

Answers [p.19 ex 1]

1 f 2 d 3 h 4 a 5 c 6 g 7 e 8 b

1 Estudio matemáticas, inglés, tecnología y español.2 Leo, escucho a mi profesor y escribo mucho.3 Es simpática pero también es un poco severa.4 Me gusta el francés.5 Porque es interesante y divertido.6 No me gustan las matemáticas.7 Porque son difíciles y no son interesantes.8 En el recreo como un bocadillo y bebo una Coca-Cola.

Resumen y Prepárate

63

Launching teaching objectives7T2 Use exercise 2 to reinforce Reading aloud.

7C2 Use exercise 4 to launch Everyday culture.

Starter 7W3

AimTo review vocabulary from the module. To recap on grammatical terms.

Draw a grid with the following headings: Noun, Verb, Adjective. Ask the class to give you a simple defi nition of each and a few examples in English and Spanish. Make sure you cover proper nouns (e.g. martes) as well as common nouns (e.g. manzana).

Then put the class into teams. You give a word from the module (e.g. el inglés, como or divertido)for a pupil to write in the correct column. Each team confers, then sends a member to the front in turn to write the word in the correct column.

If the class needs more support, you could write up all the words at the start for reference.

If you want to make it more challenging, you can include other forms of verbs and adjectives with different endings.

Suggestion

To lead into the second episode of the story, ask pupils to recap in English on what they remember of episode 1. Then ask questions in Spanish for pupils to answer, e.g. ¿Cuántos años tiene Tomás? ¿Cuándo es el cumpleaños de Angélica? ¿Dónde vive … ?, etc.

Explain that this episode contains a new question word and ask pupils to look/listen out for it (¿quién? – who).

1 Escucha y lee. (AT1.4) 7T1 7C4

Listening. Pupils listen to the recording of the story and read along with the text.


1 Angélica: – ¡Hola Tomás! ¿Qué tal? Tomás: – ¡Angélica! … Bien, bien. Y tú ¿cómo estás? Angélica: – Bien, gracias.2 Angélica: – ¿Qué haces? Tomás: – Pues escucho música, escribo postales y

bebo limonada … Angélica: – ¡Qué bien! Tomás: – Y tú ¿qué haces?3 Angélica: – Estudio inglés. Me gusta mucho porque es

muy útil y bastante fácil. Tomás: – ¿Cómo es tu profesor? Angélica: – Tengo una profesora. Me gusta mucho

porque es muy simpática y también muy divertida.

4 Angélica: – ¿Estudias inglés, Tomás? Tomás: – Sí, pero no me gusta nada. Es muy difícil y

no me gusta el profesor. Es muy antipático y también bastante aburrido.

5 Father: – ¡Angélica! – Ay, ¡qué horror! … ¡mi padre! Father: – ¡Angélica! Angélica: – ¡Hasta luego, Tomás! Tomás: – Adiós, Angélica …6 Father: – ¿Quién es, Angélica? Angélica: – Se llama Tomás. Vive en Madrid. Es muy

simpático …

2 Con tu compañero/a, lee la historia de Tomás y Angélica. (AT2.4) 7T2

Speaking. In pairs: pupils read the story aloud, each taking the role of Tomás or Angélica. As before they should focus on accurate pronunciation and stress. Following the model of the recording. Encourage them also to imitate the intonation and tone of voice of the speakers, to try to sound as authentic as possible.

3 ¿Verdadero o falso? Escribe V o F. Corrige las frases falsas. (AT3.4 AT4.3)

7S3 7T1

Reading. Pupils re-read the text in exercise 1 and answer the six true or false statements which follow. They then correct the sentences which are false.

Learning objectivesReading a story in SpanishLearning about Christmas in Spain

Framework objectives7T2 Reading aloud (reinforce)7C2 Everyday culture (launch)

●

●

Key languageRevision of language from

Module 2Christmas vocabulary

High-frequency wordsunamuyenbeber (bebe, beben)comer (comen)

vivir (vivo, vive)ser (es)

ResourcesCD1, track 48Cuaderno A, pp. 21 and 22Cuaderno B, pp. 21 and 22

ICT

64

¡Extra! (Pupil’s book pages 38–39)2En el instiituto

Answers

1 F Tomás bebe una limonada.2 F Angélica estudia inglés.3 V 4 V 5 F Tomás vive en Madrid. 6 F Tomás es muy simpático.

4 Lee el texto y busca las palabras que no conoces en el vocabulario. (AT3.3)

7T1 7T4 7C2

Reading. Pupils read the description by Roberto the mouse about how he celebrates Christmas. They use the reading strategies they know to work out as many new words as possible, then look up any words they can’t work out in the Vocabulary at the back of the Pupil’s Book. Some words and phrases are glossed for support.

Ask pupils to write four or fi ve sentences comparing Christmas in Spain and the UK.

5 Empareja los títulos con el párrafo correcto. (AT3.3) 7T1

Reading. Pupils read the Roberto’s description again and identify the correct paragraph for each of the three titles listed.

Answers

Decorations – c, The Nuñez family – b, The Christmas meal – d

6 Busca los verbos siguientes en el texto. (AT3.3 AT4.1) 7W5

Reading. Pupils fi nd in the the text the Spanish versions of the fi ve English verbs listed.

Answers

1 me llamo 2 vivo3 celebramos 4 comen5 beben

Plenary 7W4 7W5 7W6

Put the class in teams and ask each team to prepare three questions on what they have learnt in Module 2. These can be questions on pronunciation, spelling, verbs, adjectives, etc. – encourage them to be inventive. Team 1 asks Team 2 a question. A correct answer wins Team 2 a point; an incorrect answer wins Team 1 a point. Team 2 then asks Team 3, and so on, until all questions have been asked. The winning team is the one with the most points.

¡Extra!

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1 Find all the parts of bailar and match them up with the English. (AT3.1 AT4.1) 7W5

Reading. Pupils fi nd all the forms of bailar in Spanish and the correct translation in English for each. Draw pupils’ attention to the Tip Box on bailar (to dance), which identifi es it as a regular -arverb.

Answers

bailo I dancebailas you dancebaila he/she/it dancesbailamos we dancebailáis you (plural) dancebailan they dance

2 Fill in the missing letters from the box to make the different parts of leer (to read). (AT4.1 AT3.1) 7W5

Writing. Pupils complete the Spanish translations of the fi ve verbs given in English (all forms of leer). The letters to make up the Spanish verbs are supplied for support.

Draw pupils’ attention to the Tip Box on leer (to read), which identifi es it as a regular -er verb.

Answers

1 leen 2 lee 3 lees 4 leo 5 leéis you (plural)6 leemos

3 Which is the odd one out? Give a reason why. (AT3.1) 7W5

Reading. Each question consists of three items. Pupils read these and decide which is the odd one out in each case, explaining what makes it different grammatically.

1 como – because the others are -ar verbs2 escribo – because the others are -er verbs3 vivo – because the others are -ar verbs4 come – because the others are the ‘you’ singular

forms of the verbs5 lees – because the others are the ‘he/she’ form of the

verbs6 bailas – because the others are the ‘he/she’ form of

the verbs7 escriben – because the others are the ‘we’ form of the

verbs8 hablan – because the others are -ir verbs

4 Follow the lines to fi nd what the teachers are like then unjumble the adjective and write the sentence in English. (AT3.2) 7W4 7S2

Reading. For each of the eight teachers, pupils identify the appropriate jumbled adjective and work out the correct Spanish word. They then translate the whole sentence to describe the teacher in English.

Answers

1 El profesor de geografía es un poco aburrido. The geography teacher is a bit boring.2 La profesora de religión es muy simpática. The RE teacher is very nice.3 El profesor de inglés es bastante divertido. The English teacher is quite funny/amusing. 4 El profesor de ciencias es muy antipático. The science teacher is very disagreeable/really

horrible/not very nice. 5 El profesor de tecnología es un poco severo. The technology teacher is a bit strict.6 La profesora de español es muy antipática. The Spanish teacher is very disagreeable/really

horrible/not very nice.7 La profesora de francés es muy divertida. The French teacher is very funny/amusing. 8 El profesor de historia es muy simpático. The history teacher is very funny/amusing.

Activities practising the grammar points covered in the Module

The section contains cross-references to the relevant unit of the Module so that pupils can

check or revise the language points being tested. There are also cross-references to the Gramática section at the back of the book so that pupils can look

at the points in more detail/a broader context. The Gramáticasection also contains additional exercises on many points.

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Gramática (Pupil’s Book pages 40–41)2En el instiituto

5 Choose the right connective for each sentence. (AT4.1 AT3.2) 7W2 7S6

Writing. Using the picture prompts, pupils complete each sentence by selecting the appropriate connective.

Answers

1 porque 2 y 3 porque 4 y 5 pero

6 Choose the correct adjective for each sentence. (AT3.2) 7W4 7S2

Reading. Pupils identify the correct ending (a, b or c) for each sentence.

Answers

1 a 2 c 3 d 4 c 5 a 6 a 7 b 8 a

7 Find the following in the quiz above: (AT4.1 AT3.2) 7S2

Writing. Pupils reread the sentences in exercise 7 and fi nd types of words as listed (nouns, negatives, etc.).

Answers

nouns: francés, inglés, historia, dibujo, ciencias, matemáticasnegative expressions: no me gusta, no me gustan, no sonqualifi ers: muy, bastanteconnective: porquedefi nite articles: el, laadjectives: aburrido, simpática, severo, antipática, difícil, interestante, divertidas

Gramática

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A Reinforcement

1 Match up the symbols with the correct subjects. (AT3.1) 7W1 7T1

Reading. Pupils match the pictures of the school subjects with their names in Spanish.

Answers

1 f 2 a 3 k 4 i 5 b 6 l 7 h 8 e 9 g 10 c11 n 12 j 13 d 14 m

2 Who is speaking? What day is it? (AT3.3) 7T1 7T3

Reading. Pupils read the two notes from Pedro and Fátima and identify for each of the school subjects pictured (1–10) the correct speaker and the day in English.

Answers

1 Pedro, Tuesday2 Fátima, Friday3 Pedro, Thursday4 Pedro, Monday5 Fátima, Tuesday6 Pedro, Wednesday7 Fátima, Thursday8 Fátima, Wednesday9 Pedro, Friday10 Fátima, Monday

3 Match up the halves of the words. Then write a sentence using each word. (AT4.2–3) 7S3 7T1 7T5

Writing. Pupils match the word halves and write a sentence using the completed words.

Answers

hamburguesa – Me gustan las hamburguesas.manzana – Me gustan las manzanas.bocadillo – Me gustan los bocadillos.plátano – Me gustan los plátanos.pizza – Me gustan las pizzas.limonada – Me gusta la limonada.Coca-Cola – Me gusta la Coca-Cola. patatas fritas – Me gustan las patatas fritas.

B Extension

1 Write out the verbs correctly and match them up with the English.(AT4.1) 7W5 7S7 7T5

Writing. Pupils unjumble the words to identify eight verbs in Spanish and match each verb with the correct English translation.

Answers

1 escribo = I write

2 estudio = I study3 hablo = I speak4 escucho = I listen5 como = I eat6 leo = I read7 bebo = I drink8 pinto = I paint9 canto = I sing10 vivo = I live

2 Which sentence in each group is the odd one out? Give a reason. (AT3.3)

7S2 7T1 7T3

Reading. Pupils read the four groups of sentences and identify the odd one out in each group, justifying their answers.

Possible answers

1 b – only negative sentence or only feminine school subject

2 b – only negative sentence or c – only singular noun3 b – only positive sentence or a – only masculine

school subject4 a – only sentence which gives a reason/is positive or

c only singular noun

3 Copy out and complete the email using the words from the box. (AT3.3, AT4.3) 7W2 7T5 7T6

Writing. Pupils write out a completed version of the email, fi lling in the gaps using the words supplied.

Answers

1 y 2 muy/bastante3 bastante/muy 4 muy simpática5 pero 6 es7 divertida 8 un poco

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Te toca a ti (Pupil’s book pages 118–119)2En el instiituto

Module 2 En el instituto...(pp. 26–27) Talking about your school subjects Using the -ar verb...

Documents

Transcript of Module 2 En el instituto...(pp. 26–27) Talking about your school subjects Using the -ar verb...