documents/curriculu… · web viewpresent tense of regular -ar. verbs ... identify and translate...

Y8/ Y9 SPANISH St GEORGE 2016/ 2017

Term Module Title Content Grammar/ Literacy/ Numeracy

1a Mi vida y mi familia (Mod 1 &4)

MODULE 1 :Unidad 1 pp. 8–9 ¿Cómo te llamas?Getting used to Spanish pronunciationIntroducing yourself

Unidad 2 pp. 10–11 ¿Qué tipo de persona eres?Talking about your personalityUsing adjectives that end in -o/-a

Unidad 3 pp. 12–13 ¿Tienes hermanos?Talking about age, brothers and sistersUsing the verb tener (to have)

Unidad 4 pp. 14–15 ¿Cuándo es tu cumpleaños?Saying when your birthday isUsing numbers and the alphabet

Unidad 5 pp. 16–17 ¿Tienes mascotas?Talking about your petsMaking adjectives agree with nouns

MODULE 2:Unidad 1 pp. 76–77 ¿Cuántas personas hay en tu familia?Describing your familyUsing possessive adjectives

Unidad 2 pp. 78–79 ¿De qué color tienes los ojos?Describing your hair and eye colourUsing verbs ser and tener

Unidad 3 pp. 80–81 ¿Cómo es?Saying what other people look likeUsing verbs in the third person

Unidad 4 pp. 82–83 ¿Cómo es tu casa o tu piso?Describing where you liveUsing the verb estar (to be)

Grammar Point

definite articles (el, la, los, las) verb endings adjectives that end in -o/-a making sentences negative

ser (present, singular) tener (present, singular) indefinite articles (un/una) Possessive adjectives mi/tu/su and mis/tus/sus irregular verbs tener and ser position of adjectives (after the noun) the verb estar

Numeracy:

Using numbers

ICT

Computer : powerpoint

www.linguascope.com

www.languagesonline.org.uk

Ipad : imovie (dialogue)

Ipad : socrative

Culture

1

http://www.languagesonline.org.uk/

http://www.linguascope.com/


Assessment Differentiation for more able students Differentiation for less able students

Writing a longer dialogue Writing a short paragraph on an imaginary person Writing a short description using a writing framework Pairwork: describe family tree for partner to explain back Rework texts in ex 6, page 79, using the first person singular Ex 4, page 80: describe two characters Ex 3, page 83: increase the number of details to listen out for Learn new vocabulary Ex 1, page 86: read aloud in Spanish, with simultaneous

translation into English

Adding definite articles to nouns Feminine forms of cognate adjectives Creating number sequences Reading out birthday dates in Spanish Translation of colour combinations into Spanish ‘Who fits the description?’ game Sentence comprehension exercise (phrases from ex 4,

p. 85) Pairwork: describe and identify a classmate using new

vocabulary


1b Mi tiempo libre Content PointUnidad 1 pp. 30–31 ¿Qué te gusta hacer?Saying what you like to do Giving opinions using me gusta + infinitive

Unidad 2 pp. 32–33 ¿Cantas karaoke?Saying what you do in your spare timeUsing -ar verbs in the present tense

Unidad 3 pp. 34–35 ¿Qué haces cuando llueve?Talking about the weatherUsing cuando (when)

Unidad 4 pp. 36–37 ¿Qué deportes haces?Saying what sports you doUsing hacer (to do) and jugar (to play)

Unidad 5 pp. 38–39 Reading Skills ¿Eres fanático?Reading about someone’s favourite thingsUnderstanding more challenging texts

Grammar Point

the infinitive present tense of regular -ar verbs (full paradigm) present tense of hacer (irregular verb, full

paradigm) present tense of jugar (stem-changing verb, full

paradigm)

Numeracy:Using numbers

ICTComputer : powerpoint

www.linguascope.com


Ipad : imovie (dialogue)

Ipad : socrative

Culture

Zona Proyecto I pp. 48–49 Navidad en EspañaLearning about Christmas in SpainWriting an acrostic about Christmas

Zona Proyecto II pp. 50–51 Los

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Reyes MagosLearning about the Day of the Three KingsCreating a Spanish Christmas calendar

Unidad 6 pp. 40–41 Speaking Skills ¿Qué haces en tu tiempo libre?Taking part in a longer conversationUsing question words

Assessment

Differentiation for more able studentsSentence word order activity Te toca a ti page 123Writing more questions for multiple-choice quiz (ex 5, page 33)Writing descriptions of the seasons English–Spanish translation activity Ex 5, page 39: identify and translate first person verb forms in a longer text into English Ex 5, page 41: identify and translate verbs and adjectives in a longer text into English

Differentiation for less able studentsWriting practice of (no) me gusta + activity Conjugating first person regular -ar verbsPlay a game of weather pictionary in pairs Vocabulary learning strategies Ex 5, page 39: identify and translate first person verb forms in a longer text into English Translation of question phrases into Spanish


2a

Mi insti Viva 1Y9: from Rojo Libro 3 Module 2 Orientate

Content Point

Unidad 1 pp. 54–55 ¿Qué estudias?Saying what subjects you studyUsing -ar verbs to say what ‘we’ do

Unidad 2 pp. 56–57 ¿Te gustan las ciencias?Giving opinions about school subjectsUsing me gusta(n) + el/la/los/las

Grammar Point

we’ form of -ar verbsusing the direct article (el/la/los/las) when giving opinions about subjects checking verbs, definite articles and adjectival agreement

in sentences giving opinionsplural indefinite articles unos/unas (meaning ‘some’)plural definite articles los/las (meaning ‘the’)

ICTComputer : powerpointwww.linguascope.com www.languagesonline.org.uk Ipad : imovie (dialogue)Ipad : socrative

Culture

3




Unidad 3 pp. 58–59 ¿Qué hay en tu insti?Describing your schoolUsing the words for ‘a’, ‘some’ and ‘the’

Unidad 4 pp. 60–61 Durante el recreoTalking about break timeUsing -er and -ir verbs’

Unidad 5 pp. 62–63 Listening Skills ¿Te gusta tu instituto?Understanding details about schoolsUsing prediction as a listening strategy

Unidad 6 pp. 64–65 Writing Skills ¿Cómo es tu insti?Writing a longer text about your schoolChecking your written work is accurate

Y9: Module 2 Orientate from Rojo 3

Unidad 1 pp. 32 Hotel CatástrofeSaying what you have to do at workUsing Tener que

Unidad 2 pp34 En que te gustaría trabajar?Saying what you would like to doUsing correct adjective agreement

Unidad 3 pp36 Como va a ser tu futuro?Talking about your futureTeach near future tense

present tense of regular -er and -ir verbs (full paradigms)


Zona Proyecto pp. 72–73 La educaciónReading about the right to educationCreating a plan for a school in Guatemala

Assessment Differentiation for more able studentsDraw up school timetable in Spanish and write five sentences about it Ex 5, page 57: translation into English of three longer textsSentence reordering exercise Ex 5, page 61: rewrite the false sentences, correcting the errorsCarry out a survey on school subjects/facilities and show results Te toca a ti page 125

Differentiation for less able studentsSchool subjects pictionary Practise giving opinions on school subjects using intensifiersEnglish–Spanish translation activity Pictionary using break-time activitiesWriting five things you like/dislike about school using me encanta/me gusta (mucho)/no me gusta (nada)

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Ex 6, page 65: read text aloud in Spanish in class, simultaneous translation into English

Create a text message about school containing six grammatical mistakes


4 Módulo 5 Mi ciudad Content PointUnidad 1 pp. 98–99 ¿Qué hay en tu ciudad?Describing your town or village Using ‘a’, ‘some’ and ‘many’ in Spanish

Unidad 2 pp. 100–101 ¿Qué haces en la ciudad?Telling the timeUsing the verb ir (to go)

Unidad 3 pp. 102–103 En la cafeteríaOrdering in a café Using the verb querer (to want)

Unidad 4 pp. 104–105 ¿Qué vas a hacer?Saying what you are going to do at the weekendUsing the near future tense

Unidad 5 pp. 106–107 Listening Skills ¿Te gusta tu ciudad?Understanding people describing their townListening for detail

Unidad 6 pp. 108–109 Writing Skills Mi vida en La HabanaWriting a blog about your town and activitiesUsing two tenses together

Grammar Point

un/una, unos/unas and muchos/muchas ir – to go (present tense) stem-changing verb querer the near future tense (voy, vas, va, etc. +

infinitive)


ICTComputer : powerpointwww.linguascope.com www.languagesonline.org.uk Ipad : imovie (dialogue)Ipad : socrative

Culture

Zona Proyecto I pp. 116–117 ¡Pasaporte fiesta!Learning about Spanish festivals Creating a brochure about a fiesta

Zona Proyecto II pp. 118–119 El Día de los MuertosLearning about el Día de los MuertosMaking a skull mask or paper flowers

Assessment Differentiation for more able studentsEx 5, page 99: identify and translate connectives, intensifiers, opinions and adjectives Ex 3, page 100: write out watch times in full sentences Practise writing prices in euros using café vocabulary Te toca a ti page 129Write a short paragraph about weekend plans using third person singular verb

Differentiation for less able students Pictionary using places in town Sentence reordering exercise Ex 1, page 104: pairwork memory game Practise saying prices in euros using café vocabulary English–Spanish translation activity on times/time markers

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formsEx 4, page 106: rewrite positive/negative short textsEx 1, page 108: read aloud in Spanish in class, with simultaneous translation into English

Ex 5, page 109: rework sentences a–j using the third person singular verb form

Term Module Title Content

5

VIVA 2: Mis vacaciones

ICT

Computer : powerpointwww.linguascope.com www.languagesonline.org.uk

Culture

Term Module Title Content

6




6 Viva 2: food/ hobbies Content Point

ICT

Computer : powerpoint

www.linguascope.com


Culture

7




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