3rd YEAR- CORE LANGUAGE (Year 9)
Course Book –Mira 3 (Four 50 mins sessions over 2 weeks) but Viva! 3 coursebook has
a digital version for students and teachers so these will be used on a regular basis
to supplement their learning, practise in lessons and complete home assignments.
Although it is acknowledged that all the different classes will learn at a different pace, the
aim is to include at least up to Module 4 in the End of Year examination and the
environmental section of Module 5. We will use the rest of Modules 5 and 6 after the
exam as the base of a cultural project on a Spanish speaking region or country.
Use of Ipads
Students will come to lessons with an Ipad as a learning tool so it is expected that
they will do a lot of their work and save best copies on the electronic device.
Apps to be used regularly will be:

Bookcreator- the pupils could create a book for every unit/module studied. These
will have a number of sections, for example: vocab (including a link to
Vocabexpress), videos (perhaps interviewing other pupils on the topic studied, or
themselves doing a presentation), written tasks answering the main points on the
unit (ie- mi familia, mis pasatiempos, etc). The aim is that these books will be
saved and added to when the topics are reviewed and developed for IGCSE
purposes.

Also using Bookcreator they should create a “grammar book” with notes on the
points seen as well as links to online practice exercises.

Apps such as Show me will be used as rough book for listening and reading
exercises, and vocab tests if the teacher deems it necessary.

In every unit there will be the opportunity to use other apps that lend themselves to
create and practise the language. Apps such as Sock puppet, Comic life,
Popplet,… will be useful
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The Ipad will also allow easy access to the Internet where the use of websites
such as Vocabexpress, Linguascope, languagesonline, Itranslate, youtube,… will
be commonplace.

At the end of each module there are suggestions on the use of ICT and the Ipad.
EML June 2016
3rd YEAR- CORE LANGUAGE (Year 9)
TERM 1A- MODULE 1 Los medios de comunicación
CONTENT
Unit 1- talking about what you use computers for,
Unit 2- television programmes,
Unit 3- comparing films,
Unit 4- different types of music,
Unit 5- describing what a film is about.
GRAMMAR AND SKILLS
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Practise Present Tense
Give opinions using adjectives
Use the near future tense
Introduce and practice the Preterite
Present and Preterite together
Supplementary materials:
ICT- it will be used to encourage independent learning and to help with homework. The
school VLE programme (Kesmoodle) will play an important role in the delivery of the ICT
in MFL. Regular use of Vocab Express.
Published: Caminos 1- Caminos 2, unit 10, Caminos 3- unit 11, Gramática directa pp 569 (preterite tense).¿Escribimos? p13 (my tastes). ¿Hablamos? pp 34/35 (arrangements
to go out), pp 36-7 (going to a show). Mira 2- U3- Las vacaciones. All kept in L9. In
addition to the above published resources, supplementary materials relevant to each Unit
are catalogued and kept in electronic form in Shared Documents (W:drive) and in the
Moodle System. These are continually added to and updated by staff, and include links to
internet-based materials.
HOMEWORK IDEAS AND ICT OPPORTUNITIES
* Prepare a TV guide with little explanations of each programme
* Compare a set of films/ music artists/ groups/ tv programmes.
* Write a film a review.
EML June 2016
3rd YEAR- CORE LANGUAGE (Year 9)
TERM 1B- MODULE 2 El Instituto
CONTENT
Unit1- describing your school,
Unit 2- talking about school subject options,
Unit 3- giving opinions about teachers,
Unit 4- talking about school rules,
Unit 5- talking about after school clubs.
Extra- el uniforme escolar y la ropa (possible use of Mira2- U5)
GRAMMAR AND SKILLS
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Questions
Use a mí, a ti, etc for emphasis
Using superlatives
Se debe/ se puede
Using 3 tenses together
Supplementary materials
ICT- it will be used to encourage independent learning and to help with homework. The
school VLE programme (Kesmoodle) will play an important role in the delivery of the ICT
in MFL. Regular use of Vocab Express.
Published: Caminos 3, units 5, 6; Gramática directa p 40 (gustar). ¿Escribimos? p 10
(school timetable), p 11 (school day). ¿Hablamos? p 8 (lessons & school subjects), pp
10/11 (timetable), pp 12/13 (household routine). ¿Escribimos? p 17 (my new school).
¿Hablamos? pp 8-11 (lessons & subjects, timetable & rules). Mira 2- U5- La ropa.
All kept in L9. In addition to the above published resources, supplementary materials
relevant to each Unit are catalogued and kept in electronic form in Shared Documents
(W:drive) and in the Moodle System. These are continually added to and updated by staff,
and include links to internet-based materials.
HOMEWORK IDEAS AND ICT OPPORTUNITIES
* Write a diary page describing a school day in detail.
* Write to a penpal giving opinions about school, subjects, teachers,... and using
comparatives and superlatives.
* Design a poster for your school outlines the rules- “El decálogo de las reglas de KES”
(10 rules). Making sure they use all the different modal verbs.
AT THE END OF THE UNIT: DATABASE ASSESSMENT (found in L9) TO BE
COMPLETED AND RESULTS ENTERED IN THE T-DRIVE.
EML June 2016
3rd YEAR- CORE LANGUAGE (Year 9)
TERM 2A- MODULE 3 La salud
CONTENT
Unit 1- learning the parts of the body,
Unit 2- describing symptoms,
Unit 3- talking about healthy and unhealthy food,
Unit 4- talking about healthy living,
Unit 5- talking about lifestyle changes
Extra- la comida (possible use of Mira2 – U4)
GRAMMAR AND SKILLS
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Me duele/ me duelen
Tener/ estar
Direct object pronouns
Use of para to make more complex sentences
Using 3 tenses together
Supplementary materials:
ICT- it will be used to encourage independent learning and to help with homework. The
school VLE programme (Kesmoodle) will play an important role in the delivery of the ICT
in MFL. Regular use of Vocab Express
Published: Caminos 1, unit 13, Caminos 3, unit 19, Gramática directa pp 60/61 (perfect
tense), pp 72/73 (combining different tenses). ¿Escribimos? p 14 (where does it hurt?).
¿Hablamos? p 18-19 (health), Mira 2-U4- La comida
All kept in L9. In addition to the above published resources, supplementary materials
relevant to each Unit are catalogued and kept in electronic form in Shared Documents
(W:drive) and in the Moodle System. These are continually added to and updated by staff,
and include links to internet-based materials.
HOMEWORK IDEAS AND ICT OPPORTUNITIES
* Design an monster and label parts of the body (using adjectives)
* Write a role play at the hospital where they need to describe symptoms and give
advice.
* Write a magazine article giving advice to lead a healthy life.
* Write a letter to an agony aunt explaining your problem/ or a friend´s problem and
asking for advice. Write the reply too.
EML June 2016
3rd YEAR- CORE LANGUAGE (Year 9)
TERM 2B- MODULE 4 Ganarse la vida
CONTENT
Unit 1- talking about earning and spending money,
Unit 2- talking about what you would like to do,
Unit 3- talking about jobs,
Unit 4- talking about using languages at work,
Unit 5- talking about winning the lottery
GRAMMAR AND SKILLS
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Using 3rd person verb forms
Me gustaría
Masc and Fem job titles
Using 3 tenses together
Using the near future
Supplementary materials:
ICT- it will be used to encourage independent learning and to help with homework. The
school VLE programme (Kesmoodle) will play an important role in the delivery of the ICT
in MFL. Regular use of Vocab Express
Published: Caminos 2, unit 8, Caminos 3, units 15, 17, Gramática directa pp 10-11
(possessive adjectives). ¿Escribimos? p 27 (finding a job), p 50 (job ads), p 51 (job
application, future plans), p 52 (school & future), p 54 (restaurant work), p 55 (what’s my
line?).¿Hablamos? pp 56/57 (the world of work), pp 58/59 (considering a career).
Gramática directa pp 50-55 (immediate future, future, conditional tenses). All kept in L9.
In addition to the above published resources, supplementary materials relevant to each
Unit are catalogued and kept in electronic form in Shared Documents (W:drive) and in
the Moodle System. These are continually added to and updated by staff, and include
links to internet-based materials.
HOMEWORK IDEAS AND ICT OPPORTUNITIES

Pretend they have a weekend job and write about it in detail: timetables, opinions,
earnings and how they spend their money.

Write a presentation about what their parents do for a living and what they would
like to do when they grow up. Use opinions.

Imagine they´ve won the lottery and write up an interview with a magazine where
they explain what they´re going to do with the winnings.
AT THE END OF THE UNIT: DATABASE ASSESSMENT (found in L9) TO BE
COMPLETED AND RESULTS ENTERED IN THE T-DRIVE.
EML June 2016
3rd YEAR- CORE LANGUAGE (Year 9)
TERM 3A- MODULE 5 Hispanoamérica
CONTENT
Unit1- Learning more about Spanish speaking countries,
Unit 2- describing work conditions,
Unit 3- talking about environmental problems,
Unit 4- talking about famous people,
Unit 5- talking about fair trade.
GRAMMAR AND SKILLS
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

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Using Reflexive verbs
Using the Conditional of deber
Using the Preterite in the 3rd person
Using 3 tenses together
Supplementary resources
ICT- it will be used to encourage independent learning and to help with homework. The
school VLE programme (Kesmoodle) will play an important role in the delivery of the ICT
in MFL. Regular use of Vocab Express
Published: Caminos 2, Unit 8, 9, Caminos 3, pp 64-65, 104, Gramática Directa pp
54,56,58,72, ¿Hablamos? P 38, 40, 66, ¿Escribimos? P28 (my autobiography). All kept
in L9. In addition to the above published resources, supplementary materials relevant to
each Unit are catalogued and kept in electronic form in Shared Documents (W:drive) and
in the Moodle System. These are continually added to and updated by staff, and include
links to internet-based materials.
HOMEWORK IDEAS AND ICT OPPORTUNITIES

Create a poster giving advice to improve the environment.

Research a Spanish speaking country in South America and prepare a
PowerPoint presentation to do in class.
TOPICS SEEN UP TO THIS POINT WILL BE INCLUDED IN THE END OF YEAR
EXAM.
EML June 2016
3rd YEAR- CORE LANGUAGE (Year 9)
TERM 3B- MODULE 6 Mi casa es tu casa
This topic will be studied post examination so there may not be enough time to see all
the sections in detail. Emphasis will be placed on covering as much vocabulary as
possible and allowing the students to be as creative as possible, making it the basis
(together with Module 5) of a cultural project.
CONTENT
Unit 1- Visiting a Spanish family,
Unit 2- asking permission,
Unit 3- buying train tickets,
Unit 4- learning about Bilbao,
Unit 5- writing a letter.
GRAMMAR AND SKILLS
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Learning about a region in Spain
Using modal verbs
Using usted
Using 3 tenses together
Forming complex sentences

Writing creatively
Supplementary resources
ICT- it will be used to encourage independent learning and to help with homework. The
school VLE programme (Kesmoodle) will play an important role in the delivery of the ICT
in MFL. Regular use of Vocab Express.
Published: Caminos 3, unit 3, 7, Gramática directa pp 52-3 (future tense), ¿Escribimos?
p 35 (visitor information), p 36 (the weather). ¿Hablamos? p 14 , 62 (in the tourist office).
All kept in L9. In addition to the above published resources, supplementary materials
relevant to each Unit are catalogued and kept in electronic form in Shared Documents
(W:drive) and in the Moodle System. These are continually added to and updated by
staff, and include links to internet-based materials.
HOMEWORK IDEAS AND ICT OPPORTUNITIES
*Research a Spanish region or South American country and create a PowerPoint/brochure
about it. Points to mention could include: location, weather, food, activities, sightseeing. All
the destinations can then be used to create a travel guide.
* Write a postcard/ letter or travel journey of a trip to a Spanish speaking destination.
EML June 2016
3rd YEAR- CORE LANGUAGE (Year 9)
First lesson and use of Ipads for Spanish:
Introduction to ICT and Ipads in the Spanish department (to be conducted as a matter of course
by all teachers)
Ensure that language folders are created so that students can organise their work from
the start. You can choose between Google Drive and Google Classroom, whatever suits you best.
Introduce the students to ‘Kesmoodle’ and make sure that they have enrolled onto the
appropriate courses.
Show the students how to access the Shared Favourites. This can be done via the website,
or kesmoodle.
Make sure they are aware that these can be accessed from home.
Give the students the passwords for those websites which require them. This could be
handed out and put up with the favourites or written in the exercise book for students to have at
home.
Show the students how to use FR keys/Spanish keyboard to help them work at home in
the target language
Show them how to do a spell check
Show them how to print their work in the correct size and format
Homework will be recorded in the iPad interactive Student planner
You should go over the Student’s planner/tasks options and your expectations when you set a
piece of homework. Perhaps the students will need to e-mail the work to the teacher for marking
or simply do it in their ex books. If the work is done on the Ipad remind them that they should
make a comment/date in their exercise book which will redirect them to the digital piece of
work.
EML June 2016