SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 1 De vacaciones
Repaso ¿Adónde fuiste? (pp. 6–7)
Topics and objectives
Talking about where you went
Using the preterite
Extending sentences with sequencers
AQA contexts and
purposes
Leisure
Holidays
Plans, preferences, experiences
Grammar
Using the preterite
Listening
Note details using pictures
ex.
1
Speaking
In pairs: talk about holidays, using prompts
ex.
3
Reading
Choose verb forms from options
ex.
2
Writing
Write an email about holidays
ex.
4
Key language
¿Cuándo fuiste de vacaciones?
el año/verano/invierno pasado
hace (dos) años
¿Adónde fuiste de vacaciones?
Fui a…
Grecia
los Estados Unidos
Francia
la República Dominicana
la India
Argentina
España
¿Con quién fuiste?
Fui con mi familia/mis padres/mis amigos
solo/a
¿Qué hiciste?
Escuché música.
Tomé el sol.
Fui de excursión.
Visité monumentos.
Conocí a mucha gente.
Mandé mensajes.
Esquié.
Bailé.
Jugué al voleibol.
Monté en bicicleta.
Saqué fotos.
¿Qué tal lo pasaste?
Lo pasé mal/fenomenal/muy bien/bien/fatal.
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Revise the preterite
2 Distinguish between present and preterite verb forms
Review and practise the preterite
Use computer to collect and learn vocabulary
Cuaderno Rojo, p. 2
Write out paradigms of preterite regular verbs
Respond to English prompts to give different forms of
regular verbs in the preterite
CD 1 track 2; Cuaderno Rojo, p. 2; Gramática 204
Add detail (sequencers, connectives, opinions)
Check spelling in verb forms
Use computer to collect and learn vocabulary
Personal Learning and Thinking Skills
ICT suggestion after ex. 4 – 3 Reflective learners
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 1 De vacaciones
1 ¿Qué tal tus vacaciones? (pp. 8–9)
Talking about holidays and weather
Topics and objectives
Using irregular verbs in the preterite
Learning phrases meaning the same thing
AQA contexts and
purposes
Leisure
Holidays
Plans, preferences, experiences
Grammar
Using irregular verbs in the preterite
Listening
Note pictures in order mentioned
Note activities in order of preference expressed
Note details of a holiday
exs
1, 2, 4
Speaking
In pairs: ask and answer questions about
holidays
ex.
5
Reading
Identify headings for texts
Answer comprehension questions in English
exs
6, 7
Writing
Rewrite sentences using paraphrases
ex.
3
Key language
Descansé.
Nadé.
Hice yoga.
Fui a clases de baile.
Di una vuelta en bicicleta.
Vi lugares de interés.
Monté a caballo.
Patiné.
Esquié.
Hice alpinismo.
Hice vela.
Hice caída libre. No tuve miedo.
¡Lo pasé genial!
¡Lo pasé muy bien!
¡Lo pasé bien!
¡No me gustó nada!
¡Lo pase mal!
¡Fue un poco aburrido!
¿Qué tiempo hizo?
Hizo buen tiempo.
Hizo mal tiempo.
Hizo calor.
Hizo frío.
Hizo sol.
Hizo viento.
Hizo niebla.
Hubo tormenta.
Llovió.
Nevó.
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review the preterite
2 Review weather vocabulary and time expressions
Review and practise the preterite
Cuaderno Rojo, p. 3
Te toca a ti Student’s Book p. 182 ex. 1, p. 183 ex. 3
Identify patterns in verbs which will help them remember
endings
Write a short description of a holiday
CD 1 tracks 3–5; Cuaderno Rojo, p. 3; Te toca a ti
Student’s Book p. 182 ex. 1, p. 183 ex. 3; Gramática 204
Recognise and note paraphrases
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 1 De vacaciones
2 ¿Qué tal el hotel? (pp. 10–11)
Describing accommodation
Topics and objectives
Using the imperfect tense for description
Giving and justifying opinions
AQA contexts and
Leisure
purposes
Holidays
Plans, preferences, experiences
Grammar
Listening
Using the imperfect tense for description
Note details of holidays
Speaking
In pairs: talk about a recent holiday using
picture prompts
Reading
Identify opinion as positive, negative or a
mixture of both
Identify best and worst elements
Write a description of a recent holiday using
picture prompts
Writing
Key language
ex.
1
ex.
2
exs
3, 4
ex.
5
¿Que tal tus vacaciones?
Me quedé en…
Me alojé en…
un hotel de cinco estrellas
un albergue juvenil
un camping
un parador
una pensión
Estaba…
en la costa/en la montaña
al lado de la playa
en el centro de la ciudad
bien/mal equipado/a
Era/No era nada…
acogedor(a)
antiguo/a
nuevo/a
(poco) cómodo/a
bonito/a
feo/a
caro/a
barato/a
animado/a
tranquilo/a
lujoso/a
Tenía/No tenía… ni…
Había/No había…
Tampoco había…
(un) bar/gimnasio/restaurante
(una) discoteca/piscina climatizada/sauna/cafetería/cocina
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
comunitaria
Lo mejor/peor era que…
1 Use reading strategies to work out meaning; to introduce
the imperfect tense
2 Review the imperfect tense and holiday vocabulary
Review and practise the imperfect tense
Cuaderno Rojo, pp. 4–5
Memorise and practise adjectives
Include and justify opinions
Te toca a ti Student’s Book p. 183 ex. 1
Practise recognising imperfect verb endings
CD 1 track 6; Cuaderno Rojo, pp. 4–5; Te toca a ti
Student’s Book p. 183 ex. 1; Gramática 206
Use a range of negatives
Include and justify opinions
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 1 De vacaciones
3 Buenas vacaciones (pp. 12–13)
Talking about holiday activities
Topics and objectives
Using the imperfect and the preterite together
Learning question words
AQA contexts and
purposes
Leisure
Holidays
Plans, preferences, experiences
What to see and getting around
Grammar
Using the imperfect and the preterite together
Listening
Read and match texts to titles
Read questions: translate questions into
English
Note details of holiday
In pairs: ask and answer questions pretending
they are a different character
exs
1, 5, 6
Identify and translate verbs
Apply reading strategies to translate Spanish
words/phrases
Complete text by choosing from verb options
Write a description of a holiday
exs
2, 3, 4
Speaking
Reading
Writing
ex.
7
ex.
8
Key language
Pasé (una semana) allí.
Revision of key verbs in the preterite and imperfect
Lesson starters
1 Identify verb tenses
2 Review using the preterite and imperfect
Review and practise the imperfect and preterite tenses;
review question words
Do peer-correct writing task ex. 8 on computer
Cuaderno Rojo, p. 6
Te toca a ti Student’s Book p. 182 ex. 2
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
CD 1 tracks 7–9; Cuaderno Rojo, p. 6; Te toca a ti
Student’s Book p. 182 ex. 2; Gramática 204
Use reading strategies
Recognise and use question words
Use techniques to improve writing
Personal Learning and Thinking Skills
ex. 3 + tip box – 2 Creative thinkers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 1 De vacaciones
4 En el hotel (pp. 14–15)
Booking a hotel room
Topics and objectives
Using verbs with usted
Dealing with unpredictable questions
AQA contexts and
purposes
Leisure
Holidays
Plans, preferences, experiences
Grammar
Listening
Using verbs with usted
Identify pictures described
Identify speaker who talks on each topic
Transcribe questions; translate questions into
English
Speaking
In pairs: make up dialogues, using prompts or
inventing their own
ex.
7
Reading
Identify pictures described
Identify Spanish versions of English sentences
exs
1, 2
Writing
Write a dialogue, using prompts
ex.
5
Key language
¿Dígame?
Estimado señor(a)
Me gustaría/Quisiera reservar…
una habitación individual/doble
para… noches/días
sin/con baño
con balcón/vistas al mar/una cama de matrimonio
pensión completa
exs
3, 4, 6
¿Para cuántos noches/días?
Para (cuatro) noches/días, del (16) al (20 de agosto).
¿Cuánto es?
Son (200€).
¿Hay servicio de habitaciones?
¿Hay conexión a Internet?
¿Hasta qué hora se sirve el desayuno/la comida/la cena?
¿A qué hora cierra la recepción/el bar?
¿Hasta que hora está abierto/a el restaurante/la recepción?
¿Se admiten perros?
Lesson starters
Plenary
ICT opportunities
Reinforcement
1 Review vocabulary for making a hotel booking
2 Review the usted form of key verbs
Review and practise usted forms of verbs; practise
dialogue
Cuaderno Rojo, p. 7
Extension
Te toca a ti Student’s Book p. 183 ex. 2
Write an email to a hotel making a reservation
Resources
CD 1 tracks 10–12; Cuaderno Rojo, p. 7; Te toca a ti
Student’s Book p. 183 ex. 2
Use usted appropriately
Prepare for and handle unexpected questions in the
speaking assessment
Exam strategies
Homework
Notes
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 1 De vacaciones
5 Reclamaciones (pp. 16–17)
Making complaints in a hotel
Topics and objectives
Using me hace falta
Joining ideas with connectives
AQA contexts and
purposes
Leisure
Holidays
Plans, preferences, experiences
Grammar
Listening
Using me hace falta
Note pictures in the correct order
Note details of complaints
exs
1, 3
Speaking
In pairs: practise dialogues – hotel guest
complaining about accommodation
ex.
4
Reading
Match complaints to correct picture
Complete sentences summaries
exs
2, 5
Writing
Write a description of a terrible holiday
ex.
6
Key language
¿Qué le pasa, señor/señorita?
Me hace falta…
papel higiénico/jabón/un secador
Me hacen faltan…
toallas/unas aspirinas
El ascensor/el aseo/la luz/la ducha… no funciona.
El baño no está limpio.
El aseo está sucio.
La habitación no está limpia.
La cama está sucia.
Hay mucho ruido.
Quiero quejarme/cambiar de habitación/hablar con el
director.
Quiero un descuento.
Lesson starters
1 Review me gusta(n)/me encanta(n) in preparation
for me hace(n) falta
2 Review connectives
Plenary
ICT opportunities
Reinforcement
Review me hace falta(n); review connectives
Do and check writing task ex. 6 on computer
Cuaderno Rojo, pp. 8–9
Use me hace falta(n) with range of objects
Translate statements into English
Identify verbs in a text; give the tense; translate the verbs
into English
CD 1 tracks 13–14; Cuaderno Rojo, p. 8–9
Extension
Resources
Exam strategies
Homework
Notes
Use connectives and opinions
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 1 De vacaciones
Prueba oral – conversation: Holidays (pp. 18–19)
Topics and objectives
AQA contexts and
purposes
Talking about holidays
Leisure
Holidays
Plans, preferences, experiences
What to see and getting around
Grammar
Advice on including:
–
–
–
–
opinions
time expressions
extended sentences using connectives
references to past, present and future
– the preterite and imperfect tenses
– a variety of verbs
– a variety of phrases
– negatives
– complex sentences
– a variety of structures
Exam strategies
The whole spread helps students prepare for the
Speaking Controlled Assessment. This includes:
Working on grammar content
Preparing for unprepared questions
Developing fluency
Improving performance
Listening
Answer questions on a model conversation
(covering comprehension and language
use)
Identify words/phrases by category
Take part in a controlled assessment-style
conversation on holidays
Reading
Speaking
Writing
Key language
Resources
Homework
Notes
Holidays
CD 5, tracks 2–5
Personal Learning and Thinking Skills
Prueba oral ex. 6 – 4 Team workers
exs 1, 2,
3, 5
ex. 4
ex. 6
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 1 De vacaciones
Prueba escrita (pp. 20–21)
Topics and objectives
AQA contexts and
purposes
Talking about holidays
Leisure
Holidays
Plans, preferences, experiences
What to see and getting around
Grammar
Advice on including:
– tenses (present, preterite and near future)
– opinions
–
–
–
–
–
the imperfect tense
different persons of the verb
connectives
time expressions
exclamations
– complex sentences with two tenses
– relative pronouns
Exam strategies
The whole spread helps students prepare for the
Writing Controlled Assessment. This includes:
– identifying key phrases in Spanish in the model text
to reuse
– identifying contexts for specific language usage
– working on content (grammar and vocabulary)
– improving performance
Reading
Read and answer questions on a model text
(covering comprehension and language
use)
Identify expressions to use in own writing
Write a controlled assessment-style text on
holidays
Writing
Key language
Homework
Notes
Holidays
exs 1, 2,
3
exs 4–6
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla
Repaso 1 Mi vida (pp. 24–25)
Topics and objectives
Giving personal information
Using the present tense
Extending sentences with cuando…
AQA contexts and
purposes
Leisure
Free Time and the Media
Free-time activities
Grammar
Listening
Using the present tense
Note details of personalities and interests
Identify types of weather
Identify countries from descriptions
In pairs: talk about leisure activities as though
they were different characters
Translate adverbs of frequency into English
Identify the appropriate holidays for two people
Speaking
Reading
Writing
Write sentences describing someone’s routine
in different weathers
Key language
Cómo te llamas?
Me llamo…
¿Cuántos años tienes?
Tengo… años.
¿De dónde eres?
Soy de…
¿Dónde vives?
Vivo en…
¿Cómo eres?
Soy…
¿Qué haces en tu tiempo libre?
Todos los días…
De vez en cuando…
exs
1, 5, 6
ex 3
exs
2, 4
ex.
7
¿Qué haces en tu tiempo libre?
Leo correos.
Navego por Internet.
Descargo música.
Salgo con mis amigos.
Compro maquillaje y ropa.
Hago mucho deporte.
Escribo un blog.
Chateo.
Voy de compras/al cine/al teatro.
Veo la televisión.
¿Qué tiempo hace?
Hace buen tiempo/mal tiempo/calor/frío/sol/viento.
Hay niebla/tormenta.
Está nublado/despejado.
Llueve.
Nieva.
Cuando… pero cuando…
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review the present tense of regular verbs
2 Review weather vocabulary
Review and practise the present tense; review weather
expressions
Communicate with a partner school in Spain
Cuaderno Rojo, p. 12
Practise the present tense (regular and key irregular verbs)
CD 1 tracks 15–17; Cuaderno Rojo, p. 12; Gramática 202
Extend sentences using connectives
Personal Learning and Thinking Skills
ICT suggestion after ex. 7 – 4 Team workers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla
Repaso 2 En ruta (pp. 26–27)
Topics and objectives
Talking about means of transport
Using adverbs
Listening for the 24-hour clock
AQA contexts and
purposes
Leisure
Holidays
What to see and getting around
Grammar
Listening
Using adverbs
Note details of how people travel and why
Note details about train travel
Speaking
In pairs: have a dialogue based on an
exchange at a train station ticket office,
using prompts
Match captions to pictures
Write what they would do in specified areas of
a Spanish train station
Write a paragraph about how they usually
travel and their own travel preferences,
including reasons
el autobús
el avión
el tren
el monopatín
el barco
el autocar
el coche
el metro
la bicicleta
la moto
a pie
Reading
Writing
Key language
generalmente
normalmente
frecuentemente
solamente
a veces
Voy en (tren).
Cojo (la bici).
Prefiero ir (en tren)…
porque es…
limpio/cómodo/lento/rápido/barato/caro
La gente me molesta.
No me gusta esperar.
Me gusta la independencia.
Me gusta leer/ escuchar música…
exs
2, 4
ex.
5
exs
1, 6
ex.
3
Quiero (cuatro) billetes de ida (y vuelta) para (Madrid).
¿A qué hora sale el tren?
¿De qué andén sale?
¿A qué hora llega?
¿Es directo?
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review vocabulary for the unit; practise classifying words
2 Review adverbs
Review and practise adverbs
Cuaderno Rojo, p. 13
Te toca a ti Student’s Book p. 185 ex. 1
CD 1 tracks 18–19; Cuaderno Rojo, p. 13; Te toca a ti
Student’s Book p. 185 ex. 1; Gramática 219
Talk about modes of transport
Include adverbs to make speaking and writing more
interesting
Listen for the 24-hour clock
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla
1 La oficina de turismo (pp. 28–29)
Planning a day out
Topics and objectives
Using the near future
Understanding questions
AQA contexts and
purposes
Leisure
Holidays
What to see and getting around
Grammar
Listening
Using the near future
Identify pictures described
Note activities mentioned
Complete gap-fill questions; translate them
into English
Speaking
In pairs: ask and answer questions on what
they are going to do in Seville, using
prompts
Complete sentences summarising text in
English
ex.
4
Writing
Write out a plan for a day’s activities in Seville
ex.
5
Key language
Voy a/Vamos a…
sacar fotos
comprar recuerdos
ver lugares de interés
disfrutar de (unas) vistas espléndidas
dar un paseo por ...
comer algo
descubrir todo sobre las corridas
subir a la torre
Reading
exs
1, 2, 3
ex.
6
¿Qué se puede ver en Sevilla?
¿Qué vas a hacer?
¿Cómo va a ser?
¿Cómo se va al…/a la… ?
¿Cuánto tiempo dura?
¿A qué hora abre/cierra el/la… ?
primero
por la mañana/tarde/noche
luego
Va a ser…
guay/interesante/fascinante/maravilloso/increíble/
impresionante
También vamos a… porque me encanta/me gusta mucho…
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review the near future tense; practise using reading
strategies
2 Review the near future tense; review unit vocabulary
Review and practise the near future tense; practise giving
opinions about the future
Cuaderno Rojo, p. 14
Te toca a ti Student’s Book p. 184 ex. 3
Write a dialogue using picture prompts
Practise the near future tense
CD 1 tracks 20–22; Cuaderno Rojo, p. 14; Te toca a ti
Student’s Book p. 184 ex. 3; Gramática 208
Listen for question words
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla
2 Comprando recuerdos (pp. 30–31)
Asking for and understanding directions
Topics and objectives
Using imperatives
Using sequencers (primero…, después…)
AQA contexts and
purposes
Leisure
Free Time and the Media
Shopping, money, fashion and trends
Holidays
What to see and getting around
Grammar
Listening
Speaking
Reading
Writing
Key language
Using imperatives
Identify correct picture and note price
Match English and Spanish sentences on
directions
Use the map to identify the places mentioned
In pairs: ask and answer questions about
where items are bought, using prompts
In pairs: ask and answer questions about a
map
Write a short text about what you can buy in
specific shops
¿Dónde se puede comprar… ?
un collar
un chorizo
un abanico
una camiseta
una gorra
una muñeca
una taza
unas postales
Se puede comprar… en…
el supermercado
el quiosco
el estanco
la carnicería
la confitería
la panadería
la frutería
la pescadería
la farmacia
la joyería
la tienda de recuerdos
la tienda de ropa
¿ Por dónde se va al/a la…?
Cruza la plaza/el puente.
exs
1, 4, 5
exs
2, 6
ex.
3
Gira en la esquina.
Pasa los semáforos.
Está cerca/lejos.
Sigue todo recto.
Está a mano izquierda/derecha.
Está al final de la calle.
Está al lado del/de la…
Está enfrente del/de la…
Toma la primera/segunda calle a la derecha/izquierda.
A ver…/Pues…/Entonces…
Primero…
Después…
Luego…
Ahora estás en…
Un poco más lejos…
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review shop vocabulary
2 Review informal imperatives; work out grammar rules
Review and practise informal imperatives
Cuaderno Rojo, p. 15
Practise the expressions for giving directions
Write text messages giving directions
CD 1 tracks 23–25; Cuaderno Rojo, p. 15; Gramática 230
Use expressions like A ver, etc. to buy time when trying to
work out what to say
Personal Learning and Thinking Skills
Starter 2 – 2 Creative thinkers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla
3 Tomando tapas (pp. 32–33)
Ordering in a restaurant
Topics and objectives
Using me gusta + article, como without article
Working with distractors while listening and reading
AQA contexts and
purposes
Leisure
Holidays
Plans, preferences, experiences
Grammar
Listening
Using me gusta + article, como without article
Translate a menu into English
Note foods mentioned; note whether speakers
like/dislike the food
Note what people order in a restaurant
Note what people order in a restaurant; note
problems in a restaurant
In pairs: ask and answer questions about their
food preferences and eating habits
Speaking
Reading
Writing
Key language
Translate English sentences into Spanish
Write a three-person dialogue based on an
exchange in a restaurant
Me gusta el/la…
Me gustan los/las…
Como (paella), pero no como nunca (flan).
De primer plato/segundo plato/postre…
voy a/vamos a tomar…
me pone…
el gazpacho
las lentejas con chorizo
el jamón serrano
la sopa de ajo
la tortilla de patatas
la merluza en salsa verde
la paella
la chuleta de cerdo con verduras
el filete de ternera
los calamares
las gambas al ajillo
los chipirones en su tinta
el flan
los helados de fresa, vainilla y chocolate
la tarta de queso
la tortilla española
la merluza a la plancha
el pescaito frito
las sardinas
las judías verdes
exs
1, 2, 4, 6
ex.
3
exs
5, 7
agua mineral con gas/sin gas
No hay sal/aceite/vinagre.
Me falta…
el tenedor/el cuchillo/la cuchara
Está muy salado/a.
El plato/vaso está sucio.
El vino está malo.
¿Qué van a tomar?
¿Y para beber… ?
¿Algo más?
Nada más.
¿Me trae la cuenta, por favor?
el menú del día
la especialidad de la casa
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review me gusta(n)
2 Review me gusta(n) and comer; review food
vocabulary
Enact dialogues; give constructive feedback on classmates’
content and delivery.
Cuaderno Rojo, pp. 16–17
Te toca a ti Student’s Book p. 184 ex. 1
Practise using (no) me gusta
CD 1 tracks 26–30; Cuaderno Rojo, pp. 16–17; Te toca a ti
Student’s Book p. 184 ex. 1; Gramática 212
Cope with distractors in listening and reading tasks
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla
4 En Sevilla (pp. 34–35)
Describing a day out
Topics and objectives
More of the preterite and the imperfect
Recognising and expressing mixed opinions
AQA contexts and
purposes
Leisure
Holidays
Plans, preferences, experiences
What to see and getting around
Grammar
Using the preterite and the imperfect
Listening
Identify which statements about a text are true
Identify opinions as positive, negative or a
mixture of both
Complete sentences with multiple-choice
options
In pairs: ask and answer questions about a
visit to London or another city
exs
1, 4, 5
Reading
Translate Spanish sentences into English
Writing
Write a text about a holiday city
ex.
2
ex.
6
Key language
Revision of unit vocabulary so far
Lesson starters
1 Develop reading skills
2 Practise distinguishing between use of the preterite and
the imperfect
Review and practise expressions for giving opinions
Research a Spanish city on-line using Spanish-language
tourist sites
Cuaderno Rojo, p. 18
Te toca a ti Student’s Book p. 184 exs 2 & 4
Identify verbs in a text, give the tense and translate them
Research a Spanish city on-line using Spanish-language
tourist sites
CD 1 tracks 31–33; Cuaderno Rojo, p. 18; Te toca a ti
Student’s Book p. 184 exs 2 & 4; Gramática 204–206
Improve speaking performance
Recognise mixed opinions
Speaking
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
ex.
3
Personal Learning and Thinking Skills
ICT suggestion after ex. 6 – 1 Independent enquirers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla
5 Las fiestas (pp. 36–37)
Talking about festivals
Topics and objectives
Understanding three time frames
Using para to extend sentences
AQA contexts and
purposes
Leisure
Holidays
Plans, preferences, experiences
Home and Environment
Home and Local Area
Special occasions celebrated in the home
Grammar
Listening
Speaking
Reading
Writing
Key language
Lesson starters
Plenary
ICT opportunities
Understanding three time frames
Note festivals and what they involve
Identify correct pictures; note what is involved
in festivals; note whether the speaker talks
about the present, the past or the future
exs
1, 5
Identify verbs
Identify people being described
exs
2, 3
Identify verbs by tense; translate verbs into
English
Complete gap-fill text on a festival
el Diwali
la Navidad
la Feria de Abril
el Eid al Fitr
los San Fermines
El día de los Muertos
Ramadán
Nochevieja
una fiesta religiosa
celebrar
simbolizar
decorar
preparar
cocinar
cenar
bailar
cantar
venir
llevar
traer
hacer regalos
ex.
4, 6
1 Review para; review language for talking about festivals
2 Practise distinguishing tenses
Review talking about festivals
Research a Spanish festival on the Internet
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
Cuaderno Rojo, pp. 19–20
Write out paradigms of an -ar verb in the present, the
preterite and the near future tenses
Te toca a ti Student’s Book p. 185 exs 2–3
Identify tenses of verbs and translate them into English
CD 1 tracks 34–35; Cuaderno Rojo, pp. 19-20; Te toca a ti
Student’s Book p. 185 exs 2–3; Gramática 200, 204, 208
Extend sentences and make them more interesting
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla
Prueba oral – interview: Travelling abroad (pp. 38–39)
Topics and objectives
AQA contexts and
purposes
Talking about travelling abroad
Leisure
Holidays
Plans, preferences, experiences
What to see and getting around
Grammar
Advice on including:
–
–
–
–
a range of tenses (present, preterite, near future)
simple opinions (e.g. me encantó)
connectives
adjectives
– the preterite and imperfect tenses
– a variety of structures to refer to the future (e.g. me
gustaría + infinitive)
– more detailed opinions (e.g. lo que más me gustó)
– adverbs
– complex sentences with more than one tense
– points of view with justifications
– para + infinitive
Exam strategies
The whole spread helps students prepare for the
Speaking Controlled Assessment. This includes:
Working on grammar content
Preparing for unprepared questions
Developing fluency
Improving performance
Listening
Answer questions on a model interview
(covering comprehension and language
use)
Identify verbs by tense
Take part in a controlled assessment-style
interview on travelling abroad
Reading
Speaking
Writing
Key language
Resources
Homework
Notes
Holidays
CD 5, tracks 6–9
exs 1, 2,
3, 5
ex. 4
ex. 6
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla
Prueba escrita (pp. 40–41)
Topics and objectives
AQA contexts and
purposes
Writing about a Spanish festival
Leisure
Holidays
Plans, preferences, experiences
Home and Environment
Home and Local Area
Special occasions celebrated in the home
Grammar
Advice on including:
– a range of tenses (present, preterite, near future)
– opinions
– the imperfect tense
– different persons of the verb
– complex sentences with more than one tense
– opinions with justifications
– adverbs
Exam strategies
The whole spread helps students prepare for the
Writing Controlled Assessment. This includes:
– identifying key phrases in Spanish in the model text
to reuse
– identifying contexts for specific language usage
– working on content (grammar and vocabulary)
– improving performance
Reading
Read and answer questions on a model text
(covering comprehension and language
use)
exs 1, 2,
3
Writing
Identify expressions to use in own writing
Write a controlled assessment-style text
about a celebration
exs 4,
5-7
Key language
Homework
Notes
Celebrations
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla
Leer y escuchar (Modules 1–2) (pp. 42–43)
Topics and objectives
From M1 and M2
AQA contexts and
Leisure
purposes
Holidays
Plans, preferences, experiences
What to see and getting around
Grammar
Reading
From M1 and M2
Identify opinions as positive, negative or a
mixture of both
Answer comprehension questions
Listening
Answer multiple-choice picture questions
Answer comprehension questions
Identify reasons for visiting Seville
Key language
Transport, towns, holidays, weather
Exam strategies
Reading and Listening skills focus
• Read for detail: negative opinions
Tackling questions on reading text
• Identify key vocabulary areas before listening
• Listen for detail
• Listen strategies (filtering out distractors/other redundant
material)
• Answer all parts of the question
Resources
CD 5 tracks 10–12
Homework
Notes
exs
1–2
exs 1
–3
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 3 A clase
Repaso 1 Las asignaturas (pp. 46–47)
Topics and objectives
Giving opinions on school subjects
Using me gusta, me encanta, etc.
Revising basic vocabulary
AQA contexts and
purposes
Work and Education
School/College and Future Plans
What school is like
Grammar
me gusta(n), me encanta(n)
Listening
Note details of school timetables
Note missing details of school timetables
exs
2, 5
Speaking
In pairs: ask and answer questions about their
school timetables
In pairs: ask and answer questions about
someone’s school timetable
Match sentences to the correct picture; identify
opinions as positive or negative
Note what people like and don’t like studying,
and the reasons
Write an email on their own school timetable
with opinions on the subjects they study
exs
3, 6
Reading
Writing
Key language
el comercio
el dibujo
el español
el francés
el inglés
el teatro
la educación física
la geografía
la historia
la informática
la lengua
la música
la religión
la tecnología
los idiomas
las ciencias
las matemáticas
me gusta(n)
me encanta(n)
me gusta(n) mucho
no me gusta(n) nada
odio
Mi asignatura preferida es…
exs
1, 4
ex.
7
porque es…/son…
aburrido
artístico
complicado
difícil
divertido
entretenido
fácil
guay
interesante
práctico
útil
el horario
lunes, martes, miércoles, jueves, viernes, sábado, domingo
¿Cuándo tienes…?
¿Qué día tienes (inglés)?
Tengo (inglés) los martes.
¿Qué día prefieres?
Prefiero los lunes porque…
¿A qué hora tiene… ?
A la una/las dos, etc.
y/menos cuarto
y/menos cinco, diez, veinte, etc.
y media
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review the vocabulary for school subjects; review me
gusta(n)
2 Review telling the time
Review and practise verbs like gustar
Communicate with a partner school in Spain
Cuaderno Rojo, p. 23
Te toca a ti Student’s Book p. 186 exs 1–2
Talk about TV programmes to practise saying ‘on
Mondays’, etc.
Write sentences using gustar, encantar or interesar
Translate sentences into English; write sentences in
Spanish following a model
CD 2 tracks 2–3; Cuaderno Rojo, p. 23; Te toca a ti
Student’s Book p. 186 exs 1–2; Gramática 214
Check adjective and verb agreement in speech
The importance of knowing numbers and times well
Personal Learning and Thinking Skills
ICT suggestions after ex. 7 – 1 Independent enquirers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 3 A clase
Repaso 2 En clase (pp. 48–49)
Describing your school routine
Topics and objectives
Using the present tense with time expressions
Improving your spoken and written texts
AQA contexts and
purposes
Work and Education
School/College and Future Plans
What school is like
Grammar
Listening
Present tense
Note correct times
Complete gap-fill version of conversation
Speaking
In pairs: make up dialogues about transport to
school
In pairs: ask and answer questions about
school routine
Complete sentences in English summarising
text
Write a description of a boy’s typical day
(winter and summer)
Reading
Writing
Key language
la primavera
el verano
el otoño
el invierno
en (verano)
por la tarde/por la mañana
normalmente
nunca
siempre
a menudo
¿Cómo vas al colegio?
Voy andando/a pie.
Voy/Vuelvo en coche/autobús/metro/tren.
(No) Cojo (el tren).
Prefiero ir (en coche).
¿A qué hora…
empiezan/terminan tus clases?
es el recreo/la hora de comer?
Empiezan/Terminan a las…
Es a las…
¿Qué haces…
en clase?
a la hora de comer?
en el recreo/el verano/el invierno
después del colegio?
Escucho al profe/a la profe.
exs
3, 4
exs
2, 5
ex.
1
ex.
6
Hablo./Leo./Uso el diccionario
Juego al tenis.
Hago natación.
Voy al club de ajedrez/idiomas.
Canto en el coro.
Toco en la orquesta.
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review transport vocabulary; review expressions of
frequency
2 Review numbers between 0 and 60
Review features that can be used to add interest to their
speaking and writing, esp. time expressions
Cuaderno Rojo, p. 24
Te toca a ti Student’s Book p. 186 ex. 3
Write out present tense forms of hacer
Practise reading times aloud
Write out paradigms of stem-changing verbs of the types
o › ue and e › i; work out rule for remembering which
persons of the verb change
CD 2 tracks 4–5; Cuaderno Rojo, p. 24; Te toca a ti
Student’s Book p. 186 ex. 3; Gramática 200–202
Include time expressions to add detail and interest
Use a wide range of verbs when speaking and writing
Use a broad range of language in writing
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 3 A clase
1 ¿Cómo es tu insti? (pp. 50–51)
Producing descriptions of school life
Topics and objectives
Using the imperfect and present tenses
Giving a range of opinions
AQA contexts and
purposes
Work and Education
School/College and Future Plans
What school is like
Grammar
Listening
The present and imperfect tenses
Identify correct pictures
Identify opinions as positive, negative or a
mixture of both
In pairs: ask and answer questions about
school
Speaking
Reading
Writing
Key language
Match map with labels
Identify statements as true, false or containing
information not mentioned in the text
Answer comprehension questions in English
Write a blog about their own school, comparing
it to how it was in the past
En mi cole/colegio/instituto
(no) hay…
(no) tenemos
un campo de fútbol/deportes
un comedor
un gimnasio
un patio
un salón de actos
una biblioteca
una piscina
una pista de atletismo/tenis
una sala de profesores
unos laboratorios
unos vestuarios
unas aulas
buenas instalaciones
lo bueno es que…
lo malo es que…
lo que más me gusta es…
lo que menos me gusta es…
por un lado/por otro lado…
Hay (ochenta) profesores.
Hay (cuatrocientos) alumnos.
(No) Llevamos uniforme.
público/privado
femenino/masculino/mixto
exs
2, 3
ex.
5
exs
1, 4, 6
ex.
7
Estoy en segundo/tercero/cuarto de ESO.
No había…
ordenadores
pizarras interactivas
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review the vocabulary for school facilities
2 Review useful expressions for giving opinions
Review and practise different ways of giving an opinion
Set up a class or school blog
Cuaderno Rojo, p. 25
Write statements about their own school using Lo bueno es
que…, etc.
Identify in a text the verbs in the imperfect
CD 2 tracks 6–7; Cuaderno Rojo, p. 25
Include adjectives, opinions and connectives to improve
speaking and writing
Personal Learning and Thinking Skills
ICT suggestion after ex. 7 – 2 Creative thinkers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 3 A clase
2 Las normas del insti (pp. 52–53)
Describing school uniform and rules
Topics and objectives
Using phrases followed by an infinitive
Giving and justifying opinions
AQA contexts and
purposes
Work and Education
School/College and Future Plans
What school is like
Grammar
Listening
Phrases followed by an infinitive
Identify speakers using pictures
Identify the rules mentioned; identify opinions
as positive or negative
In pairs: ask and answer questions about
school uniform, as different characters
Speaking
Reading
Writing
Key language
Match texts and pictures
Identify which rules match the rules of their
own school
Write a description of what they wear to school
Write a text on the rules in their school,
including opinions with justifications
(No) Llevo/Llevamos uniforme.
(No) Tengo que/Tenemos que llevar uniforme.
un jersey
un vestido
una falda
una camisa
una chaqueta (de punto)
una camiseta
una corbata
unos pantalones
unos vaqueros
unos calcetines
unos zapatos
unas medias
rojo
blanco
amarillo
gris
naranja
azul
negro
morado
verde
marrón
rosa
claro/oscuro
a rayas
exs
2, 6
ex.
3
exs
1, 5
exs
4, 7
¡Qué
¡Qué
¡Qué
¡Qué
¡Qué
¡Qué
¡Qué
bien!
guay!
suerte!
horror!
vergüenza!
lío!
va!
anticuado, bonito, cómodo, elegante, feo, guay, práctico
Está prohibido…
No se permite…
No se debe…
(No) Tiene(n) que…
llevar maquillaje/joyas/piercings
escuchar tu MP3 en clase
usar el móvil
mandar mensajes
comer chicle
correr por los pasillos
salir del instituto durante la jornada escolar
Los alumnos tienen que ser puntuales y amables.
Los alumnos no deben ser desobedientes ni groseros.
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review vocabulary for clothes; review adjective
agreement
2 Review verb expressions which are followed by an
infinitive
Review and practise adjective agreement; review and
practise verbs/verb expressions which are followed by the
infinitive
Cuaderno Rojo, pp. 26–27
Practise adjective agreement
CD 2 tracks 8–9; Cuaderno Rojo, pp. 26–27; Gramática
216
Use exclamations to speak more expressively
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 3 A clase
3 Los profesores (pp. 54–55)
Describing teachers
Topics and objectives
Using comparatives and superlatives
Agreeing and disagreeing
AQA contexts and
purposes
Work and Education
School/College and Future Plans
What school is like
Pressures and problems
Grammar
Listening
Comparatives and superlatives
Note school subjects and the adjectives used to
describe the teachers
Complete gap-fill sentences
Note which teachers described, opinion phrases
and whether speakers agree or disagree
In pairs: discuss their teachers
Speaking
Reading
Writing
Key language
Pair adjectives into opposites and translate
them into English
Answer comprehension questions in English
Rewrite sentences to give their own opinions
paciente
impaciente
trabajador(a)
perezoso/a
antipático/a
simpático/a
listo/a
tonto/a
pesimista
optimista
raro/a
normal
tolerante
severo/a
aburrido/a
divertido/a
Mi profesor(a) de (español) es…
más/menos (paciente) que…
mejor/peor que…
tan (listo/a) que…
el/la más (simpático/a)
el/la mejor/peor del instituto
¿Qué opinas del profesor de (ciencias)?
¿Qué te parece la profesora de (inglés)?
exs
2, 3, 6
ex.
7
exs
1, 5
ex.
4
Creo que…
Pienso que…
Para mí…
Me parece que…
Por ejemplo…
Estoy de acuerdo (con)…
No estoy de acuerdo (con)…
Estoy a favor (de)…
Estoy en contra (de)…
Estoy harto de…
¿Y tú? ¿Y usted?
¡Por supuesto!
¡Claro!
Es verdad.
Pero…
Sin embargo…
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review comparatives
2 Review the superlative
Review and practise the comparative and superlative
Use computer to summarise and learn grammar
Cuaderno Rojo, p. 28
Te toca a ti Student’s Book p. 186 ex. 4
Practise masculine and feminine forms of adjectives
Compare friends and/or famous people using the
comparative and superlative
CD 2 tracks 10–12; Cuaderno Rojo, p. 28; Te toca a ti
Student’s Book p. 186 ex. 4; Gramática 218
Keep a list of useful phrases to use in speaking and writing
Use computer to summarise and learn grammar
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 3 A clase
4 El acoso escolar (pp. 56–57)
Describing school pressures and problems
Topics and objectives
Using quantifiers (muy…, un poco…)
Improving your reading skills
AQA contexts and
purposes
Work and Education
School/College and Future Plans
What school is like
Pressures and problems
Grammar
Listening
Adverbs of degree
Identify correct pictures
Speaking
In pairs: ask and answer questions about
problems at school
Write opinions for pictures
Identify correct pictures
Answer comprehension questions in English
Translate expressions into English
Translate sentences into Spanish
Write an email about the problems in their own
school.
el acoso escolar
el ataque físico
el fracaso escolar
el estrés de los exámenes
la presión del grupo
hacer novillos
es un problema serio
es el mayor problema
es una tontería
ocurre frecuentemente
ocurre raras veces
es normal
Reading
Writing
Key language
Es difícil…
No es fácil…
sacar buenas notas todo el tiempo
prepararse para las presentaciones orales
repasar los apuntes para los exámenes
(No) Se debería…
respetar/maltratar/insultar/golpear/intimidar
a los demás
Creo que…
Para mí…
En mi opinión…
Por ejemplo…
Hay… /existe(n)… /tenemos…
ex.
2
ex.
3
exs
1, 4, 5, 6
exs
7, 8
bastante
un poco
poco
demasiado
muy
tan
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Introduce vocabulary for talking about problems at
school; practise using reading strategies
2 Review quantifiers
Talk about school problems
Cuaderno Rojo, p. 29
Te toca a ti Student’s Book p. 187 exs 5–7
Summarise classmates’ answers in English
CD 2 track 13; Cuaderno Rojo, p. 29; Te toca a ti Student’s
Book p. 187 exs 5–7; Gramática 219
Listening strategy: anticipate key language which will come
up
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 3 A clase
5 El cole del futuro (pp. 58–59)
Describing the schools of the future
Topics and objectives
Using the future tense
Using questions to form answers
AQA contexts and
purposes
Work and Education
School/College and Future Plans
What school is like
Pressures and problems
Grammar
Listening
Future tense
Identify correct pictures
Identify correct pictures
exs
1, 4
Speaking
In pairs: ask and answer questions on the
school of the future
ex.
7
Reading
Identify verbs as present or future tense
Identify statements as true, false or containing
information not mentioned in the text
Translate verbs into English
Write sentences about schools in the future
exs
2, 5, 6
Writing
Key language
ex.
3
En el colegio del futuro (no) habrá… /(no) tendremos…
El colegio del futuro (no) tendrá…
aulas grandísimas
una sala de juegos interactiva
una piscina olímpica
una pista de esquí
un gimnasio supergrande
alumnos de todo el mundo
robots en vez de profes
tecnología punta
ordenadores
cuadernos y libros
viajes de estudios en…/por todo el mundo
En el colegio del futuro (no) podrás/deberás/será
obligatorio…
llevar uniforme
escuchar podcasts de tus clases
Los alumnos irán al cole…
todos los días
solamente tres días a la semana
¿Cómo será el cole del futuro?
Creo que el cole del futuro será…
¿Cuántos alumnos habrá?
Habrá…
¿A qué hora empezará/terminará el colegio?
Empezará/Terminará a las…
¿Qué harán los profesores?
Los profesores enseñarán, (etc.)
¿Qué estudiarás?
Estudiaré (bachillerato).
¿Cómo serán las aulas?
Las aulas serán (muy modernas).
¿Será peligroso?
Habrá un sistema de seguridad. No habrá violencia.
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review the future tense; practise working out grammar
patterns
2 Review the future tense
Review and practise the future tense
Cuaderno Rojo, p. 30
Practise the future tense (regular verbs)
Practise the future tense (irregular verbs)
Prepare and give a short presentation on the school of the
future
CD 2 tracks 14–15; Cuaderno Rojo, p. 30; Gramática 208
Recognise and use question words
Use the detail in questions to formulate answers
Personal Learning and Thinking Skills
extension suggestion after ex. 7 – 6 Effective
participators
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 3 A clase
Prueba oral – conversation: School (pp. 60–61)
Topics and objectives
AQA contexts and
purposes
Talking about school
Work and Education
School/College and Future Plans
What school is like
Pressures and problems
Grammar
Advice on including:
– a variety of tenses (present, preterite, future)
– connectives
– opinions (e.g. no me interesa)
– qualifiers
– time expressions
– expressions to introduce points of view (e.g. para
mi)
– exclamations
– complex sentences with more than one tense
– comparatives/superlatives
– negatives (e.g. tampoco)
Exam strategies
The whole spread helps students prepare for the
Speaking Controlled Assessment. This includes:
Predicting content before listening
Working on grammar content
Preparing for unprepared questions
Developing fluency
Improving performance
Listening
Predict content before listening
Answer questions on a model conversation
(covering comprehension and language
use)
Identify words/phrases by category
exs 1, 2,
3, 5
Take part in a controlled assessment-style
conversation about school
ex. 6
Reading
Speaking
Writing
Key language
Resources
Homework
Notes
School
CD 5, tracks 13–16
ex. 4
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 3 A clase
Prueba escrita (pp. 62–63)
Topics and objectives
AQA contexts and
purposes
Writing about school
Work and Education
School/College and Future Plans
What school is like
Pressures and problems
Grammar
Advice on including:
– a variety of tenses (present, preterite, future)
– connectives
– opinions
– imperfect tense
– extended sentences
– comparatives
– complex sentences with more than one tense
– justifications for opinions
Exam strategies
The whole spread helps students prepare for the
Writing Controlled Assessment. This includes:
– identifying key phrases in Spanish in the model text
to reuse
– identifying contexts for specific language usage
– working on content (grammar and vocabulary)
– improving performance
Reading
Read and answer questions on a model text
(covering comprehension and language
use)
exs 1, 2,
3
Writing
Identify expressions to use in own writing
Write a controlled assessment-style text
about school
School
exs 4,
5–7
Key language
Homework
Notes
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 4 ¡Perdidos!
Repaso Mi familia (pp. 66–67)
Talking about your family
Using possessive adjectives
Saying numbers and dates
Topics and objectives
AQA contexts and
purposes
Lifestyle
Relationships and Choices
Relationships with family and friends
Grammar
Using possessive adjectives
Listening
Identify people being described using pictures
Speaking
Work out new words in Spanish
In pairs: describe someone and identify who is
being described
Complete the gap-fill dialogue
Translate words in text into English
Match the opposites; write sentences using
each adjective
Translate sentences into Spanish
Write a text describing four people in their
family
el abuelo
el bebé
el hermanastro
el hermano (mayor/menor)
el hijo
el marido
el nieto
el padrastro
el padre
el primo
el sobrino
el tío
Reading
Writing
Key language
la
la
la
la
la
la
la
la
la
la
la
abuela
hermana (mayor/menor)
hermanastra
hija
madre
mujer
nieta
padrastra
prima
sobrina
tía
nací/nació el (12) de (mayo) 2000
ex.
4
exs
3, 5
exs
1, 2, 6
exs
7, 8
enero, febrero, marzo, abril, mayo, junio, julio, agosto,
septiembre, octubre, noviembre, diciembre
tiene los ojos…
azules/marrones/grises/verdes
tiene el pelo…
… blanco/castaño/gris/negro/pelirrojo/rubio/moreno
… largo/corto/liso/rizado/ondulado
tiene…
barba
bigote
pecas
lleva gafas
mi(s), tu(s), su(s), nuestro/a(s), vuestro/a(s), su(s)
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review key verb forms in the present tense
2 Review vocabulary for describing people; review
adjective agreement
Review and practise vocabulary for family members;
review and practise possessive adjectives
Cuaderno Rojo, p. 34
Write out years/dates they hear
Practise giving family members with correct possessive
adjective
Write out dates and practise saying them
CD 2 track 16; Cuaderno Rojo, p. 34
Tackle higher numbers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 4 ¡Perdidos!
1 Los supervivientes (pp. 68–69)
Talking about relationships
Topics and objectives
Using ser and estar
Talking about the present and the past
AQA contexts and
purposes
Lifestyle
Relationships and Choices
Relationships with family and friends
Grammar
Using ser and estar
Using reflexive verbs
Note people’s nationality and details of their
character
Note details about people
In pairs: ask and answer questions about a
character
Identify the people described
Identify the Spanish for English expressions;
identify tenses used
Identify the Spanish for English expressions
Write a description of the character and his/her
past relationships
Listening
Speaking
Reading
Writing
exs
1, 6
ex.
5
exs
2, 3, 4
ex.
7
Key language
alegre
ambicioso/a
creativo/a
enérgico/a
gracioso/a
honesto/a
optimista
paciente
perezoso/a
tolerante (con…)
trabajador(a)
tengo mucho sentido de humor
no soy nada serio
estoy casado
estoy separado/a
me parezco (mucho) a…
me llevo/llevaba (muy bien) con…
me casé
me divorcié
me separé de…
tenía una relación problemática con
la echo de menos
antes (del accidente)
Lesson starters
1 Review reflexive verbs; introduce vocabulary for talking
about people’s experiences
2 Review reflexive verbs; review key vocabulary for the
unit
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
Review and practise ser and estar
Do writing task ex. 7 using word-processing or DTP
package
Cuaderno Rojo, p. 35
Te toca a ti Student’s Book p. 188 exs 1 & 3
Practise llevarse
Write sentences using three different persons of ser and
estar
Write out the present tense paradigm of parecerse
CD 2 tracks 17–18; Cuaderno Rojo, p. 35; Te toca a ti
Student’s Book p. 188 exs 1 & 3; Gramática 202
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 4 ¡Perdidos!
2 La vida cotidiana (pp. 70–71)
Talking about daily routine
Topics and objectives
Using reflexive verbs
Using desde hace
AQA contexts and
purposes
Home and Environment
Home and Local Area
Home, town, neighbourhood and region, where it is and
what it is like
Grammar
Listening
Using reflexive verbs
Identify correct pictures
Complete gap-fill version of text
Note details of daily routine
In pairs: ask and answer questions about daily
routine
Answer comprehension questions
Speaking
Reading
Writing
Key language
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
Write a list of questions about daily routine
Write a description of daily routine and life on a
desert island
Me despierto temprano.
Me levanto.
Me ducho.
Me lavo los dientes.
Me baño en el mar.
No me peino.
No me afeito nunca.
Me visto.
Desayuno fruta.
Meriendo a las cuatro.
Ceno pescado.
Me acuesto tarde.
exs
1, 4, 5
ex.
3
ex.
6
exs
2, 7
1 Review reflexive verbs used for daily routine
2 Review reflexive verbs used to describe daily routine
Review and practise reflexive verbs
Cuaderno Rojo, p. 36
Te toca a ti Student’s Book p. 188 ex.2
Write sentences using desde hace + present tense
Write out full paradigms of stem-changing verbs
CD 2 tracks 19–22; Cuaderno Rojo, p. 36; Te toca a ti
Student’s Book p. 188 ex.2; Gramática 202
Use desde hace + present tense to say how long
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 4 ¡Perdidos!
3 Las tareas (pp. 72–73)
Topics and objectives
Talking about chores
Using the present, preterite and imperfect tenses
Using negatives
AQA contexts and
purposes
Home and Environment
Home and Local Area
Home, town, neighbourhood and region, where it is and
what it is like
Grammar
Using the present, preterite and imperfect tenses
Negatives
Identify the correct pictures
exs
Identify the correct pictures
1, 2,
Listening
Speaking
Reading
Writing
Key language
In pairs: ask and answer questions about
household chores (using present, preterite
and imperfect tenses)
Complete text with multiple-choice options
Note details of household chores in English
Write a paragraph about household tasks they
don’t do
ex.
6
ex.
4, 5
ex.
3
Lavo los platos.
Hago la cama.
Limpio mi dormitorio.
Arreglo mis cosas.
Cocino.
Paso la aspiradora.
Plancho la ropa.
Pongo la mesa.
Quito la mesa.
Pesco.
Trabajo en el jardín.
No limpio.
No hago nada.
Nadie se queja.
No tenemos aspiradora tampoco.
Tampoco lavo los platos.
No plancho nunca mis camisas.
Nunca limpio.
No tengo ningún mensaje.
Ni paso la aspiradora ni plancho.
Lesson starters
Plenary
ICT opportunities
1 Review vocabulary for household tasks
2 Review vocabulary for household tasks
Review and practise present, preterite and imperfect
tenses
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
Cuaderno Rojo, p. 37
Practise expressions for household chores
Note expressions of frequency used in a recording and
translate them into English
CD 2 tracks 23–24; Cuaderno Rojo, p. 37; Gramática 200,
202, 204, 206, 220,
Listen out for negatives
Look for time markers to help you indentify tense usage
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 4 ¡Perdidos!
4 Otro accidente (pp. 74–75)
Describing people’s personalities
Topics and objectives
Talking about relationships in the past and the present
Making deductions while listening
AQA contexts and
purposes
Lifestyle
Relationships and Choices
Relationships with family and friends
Grammar
Talking about relationships in the past and the present
Listening
Note people and adjective used to describe
them
Follow text
Summarise in English
In pairs: talk about people in a story
In pairs: discuss what they think is going to
happen next in a story
Match Spanish and English adjectives
Speaking
Reading
Writing
Key language
Write a description of how they get on with
someone in their family now, and what that
relationship used to be like
(No) Era muy/poco…
agresivo/a
alegre
amable
callado/a
egoísta
introvertido/a
maduro/a
maleducado/a
optimista
pesimista
respetuoso/a
simpático/a
sincero/a
tolerante
valiente
En mi opinión…
Pienso que…
Estoy de acuerdo en que…
No estoy de acuerdo en que…
A mí me parece que…
Creo que…
va a ser una tragedia
va a ser una historia feliz
Alicia va a morir
Benedicto va a casarse con Inma
exs
2, 4, 7
exs
5, 6
ex.
1
ex.
3
Alicia va a sobrevivir
…va a enamorarse de…
un equipo de rescate va a venir
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review the forms of the present, preterite and imperfect
tenses
2 Review adjectives used to describe people’s personalities
Review and practise adjectives used to describe people’s
personalities
Cuaderno Rojo, pp. 38–39
Te toca a ti Student’s Book p. 189 exs 1–2
Identify verbs in a text, listing them by tense and writing
the infinitive for each one
CD 2 tracks 25–27; Cuaderno Rojo, pp. 38–39; Te toca a ti
Student’s Book p. 189 exs 1–2
Identify cognates and recognise false friends
Listen for paraphrases and negatives
Personal Learning and Thinking Skills
ex. 1 + tip box – 5 Self-managers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 4 ¡Perdidos!
5 Un año después (pp. 76–77)
Topics and objectives
Talking about experiences and hopes
Using three time frames
Extending answers
AQA contexts and
purposes
Lifestyle
Relationships and Choices
Relationships with family and friends
Future plans regarding: marriage / partnership
Grammar
Using three time frames
Listening
Match paragraphs to headings
Answer comprehension questions
In pairs: ask and answer questions as a
different character, adapting verb prompts
exs
1, 3
ex.
4
Reading
Translate expressions in a text into English
ex.
2
Writing
Write an interview with a person stranded on
an island
ex.
5
Key language
adjectives to describe personality
Speaking
abierto/a
fuerte
independiente
¿Qué tipo de persona eras antes?
Antes del accidente era…
¿Qué tipo de persona eres ahora?
Ahora soy mucho más/menos…
¿Qué aprendiste en la isla?
Esta experiencia me enseñó…
Mi di cuenta de que…
¿Qué quieres hacer en el futuro?
En el futuro voy a…
Me gustaría…
… por eso quiero…
viajar
casarme
tener niños
trabajar
Lesson starters
Plenary
ICT opportunities
Reinforcement
1 Review tenses; to remind students to associate certain
time phrases with specific tenses
2 Review tense usage
Review and practise tense usage
Do and peer-correct writing task ex. 5 on computer
Cuaderno Rojo, pp. 40–42
Extension
Resources
Exam strategies
Homework
Notes
Te toca a ti Student’s Book p. 189 ex. 3
CD 2 tracks 28–29; Cuaderno Rojo, p. 40; Te toca a ti
Student’s Book p. 189 ex. 3
Use expressions to extend sentences
Use tenses accurately (preterite, imperfect, present, near
future, plus me gustaría)
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 4 ¡Perdidos!
Prueba oral – interview: Describing yourself (pp. 78–79)
Topics and objectives
AQA contexts and
purposes
Describing yourself and your family
Lifestyle
Relationships and Choices
Relationships with family and friends
Future plans regarding: marriage/partnership
Grammar
Advice on including:
– a variety of tenses (present, preterite)
– connectives
– adjectives
– a wider range of tenses (e.g. preterite and
imperfect)
– a variety of structures (e.g. me gustaría +
infinitive)
– reflexive verbs
– a variety of time expressions
–
–
–
–
complex sentences with more than one tense
comparatives
a variety of negatives
sophisticated phrases (e.g. La verdad es que…)
Exam strategies
The whole spread helps students prepare for the
Speaking Controlled Assessment. This includes:
Predicting content before listening
Working on grammar content
Preparing for unprepared questions
Developing fluency
Improving performance
Listening
Predict content before listening
Answer questions on a model conversation
(covering comprehension and language
use)
Identify verbs by tense
Take part in a controlled assessment-style
interview, describing yourself and your
family
Reading
Speaking
Writing
Key language
Resources
Homework
exs 1, 2,
3, 5
ex. 4
ex. 6
Adjectives to describe people, relationships, future
plans
CD 5, tracks 17–20
Notes
Personal Learning and Thinking Skills
ex. 1 – 2 Creative thinkers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 4 ¡Perdidos!
Prueba escrita (pp. 80–81)
Topics and objectives
AQA contexts and
purposes
Writing about relationships
Lifestyle
Relationships and Choices
Relationships with family and friends
Future plans regarding: marriage / partnership
Grammar
Advice on including:
– a variety of tenses (present, preterite, future)
– connectives
– opinions
– a wider range of tenses (e.g. the imperfect)
– different persons of the verb
– a wider range of structures (e.g. me gustaría +
infinitive)
– complex sentences with two tenses/an ‘if’ clause
Exam strategies
The whole spread helps students prepare for the
writing controlled assessment. This includes:
– identifying key phrases in Spanish in the model text
to reuse
– identifying contexts for specific language usage
– working on content (grammar and vocabulary)
– improving performance
Reading
Read and answer questions on a model text
(covering comprehension and language
use)
Writing
Identify expressions to use in own writing
exs 4, 6
Write a controlled assessment-style text
about their family and other close
relationships
adjectives to describe people, relationships, future
plans
Key language
Homework
Notes
Personal Learning and Thinking Skills
exs 5 + 6 – 3 Reflective learners
exs 1, 2,
3
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 4 ¡Perdidos!
Leer y escuchar (Modules 3–4) (pp. 82–83)
Topics and objectives
From M3 and M4
AQA contexts and
Lifestyle
purposes
Relationships and Choices
Relationships with family and friends
Free Time and the Media
Free time activities
Leisure
Free Time and the Media
Free time activities
Home and Environment
Home and Local Area
Home, town, neighbourhood and region, where it is and
what it is like
Work and Education
School/College and Future Plans
What school is like
Grammar
Reading
From M3 and M4
Match British and Spanish exchange partners
Match paragraphs to topics
Listening
Identify correct picture
Identify opinions as positive, negative or a
mixture of both
Answer comprehension questions
Key language
adjectives to describe people, household chores, opinions
Resources
Exam strategies
CD 5 tracks 21–23
Reading and Listening skills focus
• Reading for detail
• Reading strategies (looking for paraphrases/related
language)
• Close reading (text and answer options)
• Listening for detail
• Identifying key language to listen for
• Listening for more complex phrases
• Reading answer options before listening
Homework
Notes
exs
1–2
exs
1–3
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 5 A trabajar
Repaso A trabajar (pp. 86–87)
Topics and objectives
Revising jobs and places of work
Revising masculine and feminine nouns
Improving your pronunciation of cognates
AQA contexts and
purposes
Work and Education
Current and Future Jobs
Looking for and getting a job
Grammar
Listening
Revising masculine and feminine nouns
Note jobs and places of work
Speaking
Talk about the job a member of their family
does
ex.
2
ex.
5
Reading
Complete gap-fill sentences
Note details about jobs
exs
1, 4
Writing
Translate sentences into Spanish
Write a paragraph about the job a member of
their family does
Soy… / Trabajo como/de…
abogado/a
camarero/a
carpintero/a
cocinero/a
enfermero/a
ingeniero/a
jardinero/a
mecánico/a
médico/a
peluquero/a
exs
3, 6
Key language
conductor(a)
director(a)
diseñador(a)
profesor(a)
cantante
comerciante
dentista
futbolista
periodista
recepcionista
soldado
actor/actriz
dependiente/a
en…
un estadio
un instituto
un hotel
un jardín
un restaurante
una comisaría
una clínica
una peluquería
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review/introduce vocabulary for jobs
2 Review masculine and feminine nouns
Review and practise jobs vocabulary
Cuaderno Rojo, p. 45
CD 3 tracks 2–3; Cuaderno Rojo, p. 45; Gramática 212
Omit the article when you say what job you do
Dictionary skills
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 5 A trabajar
1 ¿Trabajas los sábados? (pp. 88–89)
Describing part-time jobs
Topics and objectives
Using tener que + infinitive
Extending spoken and written answers
AQA contexts and
purposes
Work and education
Current and Future Jobs
Looking for and getting a job
Advantages and disadvantages of different jobs
Grammar
Listening
Using tener que followed by the infinitive
Note details of jobs
Identify opinions as positive, negative or a
mixture of both
In pairs: make up dialogues about what they
do to earn money
Identify correct pictures
Identify which statements are correct
Identify opinions as positive, negative or a
mixture of both
Write about a part-time job in a shoe shop
Speaking
Reading
Writing
Key language
Reparto periódicos.
Hago de canguro.
Trabajo como…
dependienta
camarero
socorrista
jardinera
Lavo coches.
los sábados
por las mañanas/tardes…
todos los días
los fines de semana
tengo que…
cuidar a niños
contar historias
ser amable
ir bien vestido/a
ser puntual
vender zapatos/ropa
servir comida
levantarme temprano
coger el autobús
Gano mucho.
Gano poco.
Lesson starters
1 Review time expressions
2 Review tener que + the infinitive
exs
1, 6
exs
3
exs
2, 4, 5
ex.
7
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
Review and practise tener que + the infinitive (present
and preterite)
Cuaderno Rojo, p. 46
Write sentences on what they have to do every day, using
tener que + the infinitive.
CD 3 tracks 4–5; Cuaderno Rojo, p. 46
Distinguish between confusable spoken forms
Extend sentences
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 5 A trabajar
2 Prácticas laborales (pp. 90–91)
Describing work experience
Topics and objectives
Using the preterite and the imperfect
Using adverbs of time and frequency
AQA contexts and
purposes
Work and education
Current and Future Jobs
Advantages and disadvantages of different jobs
Grammar
Listening
Using the preterite and the imperfect tenses
Identify speakers using pictures and text
Speaking
In pairs: ask and answer questions about
characters
Identify speakers using pictures and text
Identify who is being described
Identify verbs by tense
Identify tenses used with specific time
expressions
Write out sentences replacing infinitives with
correct verb forms (preterite/imperfect)
Reading
Writing
ex.
1
ex.
4
exs
2, 3, 5, 6
ex.
7
Key language
Hice mis prácticas laborales…
Trabajé…
en una escuela
en una oficina
en un polideportivo
en una empresa inglesa
en un hotel
Fui a trabajar a una tienda de ropa.
Lesson starters
1 Review the preterite; introduce vocabulary for talking
about work experience
2 Review the imperfect tense
Review and practise the preterite and imperfect tenses
Use a computer to summarise and learn grammar
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
Cuaderno Rojo, p. 47
Te toca a ti Student’s Book p. 190 exs 1–3, p. 191 ex. 1
Translate texts into English
CD 3 track 6; Cuaderno Rojo, p. 47; Te toca a ti Student’s
Book p. 190 exs 1–3, p. 191 ex. 1; Gramática 204–206
Use a computer to summarise and learn grammar
Use adjectives to describe people’s personalities
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 5 A trabajar
3 El futuro (pp. 92–93)
Describing future plans
Using different verbs to talk about the future
Forming sentences with si… (if…)
Topics and objectives
AQA contexts and
purposes
Lifestyle
Relationships and Choices
Future plans regarding: marriage/partnership
Work and education
Current and Future Jobs
Looking for and getting a job
Grammar
Listening
Speaking
Reading
Using different verbs to talk about the future
Si… clauses
Identify correct pictures
Note details of what will happen if something
else happens (si + present, + future)
Make up four questions on the future.; in pairs,
ask and answer the questions
Write a sentence for each person pictured
Answer comprehension questions
Writing
Write a text about their own future
Key language
Quiero…
Voy a…
Pienso…
Me gustaría
Tengo la intención de…
seguir estudiando
encontrar trabajo
ir a la universidad
trabajar como voluntario/a en…
vivir en el extranjero
formar una familia
tomarse un año sabático
Si
Si
Si
Si
Si
apruebo mis exámenes,…
trabajo mucho,…
estudio (ciencias),…
practico más deporte,…
tengo éxito,…
ganaré dinero
aprenderé un oficio
haré un curso de formación profesional
iré a la universidad
tendré responsabilidades
exs
2, 4
ex.
3
exs
1, 5
ex.
6
seré (médico/a)
seré famoso/a
escribiré una novela
jugaré al fútbol en…
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review verb forms followed by the infinitive; introduce
vocabulary for talking about future plans
2 Review ways of talking about the future
Review and practise the future tense; review and practise
the structure si + present, + future
Cuaderno Rojo, pp. 48–49
Write sentences using querer/tener la intención
de/pensar/esperar + infinitive, and the near future and
future tenses
Te toca a ti Student’s Book p. 191 exs 2–3
CD 3 tracks 7–8; Cuaderno Rojo, pp. 48–49; Te toca a ti
Student’s Book p. 191 exs 2–3; Gramática 208
Use antes de/después de + infinitive
Use a wide range of tenses
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 5 A trabajar
4 Mi currículum vitae (pp. 94–95)
Understanding job adverts and CVs
Topics and objectives
Using the conditional with gustar and poder
Understanding specialist vocabulary
AQA contexts and
purposes
Work and Education
Current and Future Jobs
Looking for and getting a job
Grammar
Listening
Using the conditional with gustar and poder
Identify jobs for people using texts
Identify speakers
In pairs: use CVs to discuss people
Speaking
Reading
Writing
Key language
Match jobs and people
Match jobs and requirements
Identify which person is described
exs
3, 5
ex.
6
exs
1, 2, 4
Jobs vocabulary
Adjectives used to describe people
Currículum vitae
Datos personales
Nombre
Apellidos
Dirección
Móvil
Correo electrónico
Fecha de nacimiento
Lugar de nacimiento
Educación
Experiencia laboral
Idiomas
Otros datos
Pasatiempos preferidos
Referencias
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
1 Review vocabulary for talking about work experience
2 Introduce/review vocabulary for CVs
Review and practise the conditionals me gustaría, podría
Write own CV on computer using word-processing or DTP
package
Cuaderno Rojo, p. 50
Te toca a ti Student’s Book p. 191 exs 4–6
Write own CV on computer using word-processing or DTP
package
CD 3 tracks 9–10; Cuaderno Rojo, p. 50; Te toca a ti
Student’s Book p. 191 exs 4–6; Gramática 210
Understand texts with specialist vocabulary
Homework
Notes
Personal Learning and Thinking Skills
U4 extension/ICT suggestion after ex. 6 – 3 Reflective
learners
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 5 A trabajar
5 La entrevista (pp. 96–97)
Understanding application letters
Topics and objectives
Forming the perfect tense
Conducting a job interview
AQA contexts and
purposes
Work and Education
Current and Future Jobs
Looking for and getting a job
Grammar
Listening
Forming the perfect tense
Note details about job applicants
Put answers in the order the corresponding
questions are heard
Note details about a job applicant
Speaking
Reading
exs
2, 3, 4
Identify statements as true, false or containing
information not mentioned in the text
ex.
1
Writing
Write and perform a dialogue for a job
interview
ex.
5
Key language
Quiero ser…
porque me encanta(n)/me interesa(n)/me fascinan(n)…
He trabajado como…
he jugado
he cantado
he usado
he mandado
he escrito
he contestado
he hablado
he traducido
he aprendido
Me interesa…
Lo que más me importa es…
trabajar en equipo
trabajar solo/a
ganar un buen sueldo
hacer un trabajo creativo/responsable/útil
tener un trabajo con mucha variedad
hablar idiomas
viajar
Lesson starters
Plenary
ICT opportunities
Reinforcement
1 Introduce job vocabulary
2 Review different ‘you’ forms
Review and practise the perfect tenses
Cuaderno Rojo, pp. 51–52
Extension
Resources
Exam strategies
Homework
Notes
Listen to recording and note verbs in the perfect tense
Practise the perfect tense (regular)
Identify ‘you’ form used in recording and explain why it
was used
Note down and translate expressions they could use in a
letter for a job application
Practise the perfect tense (irregular)
CD 3 tracks 11–13; Cuaderno Rojo, p. 51; Gramática 228
Watch own recorded interviews and identify areas in which
they could improve their language and/or performance
Do a job interview: hints on content
Personal Learning and Thinking Skills
ex. 5 – 6 Effective participators
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 5 A trabajar
Prueba oral – conversation: Jobs (pp. 98–99 )
Topics and objectives
AQA contexts and
purposes
Talking about jobs
Lifestyle
Relationships and Choices
Future plans regarding: marriage/partnership
Work and Education
Current and Future Jobs
Looking for and getting a job
Advantages and disadvantages of different jobs
Grammar
Advice on including:
– a variety of tenses (e.g. present, preterite, near
future/future)
– simple opinions (e.g. me gusta…)
– simple connectives (e.g. también)
– wider range of tenses (e.g. preterite, imperfect)
– points of view
– adverbs
– a wide variety of phrases to talk about the future
(e.g. future tense, tener la intención de)
– complex sentences with more than one tense
– relative clauses
Exam strategies
The whole spread helps students prepare for the
Speaking Controlled Assessment. This includes:
Working on grammar content
Preparing for unprepared questions
Developing fluency
Improving performance
Listening
Predict content before listening
Answer questions on a model conversation
(covering comprehension and language
use)
Translate useful expressions into English
Take part in a controlled assessment-style
conversation about jobs
Reading
Speaking
Writing
Key language
Resources
Homework
Notes
Jobs
CD 5, tracks 24–27
Personal Learning and Thinking Skills
ex. 6 – 5 Self-managers
exs 1, 2,
3, 5
ex. 4
ex. 6
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 5 A trabajar
Prueba escrita (pp. 100–101)
Topics and objectives
AQA contexts and
purposes
Talking about jobs
Work and Education
Current and Future Jobs
Looking for and getting a job
Advantages and disadvantages of different jobs
Grammar
Advice on including:
– a variety of tenses (present, preterite, future)
– connectives
– opinions
– other tenses (e.g. imperfect)
– different persons of the verb
– a variety of ways to refer to the future (e.g.
conditional, querer + infinitive)
– complex sentences (with two tenses/a si clause)
Exam strategies
The whole spread helps students prepare for the
Writing Controlled Assessment. This includes:
– identifying key phrases in Spanish in the model text
to reuse
– identifying specific verb usage
– working on content (grammar and vocabulary)
– improving performance
Reading
Read and answer questions on a model text
(covering comprehension and language
use)
exs 1, 2,
3, 4
Writing
Write a controlled assessment-style text
about jobs
jobs
exs 5–7
Key language
Homework
Notes
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre
Repaso 1 La tele y el cine (pp. 104–105)
Topics and objectives
Revising TV programmes and films
Using definite/indefinite articles and algún
Expressing a range of opinions
AQA contexts and
purposes
Leisure
Free Time and the Media
Free time activities
Grammar
Listening
Using definite/indefinite articles and algún
Identify correct pictures
Note times
Note details about TV programmes/films
Note details of trip to cinema
In pairs: complete and do gap-fill dialogue on
TV/film preferences
Speaking
Reading
Writing
Key language
Correct false statements using text
las películas del Oeste
los programas de deportes
las películas de terror
el telediario/las noticias
las películas de artes marciales
los documentales
los concursos
las series de policías
los dibujos animados
las películas de amor/las películas románticas
las telenovelas
las películas de ciencia-ficción
¿Qué ponen en la tele hoy/esta tarde/mañana?
¿Quieres venir a mi casa a ver…?
¿Quieres ir al cine a ver…?
¿Te apetece ir al cine?
(No) me apetece ir al cine.
¿A qué sesión?
¿A qué hora empieza la película?
Dos entradas para…, por favor.
un programa
una película
malo/a
tonto/a
curioso/a
entretenido/a
educativo/a
exs
1, 2, 4, 6
ex.
5
ex.
3
lento/a
largo/a
emocionante
inolvidable
algunos programas malos/emocionantes
algunas películas tontas/inolvidables
Quiero… entradas para… de las tres y cuarto, por favor.
Lo siento, pero no quedan entradas.
Pues…, ¿me da… entradas para… ?, por favor.
¿Para qué sesión? (Para la sesión de…)
¿Cuánto cuesta una entrada?
¿Quiere palomitas de maíz, caramelos o refrescos?
Sí, ¿me da… , por favor?
¿Cuánto es?
Son… con…
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review vocabulary for talking about films and TV
programmes
2 Review adjective agreement; review film/TV vocabulary
Review and practise adjective agreement
Cuaderno Rojo, p. 55
Practise times
CD 3 tracks 14–17; Cuaderno Rojo, p. 55
Use the definite article with opinion verbs and the
indefinite article algún to mean ‘some’
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre
Repaso 2 La paga (pp. 106–107)
Talking about hobbies and pocket money
Topics and objectives
Using conjugated verbs and infinitives
Introducing variety into your spoken Spanish
AQA contexts and
purposes
Leisure
Free Time and the Media
Free time activities
Shopping, money, fashion and trends
Grammar
Using conjugated verbs and infinitives
Using direct object pronouns
Identify correct pictures
Note down expressions consisting of a verb +
the infinitive
Note details about pocket money
In pairs: ask and answer about the sports they
do
Listening
Speaking
exs
1, 2, 5
ex.
3
Reading
Identify statements as true, false or containing
information not mentioned in the text
ex.
4
Writing
Write a blog about hobbies and pocket money
ex.
6
Key language
patinar/hacer patinaje
nadar/hacer natación
hacer atletismo
jugar al fútbol
hacer equitación/montar a caballo
jugar al tenis de mesa/ping-pong
jugar al voleibol
jugar al golf
jugar al baloncesto
esquiar/hacer esquí
Mis padres me dan…
Mi padre/Mi madre me da…
Recibo…
al día
a la semana
al mes
cada (quince) días
Compro… revistas/caramelos/ropa
Los gasto en… maquillaje/libros/saldo para el móvil
Lo/La/Los/Las compro todas las semanas.
Ahorro dinero para comprar algo más caro.
Sé que malgasto el dinero pero no me importa.
No malgasto el dinero.
Antes recibía menos dinero, pero ahora recibo bastante.
Es muy importante ahorrar para el futuro.
Es importante divertirse.
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Practise verb forms and structures; review sports
vocabulary
2 Practise listening for numbers
Review and practise direct object pronouns
Cuaderno Rojo, p. 56
Write down as many verb + infinitive expressions as they
can within a time limit
Write sentences featuring direct object pronouns
CD 3 tracks 18–20; Cuaderno Rojo, p. 56, Gramática 214
Improve speaking performance
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre
1 El campeonato (pp. 108–109)
Describing sports and sporting events
Topics and objectives
Referring to the past and the present
Listening for the relevant information
AQA contexts and
purposes
Leisure
Free Time and the Media
Free time activities
Grammar
Listening
Using tenses referring to the past and the present
Note details of sports in present and past
ex
1
In pairs: ask and answer questions about the
ex.
sports they do
4
Speaking
Reading
Translate words into English, using text; note
details of sports/favourite player
Identify statements as true, false or containing
information not mentioned in the text
exs
3, 5
Writing
Write out sentences with correct verb forms
(preterite/imperfect)
ex.
2
Key language
practicar béisbol
hacer patinaje
jugar al billar
ir de pesca
hacer footing
hacer gimnasia
hacer vela
jugar a la pelota vasca
hacer alpinismo
marcar
jugar
participar
ganar
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
1 Practise associating expressions of time with specific
tenses
2 Review the preterite and the imperfect tense
Review and practise the use of the preterite and the
imperfect tense
Visit website of sporting event and summarise key details
Cuaderno Rojo, p. 57
Te toca a ti Student’s Book p. 193 ex. 2
CD 3 track 21; Cuaderno Rojo, p. 57; Te toca a ti Student’s
Book p. 193 ex. 2
Read questions carefully in order to be able to listen for the
appropriate details
Notes
Personal Learning and Thinking Skills
ex. 4 – 4 Team workers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre
2 Los deportes de riesgo (pp. 110–111)
Talking about extreme sports
Using a range of adjectives and opinion phrases
Decoding texts
Topics and objectives
AQA contexts and
purposes
Leisure
Free Time and the Media
Free time activities
Grammar
Listening
Reading
Using a range of adjectives and opinions
Match descriptions with correct pictures +
captions
Identify speakers
In pairs: ask and answer questions about
extreme sports
Do a questionnaire on extreme sports
Writing
Write a magazine article on extreme sports
Key language
el
el
el
la
el
Speaking
wakeboard
parkour
snowboard
corrido
submarinismo
me encanta(n)…
me gusta(n)…
me fascina(n)…
me interesa(n)…
me interesa(n) más…
me da(n) miedo…
odio…
prefiero…
no soporto …
porque es/son…
difícil(es)
impresionante(s)
emocionante(s)
sorprendente(s)
seguro(s)
peligroso(s)
arriesgado(s)
caro(s)
barato(s)
fácil(es)
En mi opinión/A mi modo de ver…
este tipo de deporte es demasiado…
Lo(s) veo en la tele/en Internet.
exs
1, 3
ex.
4
ex.
2
ex.
5
Lo(s) hago … veces al año.
Hice… durante mis vacaciones el verano pasado.
Me gustaría hacer…
porque es…
Si tengo dinero en el futuro, haré…
Te puedes divertir de otra manera.
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review sports vocabulary
2 Review expressions for giving opinions and reasons
Review and practise me gusta(n) + nouns
Research extreme sports on the Internet
Cuaderno Rojo, p. 58
Te toca a ti Student’s Book p. 193 ex. 1
CD 3 tracks 22–23; Cuaderno Rojo, p. 58; Te toca a ti
Student’s Book p. 193 ex. 1
Reading strategies
Listening strategies
Personal Learning and Thinking Skills
Plenary – 6 Effective participators
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre
3 ¿Quedamos? (pp. 112–113)
Making arrangements to go out
Topics and objectives
Using the present continuous
Taking part in an extended conversation
AQA contexts and
purposes
Leisure
Free Time and the Media
Free time activities
Grammar
Using the present continuous
Stem-changing verbs
Note details left when people phone
Note details left when people phone
Note details of conversations in which people
make arrangements to go out
In pairs: have conversations in which they
make arrangements to go out
Listening
Speaking
Reading
Writing
Key language
Complete a gap-fill dialogue with the correct
form of the appropriate stem-changing verb
Write a paragraph on what they are doing at
the moment, using the present continuous
tense
Últimamente…
estoy/estás/está/estamos/estáis/están…
jugando
viendo
haciendo
leyendo
durmiendo
No puedo ir porque…
estoy ocupado/a
no me apetece
no tengo dinero
voy a salir con…
ya he quedado con…
Tengo que…
hacer los deberes
hacer de canguro
salir con mis padres
limpiar
quedarme en casa
trabajar
visitar a…
Pues…
Bueno…
A ver…
Vale…
exs
1, 2, 5
ex.
6
ex.
4
ex.
3
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review the present tense of estar
2 Practise the present continuous tense
Review and practise the present continuous tense
Use the computer to help learn and practise new language
Cuaderno Rojo, p. 59
Write out full present tense paradigms for stem-changing
verbs repetir, preferir and volver
Write sentences for every person of the present continuous
CD 3 tracks 24–26; Cuaderno Rojo, p. 59; Gramática 200,
226
Use expressions to gain thinking time
Use the computer to help learn and practise new language
Personal Learning and Thinking Skills
ICT suggestion after ex. 6 – 5 Self-managers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre
4 Una crítica (pp. 114–115)
Writing reviews
Topics and objectives
Using the personal a to talk about other people
Using absolute superlatives
AQA contexts and
purposes
Leisure
Free Time and the Media
Free time activities
Grammar
Listening
Using the personal a to talk about other people
Match English and Spanish expressions
Note details of a film/book, etc.
In pairs: ask and give their opinion on artists,
authors, actors and/or musicians
Speaking
Reading
Identify correct sentences about a text
Writing
Write sentences to describe a film still
Write a review of a film
Key language
bonito/a
hermoso/a
feo/a
mágico/a
misterioso/a
raro/a
extraño/a
terrorífico/a
deprimente
emocionante
fascinante
feliz/alegre
impresionante
sorprendente
triste
original
exs
2, 5
ex.
4
ex.
3
exs
1, 6
Acabo de (ver)…
Cuenta la historia de…
La película trata de…
los personajes
actúa en el papel de
los efectos sonoros/especiales
crear un ambiente misterioso
algunas escenas
un cuento de hadas
se desarrolla en
la recomendaría porque no sólo es… sino es…
El guión es una adaptación de una historia original de…
la banda sonora
Admiro/Adoro/Odio a (Del Toro) porque…
sus pinturas/películas/libros son…
su música es…
interesantísimo/a(s)
divertidísimo/a(s)
rarísimo/a(s)
feísimo/a(s)
bellísimo/a(s)
buenísimo/a(s)
anticuadísimo/a(s)
aburridísimo/a(s)
Me gustan/encantan/interesan/fascinan…
las pinturas/las películas/los libros de… porque son…
la música de… porque es…
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Introduce more vocabulary for talking about films and TV
programmes; review adjective agreement
2 Review vocabulary for discussing a film in detail
Review and practise the absolute superlative
Do and check writing task ex. 6 on computer
Cuaderno Rojo, pp. 60–61
Te toca a ti Student’s Book p. 192 exs 1–3
Write sentences using acabo de…
Write out the absolute superlative forms of adjectives
Write sentences using different persons of acabar de
CD 3 tracks 27–28; Cuaderno Rojo, pp. 60–61; Te toca a ti
Student’s Book p. 192 exs 1–3; Gramática 218, 228
Use the personal a
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre
5 La tecnología (pp. 116–117)
Talking about new technology
Topics and objectives
Revising comparatives
Using language of debate
AQA contexts and
purposes
Leisure
Free Time and the Media
Advantages and disadvantages of new technology
Grammar
Revising comparatives
Listening
Use recording to check answers to gap-fill text
task
Note details of comparisons
In pairs: discuss their opinions on a range of
communication media
Find the Spanish for English expressions, in a
text
Identify who is described
Write a text on their own use of and attitude
towards the Internet
los correos electrónicos
las cartas tradicionales
los chats
comprar por Internet
comprar en el centro comercial
los CD
las fotografías tradicionales
… son más/menos… que
… son tan… como
… son mejor/peor… que
baratos/as
caros/as
cómodos/as
divertidos/as
importante/s
lentos/as
necesarios/as
peligrosos/as
rápidos/as
seguros/as
Speaking
Reading
Writing
Key language
exs
1, 3
ex.
4
exs
2, 5
ex.
6
En mi opinión…
Para mí…
Pienso que/creo que…
Por un lado… por otro lado…
Me parece que…
A mi modo de ver…
Lesson starters
1 Review the comparative (regular forms)
2 Review the comparative (irregular forms); review giving
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
opinions
Review and practise the comparative
Cuaderno Rojo, pp. 62–64
Te toca a ti Student’s Book p. 193 exs 3–4
Identify key language in a text
CD 3 tracks 29–30; Cuaderno Rojo, pp. 62–64; Te toca a ti
Student’s Book p. 193 exs 3–4
Use the comparative when giving opinions to add variety
and interest
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre
Prueba oral – interview: Leisure (pp. 118–119)
Topics and objectives
AQA contexts and
purposes
Talking about leisure activities and interests
Leisure
Free Time and the Media
Free time activities
Grammar
Advice on including:
– a variety of tenses (present, preterite, future)
– simple opinions (e.g. prefiero)
– adjectives
– a wider range of tenses (e.g. preterite, imperfect)
– a wider range of connectives (e.g. además)
– your point of view
–
–
–
–
justifications for points of view
the present continuous tense
direct object pronouns
absolute superlatives
Exam strategies
The whole spread helps students prepare for the
Speaking Controlled Assessment. This includes:
Predicting content before listening
Working on grammar content
Preparing for unprepared questions
Developing fluency
Improving performance
Listening
Predict content before listening
Answer questions on a model conversation
(covering comprehension and language
use)
Identify words/phrases by category
Identify direct object pronouns
Take part in a controlled assessment-style
interview on leisure activities
Reading
Speaking
Writing
Key language
Resources
Homework
Notes
Leisure activities
CD 5 tracks 28–31
exs 1, 2,
3, 6
exs 4, 5
ex. 7
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre
Prueba escrita (pp. 120–121)
Topics and objectives
AQA contexts and
purposes
Writing a review
Leisure
Free Time and the Media
Free time activities
Grammar
Advice on including:
– a variety of tenses (present, preterite, future)
– connectives
– other tenses (e.g. perfect, present continuous)
– different persons of the verb
– more varied expressions to give detailed opinions
(e.g. lo que más me gusta…)
– complex sentences with two tenses
– adverbs
– more unusual words cuando to extend your
sentences (e.g. donde, cuando)
Exam strategies
The whole spread helps students prepare for the
Writing Controlled Assessment. This includes:
– identifying key phrases in Spanish in the model text
to reuse
– working on content (grammar and vocabulary)
– improving performance
Reading
Read and answer questions on a model text
(covering comprehension and language
use)
exs 1, 2,
3
Writing
Write a controlled assessment-style text
about a book, film or painting
ex. 5
Key language
Homework
Notes
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre
Leer y escuchar (Modules 5–6) (pp. 122–123)
Topics and objectives
From M5 and M6
AQA contexts and
Work and education
purposes
Current and Future Jobs
Looking for and getting a job
Leisure
Free Time and the Media
Free time activities
Lifestyle
Health
Healthy and unhealthy lifestyles and their consequences
Grammar
Reading
From M5 and M6
Match people with correct job agency
Identify statements as true, false or containing
information not mentioned in the text
Answer multiple-choice comprehension
questions
Listening
Identify opinions (in favour/against/no strong
feelings)
Identify positive aspects of job (multiple
choice)
Answer comprehension questions
Key language
Jobs, leisure activities, opinions
Resources
Exam strategies
CD 5 tracks 32–34
Reading and Listening skills focus
• Reading for detail (texts and questions)
• Listening for detail (adjectives, negatives, tenses)
• Distinguishing distractors
Homework
Notes
exs
1–3
exs
1–3
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 7 ¡Viva mi barrio!
Repaso Hogar, dulce hogar (pp. 126–127)
Talking about your home
Using prepositions
Using relative clauses
Topics and objectives
AQA contexts and
purposes
Home and Environment
Home and Local Area
Home, town, neighbourhood and region, where it is and
what it is like
Grammar
Listening
Using prepositions
Note names of rooms
Repeat the Spanish names of
furniture/household items; match pictures
and labels
Match statements to questions
In pairs: describe what rooms pictured houses
have in them
In pairs: guess items by asking questions
about its location
Speaking
Reading
Writing
Key language
Write a description of a room for partner to
guess
Write a description of their house
Vivo en…
un piso/apartamento/chalé
una casa
abajo
arriba
fuera
Hay/Tenemos…
un aseo
un comedor
un cuarto
un cuarto de baño
un dormitorio
un estudio
un garaje
un jardín
un salón
una habitación
una cocina
una terraza
el
el
el
el
el
el
armario
equipo de música
espejo
horno
lavaplatos
ordenador
exs
2, 3, 6
exs
1, 5
exs
4, 7
el
la
la
la
la
la
la
la
la
la
la
la
la
sofá
alfombra
butaca/el sillón
cama
estantería
lámpara
lavadora
moqueta
nevera/el frigorífico
puerta
silla
televisión
ventana
delante de
detrás de
encima de
debajo de
al lado de
a la derecha de
a la izquierda de
entre
En la primera planta/la planta baja hay…
En las paredes/el suelo hay…
Es la habitación donde me lavo el pelo,…
Tengo que compartir mi habitación con...
Tengo que dormir en el mismo cuarto que…
Necesito tener mi propia habitación porque…
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review house vocabulary
2 Review prepositions; review house vocabulary
Review and practise prepositions
Cuaderno Rojo, p. 67
CD 4 tracks 2–4; Cuaderno Rojo, p. 67
Recognise relative clauses (using donde)
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 7 ¡Viva mi barrio!
1 ¿Cómo es tu casa? (pp. 128–129)
Talking about different types of houses
Topics and objectives
Using a variety of phrases to express opinions
Justifying opinions
AQA contexts and
purposes
Home and Environment
Home and Local Area
Home, town, neighbourhood and region, where it is and
what it is like
Grammar
Listening
Using a variety of phrases to express opinions
Identify correct pictures
Identify opinions as positive, negative or a
mixture of both
In pairs: ask and answer questions about
different types of houses
Translate words in text into English; identify
which houses speakers are talking about
Note opinions and reasons
Write a description of their own house
Write a text about their own house
Vivo en…
un bloque de pisos/un edificio
un chalé
un piso
un apartamento
un rascacielos
una casa
una granja
adosado/a
aislado/a
antiguo/a
bonito/a
cómodo/a
feo/a
moderno/a
nuevo/a
pequeño/a
viejo/a
grande
Está…
en un pueblo
en la ciudad
en las afueras
en el campo
en la costa
en la playa
en la montaña
Lo bueno/malo es que...
Lo que más/menos me gusta es que...
(no) hay…
Speaking
Reading
Writing
Key language
exs
1, 2
ex.
6
exs
4, 5
exs
3, 7
(no) tenemos…
un aparcamiento
un ascensor
un ático
un garaje
un jardín (con césped)
un patio
un sótano
una terraza
calefacción
habitaciones grandes
mucho/poco espacio
Pienso que…
Opino que…
Me da(n) rabia…
No soporto…
(No) Estoy de acuerdo con…
Me encanta vivir en…
Odio vivir en…
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review adjective agreement; review/introduce adjectives
for talking about houses
2 Review language for giving opinions
Review and practise talking about the good and bad things
about where they live
Cuaderno Rojo, p. 68
Te toca a ti Student’s Book p. 194 ex. 1
CD 4 tracks 5–6; Cuaderno Rojo, p. 68; Te toca a ti
Student’s Book p. 194 ex. 1
Include a variety of opinion phrases when speaking or
writing
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 7 ¡Viva mi barrio!
2 Mi barrio (pp. 130–131)
Talking about your neighbourhood
Topics and objectives
Using the imperfect and present
Understanding tan and tanto/a (so, so much, so many)
AQA contexts and
purposes
Home and Environment
Home and Local Area
Home, town, neighbourhood and region, where it is and
what it is like
Grammar
Listening
Using the imperfect and present tenses to talk about places
Transcribe questions
exs
Note details of someone’s life in the past and
3, 5
his life now
Speaking
In pairs: talk about two places pictured
Reading
Match paragraphs
Find in a text the Spanish version of the
English sentences
Answer comprehension questions
Writing
Write a description of the area they live in and
an area where they used to live
Key language
Vivo en un pueblo/una ciudad…
histórico/a
moderno/a
pequeño/a
turístico/a
grande
importante
industrial
Mi barrio/pueblo/ciudad es…
bonito/a
conocido/a
feo/a
ruidoso/a
tranquilo/a
Hay…
un centro comercial
un polideportivo
una biblioteca
un cine
una pista de tenis
bares
discotecas
parques
restaurantes
ex.
4
exs
1, 2, 6
ex.
7
salas de juegos
muchas cosas que hacer
mucho que hacer
muchos lugares de interés
mucha contaminación
No hay…
polideportivo, etc.
aislado/a
limpio/a
sucio/a
tanto/a/os/as
Ahora vivo en…
Es…
Está…
(No) Hay…
Lo bueno/malo es que…
Juego/voy/tengo…
En el pasado vivía en...
Mi abuelo dice que antes era…
Estaba…
(No) Había...
Lo bueno/malo era que
Jugaba/iba/tenía…
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review vocabulary for talking about a town/city/area
2 Introduce tanto; practise agreement
Review and practise the present and imperfect
Do and check writing task ex. 7 on computer
Cuaderno Rojo, p. 69
Practise using tan/tanto/tanta/tantos/tantas
CD 4 tracks 7–8; Cuaderno Rojo, p. 69
Use a range of tenses
Use a range of tenses and include complex structures when
writing
Personal Learning and Thinking Skills
extension suggestion after ex. 5 – 1 Independent
enquirers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 7 ¡Viva mi barrio!
3 Mi ciudad hoy y mañana (pp. 132–133)
Topics and objectives
Talking about how you would change your city
Using the conditional
Developing a checklist to improve accuracy
AQA contexts and
purposes
Home and Environment
Home and Local Area
Home, town, neighbourhood and region, where it is and
what it is like
Grammar
Listening
Using the conditional
Note details about a local area
Answer comprehension questions
In pairs: ask and answer questions about their
own town
Speaking
Reading
Writing
Key language
Match pictures and phrases
Find the Spanish versions of English phrases
Write a text on their own town
exs
2, 3
ex.
5
exs
1, 4
ex.
6
En mi ciudad…
hay…
muchos turistas
mucho tráfico
mucha basura
muchos habitantes
muchas tiendas
una zona peatonal
muchos museos y muchas galerías de arte
no hay…
muchos árboles
hay muchos espacios verdes
hay red de transporte público
hay muchas áreas de ocio
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
1 Review agreement
2 Review language for talking about the local environment
Review and practise the conditional
Research tourist office website for a Spanish town
Cuaderno Rojo, pp. 70–71
Write sentences featuring different verbs in the conditional
Te toca a ti Student’s Book p. 195 exs 2–3
Practise conditional forms orally
CD 4 tracks 9–11; Cuaderno Rojo, pp. 70–71; Te toca a ti
Student’s Book p. 195 exs 2–3; Gramática 210
Check written work
Notes
Personal Learning and Thinking Skills
ex. 6 + tip box – 3 Reflective learners
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 7 ¡Viva mi barrio!
4 El centro comercial (pp. 134–135)
Shopping for clothing
Topics and objectives
Using direct object pronouns
Using este, ese and aquel
AQA contexts and
purposes
Leisure
Free Time and the Media
Shopping, money, fashion and trends
Grammar
Listening
Using direct object pronouns
Translate expressions in text into English
Note details of where people shop and why
Note details of a shopping trip
Note details of a shopping trip
Speaking
In pairs: ask and answer questions on their
own shopping habits
Answer comprehension questions
Translate expressions in text into English
Reading
Writing
Key language
exs
1, 3, 5, 7
ex.
4
exs
2, 6
Lo/La/Los/Las compro.
un abrigo
un bolso
un cinturón
un sombrero
una corbata
una gorra
unos guantes
unos calcetines
unas gafas de sol
de cuero/seda/algodón/lana
este/ese/aquel abrigo
esta/esa/aquella blusa
estos/esos/aquellos abrigos
estas/esas/aquellas blusas
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
1 Review adjective agreement and position; review the
indefinite article
2 Review direct object pronouns
Review and practise demonstrative adjectives
Look at the website of a Spanish clothes store
Cuaderno Rojo, p. 72
Te toca a ti Student’s Book p. 194 ex. 3
Practise demonstrative adjectives with clothes
Te toca a ti Student’s Book p. 195 ex. 1
Make up their own dialogues in shops
CD 4 tracks 12–15; Cuaderno Rojo, p. 72; Te toca a ti
Student’s Book p. 194 ex. 3, p. 195 ex. 1; Gramática 214
Exam strategies
Homework
Notes
Use tenses appropriately, source content and use pronouns
Personal Learning and Thinking Skills
extension suggestion after ex. 7 – 4 Team workers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 7 ¡Viva mi barrio!
5 Regalos y quejas (pp. 136–137)
Giving presents and making complaints
Topics and objectives
Using indirect object pronouns
Extending sentences by giving reasons
AQA contexts and
purposes
Leisure
Free Time and the Media
Shopping, money, fashion and trends
Grammar
Listening
Using indirect object pronouns
Answer comprehension questions
Identify correct pictures
Note details of problems in shops
Speaking
In pairs: ask and answer questions on presents
they have bought in the past
In pairs: create a list of items you could buy in
each department of a store
Answer comprehension questions
Identify statements as true, false or containing
information not mentioned in the text
Reading
Writing
Key language
Rebajas
Grandes ofertas y descuentos
Electrónica
DVD fotografía
Telefonía
Hogar
Electrodomésticos
Textil
Muebles
Ocio y cultura
Librería/papelería
Música
Moda
Ropa/zapatería
Joyería/relojería
Salud y belleza
Peluquería
Perfumería
Maquillaje
Deportes
Ropa deportiva
Calzado deportivo
exs
2, 6, 7
ex.
5
exs
1, 3, 4
Regalos
Flores
Cestas de fruta
Para el día de la madre/del padre…
Para Navidad…
Para mi/tu/su cumpleaños…
… me/te/le/os/le voy a regalar…
un anillo
un collar
un reloj de plata/oro
un libro
un DVD
unos pendientes
una pulsera
unas zapatillas de deporte
porque me/te/le/les encanta(n)/gustan/fascinan…
Quería cambiar/devolver este/esta…
Está estropeado/a.
Es demasiado grande.
Es demasiado pequeño/a.
Tiene un agujero.
Está roto/a.
No funciona.
¿Tiene el recibo?
No tengo el recibo.
Quisiera un reembolso.
Lo siento, es imposible cambiar o hacer un reembolso sin
el recibo.
Quisiera hablar con el director.
Me parece inaceptable.
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review direct object pronouns
2 Review indirect object pronouns
Review and practise indirect object pronouns
Cuaderno Rojo, p. 73
Te toca a ti Student’s Book p. 194 ex. 2
Translate sentences into Spanish to practise indirect object
pronouns
Write sentences featuring the indirect object pronoun and
the preterite and near future tenses
CD 4 tracks 16–18; Cuaderno Rojo, p. 73; Te toca a ti
Student’s Book p. 194 ex. 2; Gramática 214
Extend what you say by adding reasons
Make up their own dialogues about problems in shops
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 7 ¡Viva mi barrio!
Prueba oral – conversation: Home and local area (pp. 138–139)
Topics and objectives
AQA contexts and
purposes
Talking about where you live
Home and Environment
Home and Local Area
Home, town, neighbourhood and region, where it is
and what it is like
Grammar
Advice on including:
– a range of tenses (present, future)
– simple opinions
– adjectives
– different persons of verbs
– your point of view with more varied language
– complex sentences with more than one tense
– tan + adjective (so) or tanto(s)/tanta(s) (so
many) to add variety to descriptions
– justifications for points of view
Exam strategies
The whole spread helps students prepare for the
Speaking Controlled Assessment. This includes:
Working on grammar content
Preparing for unprepared questions
Developing fluency
Improving performance
Listening
Predict content before listening
Answer questions on a model conversation
(covering comprehension and language
use)
Translate key expressions into English
Take part in a controlled assessment-style
conversation on their local area
Reading
Speaking
Writing
Key language
Resources
Homework
Notes
Local area, facilities
CD 5 tracks 35–38
exs 1, 2,
3, 5
ex. 4
ex. 6
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 7 ¡Viva mi barrio!
Prueba escrita (pp. 140–141)
Topics and objectives
AQA contexts and
purposes
Talking about where you live
Home and Environment
Home and Local Area
Home, town, neighbourhood and region, where it is
and what it is like
Grammar
Advice on including:
– a variety of tenses (present, future)
– adjectives
– opinions
– the imperfect tense
– longer sentences to give an opinion (e.g. with lo que
no me gusta)
– exclamations
– complex sentences with more than one tense
– the conditional
– unusual phrases (e.g. me da rabia)
Exam strategies
The whole spread helps students prepare for the
Writing Controlled Assessment. This includes:
– identifying key phrases in Spanish in the model text
to reuse
– identifying contexts for specific language usage
– working on content (grammar and vocabulary)
– improving performance
Reading
Read and answer questions on a model text
(covering comprehension and language
use)
exs 1, 2,
3
Writing
Write a controlled assessment-style text
about your local area
Local area, facilities
exs 4–6
Key language
Homework
Notes
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 8 La salud
Repaso 1 Pasándolo mal (pp. 144–145)
Topics and objectives
Talking about the body and illnesses
Using reflexive verbs in the perfect tense
Finding strategies to remember vocab
AQA contexts and
purposes
Lifestyle
Health
Healthy and unhealthy lifestyles and their consequences
Grammar
Using reflexive verbs in the perfect tense
doler
Identify correct pictures
Note which part of the body hurts and for how
long
Note details about ailments and treatments
In pairs: ask and answer questions about
symptoms
In pairs: ask and answer questions about being
ill and treatments
Listening
Speaking
Reading
Writing
Key language
el brazo
el codo
el estómago
el pie
la boca
la cabeza
la espalda
la garganta
la mano
la pierna
la rodilla
los oídos/las orejas
los ojos
la nariz
las muelas/los dientes
Me/Te/Le duele (el brazo).
Me/Te/Le duelen (las orejas).
Tengo/Tienes/Tiene dolor de (cabeza)
No me encuentro bien./Me siento mal.
¿Cuánto (tiempo) hace que te duele?
¿Desde cuándo?
¿Desde hace cuánto tiempo?
Desde hace…
Un día/mes
Una semana/hora
dos horas/días/semanas/meses
Desde…
exs
1, 2, 4
exs
3, 5
el martes pasado
ayer/anteayer
esta mañana/esta tarde
Estoy enfermo.
Estoy cansada./Tengo sueño.
Tengo un resfriado.
Tengo gripe.
Tengo fiebre.
Tengo frío/calor.
Tengo tos.
Tengo una insolación.
Me
Me
Me
Me
he
he
he
he
roto la pierna.
cortado el pie.
torcido el tobillo.
quemado la espalda.
Tienes que…
Debes…
beber mucha agua
descansar
ponerte esta crema
tomar este jarabe
tomar una aspirina
ponerte una tirita
ir al hospital inmediatamente
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review me duele/me duelen; review vocabulary for
parts of the body
2 Review the use of tener to give symptoms
Review and practise the vocabulary for talking about
ailments
Cuaderno Rojo, p. 77
Te toca a ti Student’s Book p. 196 ex. 4
Name parts of the body
Practise le duele(n) and body vocabulary
CD 4 tracks 19–21; Cuaderno Rojo, p. 77; Te toca a ti
Student’s Book p. 196 ex. 4; Gramática 202, 228
Make connections to remember words
Personal Learning and Thinking Skills
ex. 3 – 4 Team workers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 8 La salud
Repaso 2 ¿Cuánto es? (pp. 146–147)
Topics and objectives
Buying food
More vocab strategies
Number practice
AQA contexts and
purposes
Leisure
Free Time and the Media
Shopping, money, fashion and trends
Grammar
Listening
Memorising vocabulary
Identify correct pictures
Note details of shopping
In pairs: participate in dialogues (buying food
items in a shop)
Speaking
Reading
Writing
Key language
Note details of items on a shopping list
Write down numbers
Identify correct pictures
los
los
los
los
los
los
los
los
los
las
las
las
las
las
las
champiñones
guisantes
huevos
limones
melocotones
melones
pepinos
pimientos rojos
plátanos
cebollas
judías verdes
manzanas
naranjas
peras
zanahorias
quinientos gramos de queso
medio kilo de tomates
un kilo de lentejas
dos kilos de melones
una barra de pan
una pastilla de mantequilla
un paquete de azúcar
un paquete de arroz
una botella de aceite
una lata de atún
un cartón de leche
una caja de galletas
¿En qué puedo servirle?
Deme…, por favor
exs
1, 4
ex.
6
exs
2, 3, 5
Lo siento, no me queda(n)…
Aquí tiene. ¿Algo más?
No, nada más.
¿Cuánto es?/¿Cuánto cuesta(n)?
Son… euros con…
100 cien
400 cuatrocientos
200 doscientos
300 trescientos
500 quinientos
…gramos de…
Medio kilo/un kilo/dos kilos de...
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review vocabulary for fruit and vegetables
2 Practise listening for numbers
Practise listening for numbers
Use a Spanish supermarket website to note and work out
new vocabulary
Cuaderno Rojo, p. 78
Practise quantities and food items
CD 4 tracks 22–23; Cuaderno Rojo, p. 78
Use categories to remember words
Recognise the importance of learning numbers
Recognise features of prices
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 8 La salud
1 Estar en forma (pp. 148–149)
Topics and objectives
Talking about how to stay in good shape
Using the present and imperfect
Using a variety of verbs to talk about mealtimes
AQA contexts and
purposes
Lifestyle
Health
Healthy and unhealthy lifestyles and their consequences
Grammar
Listening
Using the present and imperfect tenses
Identify correct pictures
Answer comprehension questions
In pairs: ask and answer questions about each
other’s lifestyle
Complete gap-fill questions
Answer comprehension questions
Write a paragraph detailing what they do to
stay fit
Para estar en forma…
Para no engordar…
siempre
a menudo
normalmente
frecuentemente
de vez en cuando
raramente
rara vez
no
nunca
Speaking
Reading
Writing
Key language
exs
1, 4
ex.
3
exs
2, 6
ex.
5
como
bebo
desayuno
ceno
suelo comer/beber
intento comer/beber
zumo/leche/café/té
verduras/legumbres
ensalada/lechuga
pescado/gambas/merluza
pollo/filetes/carne de cerdo/carne de cordero/carne de
ternera
huevos/yogur/queso
comida basura/rápida
perritos calientes/hamburguesas
pasteles/dulces/churros
(No) Contiene(n)…
mucho(s)/a(s)
poco(s)/a(s)
demasiado(s)/a(s)
fibra
sal
grasa
azúcar
vitaminas
proteínas
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
1 Review vocabulary for items of food and drink in the
context of keeping fit
2 Review language for talking eating and drinking; review
time expressions
Review and practise the structures used in the unit to talk
about lifestyle, including time expressions
Do and check writing task ex. 5 on computer
Cuaderno Rojo, p. 79
Te toca a ti Student’s Book p. 196 exs 1–3
Practise the different Spanish verbs used to talk about
mealtimes
Do and check writing task ex. 4 on computer
CD 4 tracks 24–25; Cuaderno Rojo, p. 79; Te toca a ti
Student’s Book p. 196 exs 1–3
Distinguish different Spanish verbs used to talk about
mealtimes
Use the imperfect tense
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 8 La salud
2 ¿Llevas una vida sana? (pp. 150–151)
Reading problem pages and giving advice
Topics and objectives
Using the conditional and future tense
Giving extended answers while speaking
AQA contexts and
purposes
Lifestyle
Health
Healthy and unhealthy lifestyles and their consequences
Grammar
Listening
Using the conditional tense and future tenses
Answer comprehension questions
Speaking
In pairs: talk about lifestyle problems and give
advice
Identify statements as true, false or containing
information not mentioned in the text
Identify verbs in the conditional in a text
Reading
Writing
Key language
Write a letter giving advice in response to a
lifestyle problem
Para perder peso/adelgazar…
Para estar en forma…
Para llevar una vida más sana…
Para no estar cansado/a…
Para sentirte mejor…
(no) deberías…
ponerte en forma
preocuparte
ex.
3
ex.
4
exs
1, 2
ex.
5
Yo, en tu lugar, …
(no) cambiaría mi estilo de vida
compraría caramelos sin azúcar
comería más/menos…
bebería más/menos…
intentaría comer/hacer…
haría más deporte
empezaría a hacer/practicar/jugar...
Vale. Tienes razón.
En el futuro…
cambiaré…
compraré…
comeré…
beberé…
haré…
empezaré…
intentaré…
Lesson starters
1 Review the infinitive
2 Practise distinguishing between the conditional and the
future tense; revise language for talking about lifestyle
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
Review and practise the conditional and the future tense
Cuaderno Rojo, p. 80
Te toca a ti Student’s Book p. 197 exs 1–2
Translate texts into English
CD 4 track 26; Cuaderno Rojo, p. 80; Te toca a ti Student’s
Book p. 197 exs 1–2
Use the conditional and the future tense
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 8 La salud
3 Los jóvenes (pp. 152–153)
Topics and objectives
Talking about issues facing young people
Understanding phrases with the subjunctive
Using the present tense and the conditional
AQA contexts and
purposes
Lifestyle
Health
Healthy and unhealthy lifestyles and their consequences
Grammar
Listening
Understanding phrases with the subjunctive
Note details of lifestyle
Speaking
In pairs: discuss their opinions of the issues
raised in the unit and their own lifestyles
Identify who wrote texts
Answer comprehension questions
Write an email to a friend about problems
affecting young people
Reading
Writing
Key language
ex.
2
ex.
3
exs
1, 4
ex.
5
En mi opinión…
Creo que…
A mi modo de ver...
Por un lado…
Por otro lado…
Me da igual…
Tendría miedo de…
la dependencia
hacerme drogadicto/alcohólico
los riesgos
morir
fumar cigarrillos
tomar drogas blandas
tomar drogas duras
beber alcohol
llevar navajas
vivir en un barrio violento
es una pérdida de tiempo/dinero
es una tontería
es peligroso
no me parece una cosa seria
es divertido
mis amigos lo hacen
se puede dejar fácilmente
Lesson starters
1 Review language for giving opinions; use grammar to
work out connections; use reading strategies
2 Review the language for talking about lifestyle choices;
practise using grammar to work out answers
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
Review and practise giving opinions on issues affecting
young people
Cuaderno Rojo, pp. 81–82
CD 4 track 27; Cuaderno Rojo, p. 81; Gramática 230
Personal Learning and Thinking Skills
ex. 3 – 6 Effective participators
ex. 5 – 1 Independent enquirers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 8 La salud
Prueba oral – interview: Interview with a homeless person (pp. 154–155)
Topics and objectives
AQA contexts and
purposes
Talking about lifestyle
Lifestyle
Health
Healthy and unhealthy lifestyles and their
consequences
Home and Environment
Home and Local Area
Home, town, neighbourhood and region, where it is
and what it is like
Grammar
Advice on including:
– a range of tenses (preterite, present, future)
– connectives
– adjectives
–
–
–
–
the imperfect tense
adverbs of frequency
time expressions
different persons of the verb
– complex sentences with more than one tense
– ojalá + the subjunctive
– relative pronouns
Exam strategies
The whole spread helps students prepare for the
Speaking Controlled Assessment. This includes:
Predicting content before listening
Working on grammar content
Preparing for unprepared questions
Developing fluency
Improving performance
Listening
Predict content before listening
Answer questions on a model conversation
(covering comprehension and language
use)
Identify words/phrases by category
Reading
Speaking
Writing
Key language
Resources
Homework
Take part in a controlled assessment-style
interview about their lifestyle in the
character of a homeless person
Daily routine, social problems
CD 5 tracks 39–42
exs
1, 2, 3,
5
ex.
4
ex.
6
Notes
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 8 La salud
Prueba escrita (pp. 156–157)
Topics and objectives
AQA contexts and
purposes
Writing about lifestyle
Lifestyle
Health
Healthy and unhealthy lifestyles and their
consequences
Grammar
Advice on including:
– a range of tenses (present, preterite, future)
– connectives
– the imperfect and perfect tenses
– the conditional
– phrases to extend sentences (e.g. creo que, la
verdad es que)
– complex sentences with more than one tense
– para + infinitive to extend sentences
– ojalá + the subjunctive
Exam strategies
The whole spread helps students prepare for the
Writing Controlled Assessment. This includes:
– identifying key phrases in Spanish in the model text
to reuse
– identifying contexts for specific tense usage
– working on content (grammar and vocabulary)
– improving performance
Reading
Read and answer questions on a model text
(covering comprehension and language
use)
exs
1, 2, 3
Writing
Write a controlled assessment-style text
about healthy lifestyles
lifestyle
exs 4–6
Key language
Homework
Notes
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 8 La salud
Leer y escuchar (Modules 7–8) (pp. 158–159)
Topics and objectives
From M7 and M8
AQA contexts and
Lifestyle
purposes
Health
Healthy and unhealthy lifestyles and their consequences
Home and Environment
Home and Local Area
Home, town, neighbourhood and region, where it is and
what it is like
Grammar
Reading
From M7 and M8
Match items and rooms
Identify opinions, giving reasons
Answer comprehension questions
Listening
Answer multiple choice comprehension
questions
Identify opinions
Answer comprehension questions
Key language
Where we live, food
Resources
Exam strategies
CD 5 tracks 43–45
Reading and Listening skills focus
• Listening for detail
• Distinguishing distractors
• Identifying tenses
• Anticipating and listening for key vocabulary
• Answering with the appropriate level of detail
• Being prepared to draw a conclusion
Homework
Notes
exs
1–3
exs
1–3
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 9 Nuestro planeta
Repaso Cambios medioambientales (pp. 162–163)
Topics and objectives
AQA contexts and
purposes
Grammar
Listening
Speaking
Reading
•
•
•
Talking about the environment
Using the conditional of deber
Using a variety of expressions to give your point of
view
Home and Environment
Environment
Current problems facing the planet
Being environmentally friendly within the home and local
area
Using the conditional of deber
Match speakers and recommendations
Note details of environmental problems and
proposed solutions
In pairs: discuss environmental problems in
their areas
In pairs: ask and answer questions to identify
the correct picture
Match sentence halves; match sentences to
pictures
Find in a text the Spanish version of the
English sentences
Writing
Write an article on the environment, including
proposed solutions to problems
Key language
Deberíamos …
comprar productos ecológicos
consumir menos energía
plantar más árboles
proteger la naturaleza
reciclar el papel y el vidrio
reducir la contaminación
mantener el aire limpio/el agua limpia
usar más el transporte público
mejorar la red de transporte público
usar el agua de forma responsable
No deberíamos …
malgastar el agua
tirar la basura al suelo
Hay …
mucha basura
muchas fábricas
demasiado tráfico y atascos
No hay …
exs
2, 3
exs
4, 6
exs
1, 5
ex.
7
espacios verdes
Mucha gente va en coche o en moto.
El aire y el agua están muy contaminados.
La sequía es un problema.
Lesson starters
1 Review model verb + infinitive; review language for
talking about the environment
2 Review expressions used to introduce opinions
Plenary
Review and practise talking about environmental problems
and solutions
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
Cuaderno Rojo, p. 85
Te toca a ti Student’s Book p. 202 ex. 1
Practise using deber in the conditional
CD 4 tracks 28–29; Cuaderno Rojo, p. 85; Te toca a ti
Student’s Book p. 202 ex. 1; Gramática 210
Use gastar/malgastar
Adapt model answers and use a variety of expressions to
introduce opinions
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 9 Nuestro planeta
1 El mundo hoy en día (pp. 164–165)
Topics and objectives
• Talking about global issues
• Using the present subjunctive
• Listening for high numbers
AQA contexts and
purposes
Lifestyle
Relationships and Choices
Social issues and equality
Home and Environment
Environment
Current problems facing the planet
Grammar
Listening
Speaking
Reading
Using the present subjunctive
Match speech bubbles to the correct pictures
Note statistics
In pairs: discuss global issues
Translate expressions in a text into English
Summarise a text in English
Identify subjunctives in a text
Writing
Key language
exs
1, 6
exs
3
exs
2, 4, 5
exs
Opino que…
Para mí…
A mi modo de ver…
A mi parecer…
Creo que…
(No) Estoy de acuerdo contigo.
No estoy de acuerdo contigo.
el calentamiento global
la crisis económica
el precio de la gasolina
los sin techo
el paro
la discriminación
el racismo
la pobreza
el hambre
el terrorismo
la delincuencia
el agujero de la capa de ozono
es/son …
el/los problema(s) más serio(s)
un(os) problema(s) muy serio(s)
no es/son un(os) problema(s) tan serio(s)
Lesson starters
1 Review/introduce language for talking about global
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
issues
2 Review large numbers
Review the importance of noting, learning and reviewing
vocabulary on an ongoing basis
Research and summarise global issues on the website of a
voluntary organisation (e.g. Oxfam)
Cuaderno Rojo, pp. 86–87
Make sentences using es + subjunctive + que to talk about
global issues
CD 4 tracks 30–31; Cuaderno Rojo, pp. 86–87; Gramática
230
Use me preocupa(n) and …es/son preocupante(s) to
express concern/worries
Listen for complex numbers and percentages
Recognise the importance of noting, learning and reviewing
vocabulary on an ongoing basis
Personal Learning and Thinking Skills
Plenary – 5 Self-managers
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 9 Nuestro planeta
2 ¡Cuida tu planeta! (pp. 166–167)
Topics and objectives
• Considering problems facing the planet
• Negative commands
• Using cognates and context to understand a text
AQA contexts and
purposes
Home and Environment
Environment
Current problems facing the planet
Being environmentally friendly within the home and local
area
Grammar
Listening
Negative commands
Match English and Spanish phrases; identify
the Spanish phrases in the recording
Match speakers to English summaries
Match titles and articles
In pairs: match statements
Speaking
Reading
Writing
Identify cognates in texts
Find in a text the Spanish version of the
English sentences
Complete gap-fill sentences
Design a poster on environmental issues
exs
1, 2, 4
ex.
3
exs
5, 6, 7
ex.
8
Key language
No utilice combustibles fósiles.
No ensucie el agua.
No consuma tanta energía.
No contamine el medio ambiente.
No use detergentes con fosfatos.
No malgaste el papel.
Reutilice las bolsas de plástico.
Separe la basura.
Lesson starters
1 Practise distinguishing verb forms
2 Practise the subjunctive
Review and practise the subjunctive
Use a word-processing or DTP package to produce the
poster in ex. 8
Cuaderno Rojo, pp. 88–89
Te toca a ti Student’s Book p. 202 ex. 3
Plenary
ICT opportunities
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
Write out full paradigms of verbs in the present subjunctive
CD 4 tracks 32–34; Cuaderno Rojo, pp. 88–89; Te toca a ti
Student’s Book p. 202 ex. 3; Gramática 230
Use cognates and context to work out unknown words
Personal Learning and Thinking Skills
ex. 8 – 6 Effective participators
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 9 Nuestro planeta
3 Piensa globalmente (pp. 168–169)
Topics and objectives
•
•
•
AQA contexts and
purposes
Home and Environment
Environment
Current problems facing the planet
Being environmentally friendly within the home and local
area
Grammar
Listening
Using the imperfect and the present tenses
Answer comprehension questions
Answer comprehension questions
In pairs: memorise and test each other on quiz
facts
Write out answers to multiple choice
environment quiz
Write about the lifestyle of a celebrity as it
affects the environment
Speaking
Reading
Writing
Key language
Looking at local solutions to global problems
Using the imperfect and present tenses
Gaining thinking time when speaking
exs
3, 4
ex.
2
ex.
1
ex.
5
comprar productos ecológicos
apagar las luces
consumir poca energía/agua/gasolina
comprar ropa de segunda mano en Oxfam
ir en bicicleta
separar la basura y reciclar
utilizar una caja de compostaje
dar dinero a organizaciones benéficas
malgastar dinero en cosas inútiles
comprar productos de países lejanos
encender las luces
comprar ropa nueva cada semana
ir en una limusina muy grande
pedir siempre bolsas de plástico
consumir mucha agua/energía/gasolina
bañarse cuatro veces al día
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
1 Review language for talking about environmental
problems; review deber in the conditional
2 Review the imperfect
Review and practise the present and imperfect tenses
Cuaderno Rojo, p. 90
Te toca a ti Student’s Book p. 202 ex. 2
Identify the tense of verbs in a text
Produce present tense and imperfect tense forms
CD 4 tracks 35–36; Cuaderno Rojo, p. 90; Te toca a ti
Student’s Book p. 202 ex. 2; Gramática 202
Exam strategies
Homework
Notes
Use thinking time expressions to play for time when
speaking
Extend sentences (using a range of tenses, using
connectives)
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 9 Nuestro planeta
4 Voluntarios (pp. 170–171)
Topics and objectives
• Talking about global citizenship
• Using si + present + future
• Writing an extended text
AQA contexts and
purposes
Lifestyle
Relationships and Choices
Social issues and equality
Home and Environment
Environment
Current problems facing the planet
Grammar
Listening
Using si + present + future
Match sentence openings and endings
Answer comprehension questions
Speaking
In pairs: take part in interview for voluntary
work
Identify verbs in a text and translate them into
English
Answer comprehension questions
Find in a text the Spanish version of the
English sentences
ex.
3
exs
2, 4, 5
Writing
Write a paragraph about doing voluntary work
as though they were another character
ex.
7
Key language
¿Cómo te llamas?
¿De dónde eres?
¿Por qué quieres trabajar como voluntario?
Reading
exs
1, 6
Si
Si
Si
Si
Si
me hago voluntaria, …
me hago miembro de Oxfam, …
apadrino a un niño del tercer mundo, …
reciclamos y reutilizamos, …
pago un poco más por los productos de comercio justo,
…
Si educamos a la gente, …
mejoraré la sociedad, ayudaré a los demás y haré algo útil
más personas tendrán una vida digna
tendrá la posibilidad de sobrevivir
cuidaremos el medio ambiente
los trabajadores tendrán mejores salarios
transformaremos el mundo y acabaremos con la pobreza
Lesson starters
Plenary
ICT opportunities
1 Review language for talking about global issues; use
context to work out grammar
2 Review sentences with si + present, + future
Review and practise sentences with si + present, + future
Research opportunities for young people to get involved in
Reinforcement
Extension
Resources
Exam strategies
Homework
Notes
voluntary work in your area and to summarise this in
Spanish
Cuaderno Rojo, p. 91
Te toca a ti Student’s Book p. 203 exs 1–4
Produce future tense verbs
Read a text aloud in Spanish and translate it
CD 4 tracks 37–38; Cuaderno Rojo, p. 91; Te toca a ti
Student’s Book p. 203 exs 1–4; Gramática 208
Include more complex structures in their writing: si +
present, + future and Es + adjective + que + subjunctive
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 9 Nuestro planeta
5 Sin techo, sin derecho (pp. 172–173)
Topics and objectives
Talking about homelessness
The pluperfect tense
Using different time frames
AQA contexts and
purposes
Lifestyle
Relationships and Choices
Social issues and equality
Home and Environment
Environment
Current problems facing the planet
Grammar
Listening
Speaking
Reading
Writing
Key language
The pluperfect tense
Answer comprehension questions
Answer comprehension questions
In pairs: act out the interviews they wrote in
ex. 6
Make notes on what statistics represent
Answer comprehension questions
Translate verbs in a text into English
Write an interview with a homeless person
Había
Había
Había
Había
exs
2, 5
ex.
7
exs
1, 3, 4
ex.
6
comprado una casa.
empezado a estudiar.
perdido mi trabajo.
tenido a un niño.
Encontré trabajo.
Hablé con una organización humanitaria.
Decidí cambiar todo.
Me quedé con un amigo y empecé a buscar trabajo.
Trabajo en …
Tengo novia y otra casa.
Trabajo con los sin techo.
Tengo una familia.
Lesson starters
Plenary
ICT opportunities
Reinforcement
Extension
Resources
1 Review past participles
2 Introduce the pluperfect; practise working out language
in context
Review exam strategies
Cuaderno Rojo, p. 92
Write sentences using the pluperfect tense and an
appropriate time phrase
CD 4 tracks 39–40; Cuaderno Rojo, p. 92; Gramática 228
Exam strategies
Homework
Notes
Summarise advice on preparing for the exam; use this as a
checklist when preparing
Personal Learning and Thinking Skills
Plenary – 3 Reflective learners
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 9 Nuestro planeta
Prueba oral – conversation: Environment (pp. 174–175)
Topics and objectives
AQA contexts and
purposes
Talking about the environment
Lifestyle
Relationships and Choices
Social issues and equality
Home and Environment
Environment
Current problems facing the planet
Being environmentally friendly within the home and
local area
Grammar
Advice on including:
– a range of tenses (present, preterite)
– connectives
– adjectives
–
–
–
–
the imperfect tense
the conditional
different persons of the verb
points of view
– the subjunctive
– the pluperfect tense
– complex sentences with more than one tense
Exam strategies
The whole spread helps students prepare for the
spreaking controlled assessment. This includes:
Working on grammar content
Preparing for unprepared questions
Developing fluency
Improving performance
Listening
Answer questions on a model conversation
(covering comprehension and language
use)
Identify words/phrases by category
exs 1, 2,
3, 5
Take part in a controlled assessment-style
conversation on environmental problems
and voluntary work
ex. 6
Reading
Speaking
Writing
Key language
Resources
Homework
the environment, social issues
CD 5 Tracks 46-49
ex. 4
Notes
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 9 Nuestro planeta
Prueba escrita (pp. 176–177)
Topics and objectives
AQA contexts and
purposes
Writing about the environment
Lifestyle
Relationships and Choices
Social issues and equality
Home and Environment
Environment
Current problems facing the planet
Being environmentally friendly within the home and
local area
Grammar
Advice on including:
– a range of tenses (present, preterite, future)
– connectives
– a wider range of tenses (imperfect and perfect
tense, the conditional)
– adverbs
– extended sentences (using e.g. antes, por eso)
– the pluperfect tense
– the subjunctive
– complex sentences with more than one tense
Exam strategies
The whole spread helps students prepare for the
writing controlled assessment. This includes:
– identifying key phrases in Spanish in the model text
to reuse
– identifying contexts for specific tense usage
– working on content (grammar and vocabulary)
– improving performance
Reading
Read and answer questions on a model text
(covering comprehension and language
use)
exs 1, 2,
3
Writing
Write a controlled assessment-style text
about your world view
the environment, social issues
ex. 5
Key language
Homework
Notes
SCHOOL:
CLASS:
Module to be covered from (dates):
to :
Mira GCSE Spanish for AQA Higher Module 9 Nuestro planeta
Leer y escuchar (Module 9) (pp. 178–179)
Topics and objectives
From M9
AQA contexts and
Lifestyle
purposes
Relationships and Choices
Social issues and equality
Health
Healthy and unhealthy lifestyles and their consequences
Home and Environment
Environment
Current problems facing the planet
Being environmentally friendly within the home and local
area
Grammar
Reading
From M9
Identify subject for each paragraph
Answer multiple choice comprehension
questions
Listening
Answer multiple choice comprehension
questions
Match each person to a problem
Note details of decisions and their
consequences
social problems, lifestyles
Key language
Resources
Exam strategies
Homework
Notes
exs
1–2
exs
1–3
CD 6 track 50-52
Reading and Listening skills focus
• Identifying paraphrases
• Knowing numbers/dates/months/times and other time
expressions
• Picking out key words and cognates when listening for
gist
• Using the example to work out what is required in a task
• Being prepared for answers to come out of sequence