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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 1 Revise the preterite 2 Distinguish between present and preterite verb forms

Plenary Review and practise the preterite ICT opportunities Use computer to collect and learn vocabulary Reinforcement Cuaderno Rojo, p. 2

Write out paradigms of preterite regular verbs Extension Respond to English prompts to give different forms of

regular verbs in the preterite Resources CD 1 track 2; Cuaderno Rojo, p. 2; Gramática 204 Exam strategies Add detail (sequencers, connectives, opinions)

Check spelling in verb forms Use computer to collect and learn vocabulary

Homework Notes Personal Learning and Thinking Skills

ICT suggestion after ex. 4 – 3 Reflective learners


Mira GCSE Spanish for AQA Higher Module 1 De vacaciones 1 ¿Qué tal tus vacaciones? (pp. 8–9) Topics and objectives � Talking about holidays and weather

� Using irregular verbs in the preterite � Learning phrases meaning the same thing



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 1 Review the preterite 2 Review weather vocabulary and time expressions

Plenary Review and practise the preterite ICT opportunities Reinforcement 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

Extension Write a short description of a holiday Resources 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 Exam strategies Recognise and note paraphrases

Homework Notes


Mira GCSE Spanish for AQA Higher Module 1 De vacaciones 2 ¿Qué tal el hotel? (pp. 10–11) Topics and objectives � Describing accommodation

� Using the imperfect tense for description � Giving and justifying opinions



Grammar Using the imperfect tense for description Listening Note details of holidays ex.

1 Speaking In pairs: talk about a recent holiday using

picture prompts ex. 2

Reading Identify opinion as positive, negative or a mixture of both

Identify best and worst elements

exs 3, 4

Writing Write a description of a recent holiday using picture prompts

ex. 5

Key language ¿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

comunitaria Lo mejor/peor era que…

Lesson starters 1 Use reading strategies to work out meaning; to introduce the imperfect tense 2 Review the imperfect tense and holiday vocabulary

Plenary Review and practise the imperfect tense ICT opportunities Reinforcement Cuaderno Rojo, pp. 4–5

Memorise and practise adjectives Include and justify opinions

Extension Te toca a ti Student’s Book p. 183 ex. 1 Practise recognising imperfect verb endings

Resources CD 1 track 6; Cuaderno Rojo, pp. 4–5; Te toca a ti Student’s Book p. 183 ex. 1; Gramática 206

Exam strategies Use a range of negatives Include and justify opinions

Homework Notes


Mira GCSE Spanish for AQA Higher Module 1 De vacaciones 3 Buenas vacaciones (pp. 12–13) Topics and objectives � Talking about holiday activities

� Using the imperfect and the preterite together � Learning question words


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

exs 1, 5, 6

Speaking In pairs: ask and answer questions pretending they are a different character

ex. 7

Reading Identify and translate verbs Apply reading strategies to translate Spanish

words/phrases Complete text by choosing from verb options

exs 2, 3, 4

Writing Write a description of a holiday 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

Plenary Review and practise the imperfect and preterite tenses; review question words

ICT opportunities Do peer-correct writing task ex. 8 on computer Reinforcement Cuaderno Rojo, p. 6

Te toca a ti Student’s Book p. 182 ex. 2 Extension Resources CD 1 tracks 7–9; Cuaderno Rojo, p. 6; Te toca a ti

Student’s Book p. 182 ex. 2; Gramática 204 Exam strategies Use reading strategies

Recognise and use question words Use techniques to improve writing

Homework Notes

Personal Learning and Thinking Skills ex. 3 + tip box – 2 Creative thinkers


Mira GCSE Spanish for AQA Higher Module 1 De vacaciones 4 En el hotel (pp. 14–15) Topics and objectives � Booking a hotel room

� Using verbs with usted � Dealing with unpredictable questions



Grammar Using verbs with usted Listening Identify pictures described

Identify speaker who talks on each topic Transcribe questions; translate questions into

English

exs 3, 4, 6

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 ¿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 1 Review vocabulary for making a hotel booking 2 Review the usted form of key verbs

Plenary Review and practise usted forms of verbs; practise dialogue

ICT opportunities Reinforcement 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

Exam strategies Use usted appropriately Prepare for and handle unexpected questions in the speaking assessment

Homework Notes


Mira GCSE Spanish for AQA Higher Module 1 De vacaciones 5 Reclamaciones (pp. 16–17) Topics and objectives � Making complaints in a hotel

� Using me hace falta � Joining ideas with connectives



Grammar Using me hace falta Listening 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 Review me hace falta(n); review connectives ICT opportunities Do and check writing task ex. 6 on computer Reinforcement Cuaderno Rojo, pp. 8–9

Use me hace falta(n) with range of objects Extension Translate statements into English

Identify verbs in a text; give the tense; translate the verbs into English

Resources CD 1 tracks 13–14; Cuaderno Rojo, p. 8–9

Exam strategies Use connectives and opinions

Homework Notes


Mira GCSE Spanish for AQA Higher Module 1 De vacaciones Prueba oral – conversation: Holidays (pp. 18–19) Topics and objectives Talking about holidays AQA contexts and purposes


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)

exs 1, 2, 3, 5

Reading Identify words/phrases by category ex. 4 Speaking Take part in a controlled assessment-style

conversation on holidays ex. 6

Writing Key language Holidays

Resources CD 5, tracks 2–5 Homework Notes

Personal Learning and Thinking Skills Prueba oral ex. 6 – 4 Team workers


Mira GCSE Spanish for AQA Higher Module 1 De vacaciones Prueba escrita (pp. 20–21) Topics and objectives Talking about holidays AQA contexts and purposes


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

exs 1, 2, 3

Writing Write a controlled assessment-style text on holidays

exs 4–6

Key language Holidays

Homework Notes


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…


Leisure Free Time and the Media Free-time activities

Grammar Using the present tense Listening Note details of personalities and interests

Identify types of weather Identify countries from descriptions

exs 1, 5, 6

Speaking In pairs: talk about leisure activities as though they were different characters

ex 3

Reading Translate adverbs of frequency into English Identify the appropriate holidays for two people

exs 2, 4

Writing Write sentences describing someone’s routine in different weathers

ex. 7

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… ¿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 1 Review the present tense of regular verbs 2 Review weather vocabulary

Plenary Review and practise the present tense; review weather expressions

ICT opportunities Communicate with a partner school in Spain Reinforcement Cuaderno Rojo, p. 12

Practise the present tense (regular and key irregular verbs) Extension Resources CD 1 tracks 15–17; Cuaderno Rojo, p. 12; Gramática 202 Exam strategies Extend sentences using connectives

Homework Notes

Personal Learning and Thinking Skills ICT suggestion after ex. 7 – 4 Team workers


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


Leisure Holidays What to see and getting around

Grammar Using adverbs Listening Note details of how people travel and why

Note details about train travel exs 2, 4

Speaking In pairs: have a dialogue based on an exchange at a train station ticket office, using prompts

ex. 5

Reading Match captions to pictures Write what they would do in specified areas of

a Spanish train station

exs 1, 6

Writing Write a paragraph about how they usually travel and their own travel preferences, including reasons

ex. 3

Key language el autobús el avión el tren el monopatín el barco el autocar el coche el metro la bicicleta la moto a pie 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…

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 1 Review vocabulary for the unit; practise classifying words 2 Review adverbs

Plenary Review and practise adverbs ICT opportunities Reinforcement Cuaderno Rojo, p. 13 Extension Te toca a ti Student’s Book p. 185 ex. 1 Resources CD 1 tracks 18–19; Cuaderno Rojo, p. 13; Te toca a ti

Student’s Book p. 185 ex. 1; Gramática 219 Exam strategies Talk about modes of transport

Include adverbs to make speaking and writing more interesting Listen for the 24-hour clock

Homework Notes


Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla 1 La oficina de turismo (pp. 28–29) Topics and objectives � Planning a day out

� Using the near future � Understanding questions


Leisure Holidays What to see and getting around

Grammar Using the near future Listening Identify pictures described

Note activities mentioned Complete gap-fill questions; translate them

into English

exs 1, 2, 3

Speaking In pairs: ask and answer questions on what they are going to do in Seville, using prompts

ex. 4

Reading Complete sentences summarising text in English

ex. 6

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 ¿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 1 Review the near future tense; practise using reading strategies 2 Review the near future tense; review unit vocabulary

Plenary Review and practise the near future tense; practise giving opinions about the future


Te toca a ti Student’s Book p. 184 ex. 3 Write a dialogue using picture prompts

Extension Practise the near future tense Resources CD 1 tracks 20–22; Cuaderno Rojo, p. 14; Te toca a ti

Student’s Book p. 184 ex. 3; Gramática 208 Exam strategies Listen for question words

Homework Notes


Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla 2 Comprando recuerdos (pp. 30–31) Topics and objectives � Asking for and understanding directions

� Using imperatives � Using sequencers (primero…, después…)


Leisure Free Time and the Media Shopping, money, fashion and trends Holidays What to see and getting around

Grammar Using imperatives Listening Identify correct picture and note price

Match English and Spanish sentences on directions

Use the map to identify the places mentioned

exs 1, 4, 5

Speaking In pairs: ask and answer questions about where items are bought, using prompts

In pairs: ask and answer questions about a map

exs 2, 6

Reading Writing Write a short text about what you can buy in

specific shops ex. 3

Key language ¿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.

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 1 Review shop vocabulary 2 Review informal imperatives; work out grammar rules

Plenary Review and practise informal imperatives ICT opportunities Reinforcement Cuaderno Rojo, p. 15

Practise the expressions for giving directions Extension Write text messages giving directions Resources CD 1 tracks 23–25; Cuaderno Rojo, p. 15; Gramática 230 Exam strategies Use expressions like A ver, etc. to buy time when trying to

work out what to say

Homework Notes

Personal Learning and Thinking Skills Starter 2 – 2 Creative thinkers


Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla 3 Tomando tapas (pp. 32–33) Topics and objectives � Ordering in a restaurant

� Using me gusta + article, como without article � Working with distractors while listening and reading



Grammar Using me gusta + article, como without article Listening 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

exs 1, 2, 4, 6

Speaking In pairs: ask and answer questions about their food preferences and eating habits

ex. 3

Reading Writing Translate English sentences into Spanish

Write a three-person dialogue based on an exchange in a restaurant

exs 5, 7

Key language 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

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 1 Review me gusta(n) 2 Review me gusta(n) and comer; review food vocabulary

Plenary Enact dialogues; give constructive feedback on classmates’ content and delivery.

ICT opportunities Reinforcement Cuaderno Rojo, pp. 16–17

Te toca a ti Student’s Book p. 184 ex. 1 Practise using (no) me gusta

Extension Resources CD 1 tracks 26–30; Cuaderno Rojo, pp. 16–17; Te toca a ti

Student’s Book p. 184 ex. 1; Gramática 212 Exam strategies Cope with distractors in listening and reading tasks

Homework Notes


Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla 4 En Sevilla (pp. 34–35) Topics and objectives � Describing a day out

� More of the preterite and the imperfect � Recognising and expressing mixed opinions



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

exs 1, 4, 5

Speaking In pairs: ask and answer questions about a visit to London or another city

ex. 3

Reading Translate Spanish sentences into English ex. 2

Writing Write a text about a holiday city 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

Plenary Review and practise expressions for giving opinions ICT opportunities Research a Spanish city on-line using Spanish-language

tourist sites Reinforcement 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

Extension Research a Spanish city on-line using Spanish-language tourist sites

Resources CD 1 tracks 31–33; Cuaderno Rojo, p. 18; Te toca a ti Student’s Book p. 184 exs 2 & 4; Gramática 204–206

Exam strategies Improve speaking performance Recognise mixed opinions

Homework Notes

Personal Learning and Thinking Skills ICT suggestion after ex. 6 – 1 Independent enquirers


Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla 5 Las fiestas (pp. 36–37) Topics and objectives � Talking about festivals

� Understanding three time frames � Using para to extend sentences


Leisure Holidays Plans, preferences, experiences Home and Environment Home and Local Area Special occasions celebrated in the home

Grammar Understanding three time frames Listening 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

Speaking Reading Identify verbs

Identify people being described exs 2, 3

Writing Identify verbs by tense; translate verbs into English

Complete gap-fill text on a festival

ex. 4, 6

Key language 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

Lesson starters 1 Review para; review language for talking about festivals 2 Practise distinguishing tenses

Plenary Review talking about festivals ICT opportunities Research a Spanish festival on the Internet

Reinforcement Cuaderno Rojo, pp. 19–20 Write out paradigms of an -ar verb in the present, the preterite and the near future tenses

Extension Te toca a ti Student’s Book p. 185 exs 2–3 Identify tenses of verbs and translate them into English

Resources 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

Exam strategies Extend sentences and make them more interesting

Homework Notes


Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla Prueba oral – interview: Travelling abroad (pp. 38–39) Topics and objectives Talking about travelling abroad AQA contexts and purposes


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


Listening Answer questions on a model interview (covering comprehension and language use)

exs 1, 2, 3, 5

Reading Identify verbs by tense ex. 4 Speaking Take part in a controlled assessment-style

interview on travelling abroad ex. 6

Writing Key language Holidays



Mira GCSE Spanish for AQA Higher Module 2 De paseo por Sevilla Prueba escrita (pp. 40–41) Topics and objectives Writing about a Spanish festival AQA contexts and purposes

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


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 Celebrations Homework Notes


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 purposes


Grammar From M1 and M2 Reading Identify opinions as positive, negative or a

mixture of both Answer comprehension questions

exs 1–2

Listening Answer multiple-choice picture questions Answer comprehension questions Identify reasons for visiting Seville

exs 1 –3

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


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


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

exs 3, 6

Reading Match sentences to the correct picture; identify opinions as positive or negative

Note what people like and don’t like studying, and the reasons

exs 1, 4

Writing Write an email on their own school timetable with opinions on the subjects they study

ex. 7

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…

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 1 Review the vocabulary for school subjects; review me gusta(n) 2 Review telling the time

Plenary Review and practise verbs like gustar ICT opportunities Communicate with a partner school in Spain Reinforcement 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

Extension Translate sentences into English; write sentences in Spanish following a model

Resources CD 2 tracks 2–3; Cuaderno Rojo, p. 23; Te toca a ti Student’s Book p. 186 exs 1–2; Gramática 214

Exam strategies Check adjective and verb agreement in speech The importance of knowing numbers and times well

Homework Notes

Personal Learning and Thinking Skills ICT suggestions after ex. 7 – 1 Independent enquirers


Mira GCSE Spanish for AQA Higher Module 3 A clase Repaso 2 En clase (pp. 48–49) Topics and objectives � Describing your school routine

� Using the present tense with time expressions � Improving your spoken and written texts



Grammar Present tense Listening Note correct times

Complete gap-fill version of conversation exs 3, 4

Speaking In pairs: make up dialogues about transport to school

In pairs: ask and answer questions about school routine

exs 2, 5

Reading Complete sentences in English summarising text

ex. 1

Writing Write a description of a boy’s typical day (winter and summer)

ex. 6

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.

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 1 Review transport vocabulary; review expressions of frequency 2 Review numbers between 0 and 60

Plenary Review features that can be used to add interest to their speaking and writing, esp. time expressions


Te toca a ti Student’s Book p. 186 ex. 3 Write out present tense forms of hacer Practise reading times aloud

Extension 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

Resources CD 2 tracks 4–5; Cuaderno Rojo, p. 24; Te toca a ti Student’s Book p. 186 ex. 3; Gramática 200–202

Exam strategies 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

Homework Notes


Mira GCSE Spanish for AQA Higher Module 3 A clase 1 ¿Cómo es tu insti? (pp. 50–51) Topics and objectives � Producing descriptions of school life

� Using the imperfect and present tenses � Giving a range of opinions



Grammar The present and imperfect tenses Listening Identify correct pictures

Identify opinions as positive, negative or a mixture of both

exs 2, 3

Speaking In pairs: ask and answer questions about school

ex. 5

Reading Match map with labels Identify statements as true, false or containing

information not mentioned in the text Answer comprehension questions in English

exs 1, 4, 6

Writing Write a blog about their own school, comparing it to how it was in the past

ex. 7

Key language 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

Estoy en segundo/tercero/cuarto de ESO. No había… ordenadores pizarras interactivas

Lesson starters 1 Review the vocabulary for school facilities 2 Review useful expressions for giving opinions

Plenary Review and practise different ways of giving an opinion ICT opportunities Set up a class or school blog Reinforcement 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

Extension Resources CD 2 tracks 6–7; Cuaderno Rojo, p. 25 Exam strategies Include adjectives, opinions and connectives to improve

speaking and writing

Homework Notes

Personal Learning and Thinking Skills ICT suggestion after ex. 7 – 2 Creative thinkers


Mira GCSE Spanish for AQA Higher Module 3 A clase 2 Las normas del insti (pp. 52–53) Topics and objectives � Describing school uniform and rules

� Using phrases followed by an infinitive � Giving and justifying opinions



Grammar Phrases followed by an infinitive Listening Identify speakers using pictures

Identify the rules mentioned; identify opinions as positive or negative

exs 2, 6

Speaking In pairs: ask and answer questions about school uniform, as different characters

ex. 3

Reading Match texts and pictures Identify which rules match the rules of their

own school

exs 1, 5

Writing Write a description of what they wear to school Write a text on the rules in their school,

including opinions with justifications

exs 4, 7

Key language (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

¡Qué bien! ¡Qué guay! ¡Qué suerte! ¡Qué horror! ¡Qué vergüenza! ¡Qué lío! ¡Qué 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 1 Review vocabulary for clothes; review adjective agreement 2 Review verb expressions which are followed by an infinitive

Plenary Review and practise adjective agreement; review and practise verbs/verb expressions which are followed by the infinitive


Practise adjective agreement

Extension Resources CD 2 tracks 8–9; Cuaderno Rojo, pp. 26–27; Gramática

216 Exam strategies Use exclamations to speak more expressively

Homework Notes


Mira GCSE Spanish for AQA Higher Module 3 A clase 3 Los profesores (pp. 54–55) Topics and objectives � Describing teachers

� Using comparatives and superlatives � Agreeing and disagreeing


Work and Education School/College and Future Plans What school is like Pressures and problems

Grammar Comparatives and superlatives Listening 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

exs 2, 3, 6

Speaking In pairs: discuss their teachers ex. 7

Reading Pair adjectives into opposites and translate them into English

Answer comprehension questions in English

exs 1, 5

Writing Rewrite sentences to give their own opinions ex. 4

Key language 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)?

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 1 Review comparatives 2 Review the superlative

Plenary Review and practise the comparative and superlative ICT opportunities Use computer to summarise and learn grammar Reinforcement 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

Extension Resources CD 2 tracks 10–12; Cuaderno Rojo, p. 28; Te toca a ti

Student’s Book p. 186 ex. 4; Gramática 218 Exam strategies Keep a list of useful phrases to use in speaking and writing

Use computer to summarise and learn grammar

Homework Notes


Mira GCSE Spanish for AQA Higher Module 3 A clase 4 El acoso escolar (pp. 56–57) Topics and objectives � Describing school pressures and problems

� Using quantifiers (muy…, un poco…) � Improving your reading skills



Grammar Adverbs of degree Listening Identify correct pictures ex.

2

Speaking In pairs: ask and answer questions about problems at school

ex. 3

Reading Write opinions for pictures Identify correct pictures Answer comprehension questions in English Translate expressions into English

exs 1, 4, 5, 6

Writing Translate sentences into Spanish Write an email about the problems in their own

school.

exs 7, 8

Key language 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 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…

bastante un poco poco demasiado muy tan

Lesson starters 1 Introduce vocabulary for talking about problems at school; practise using reading strategies 2 Review quantifiers

Plenary Talk about school problems ICT opportunities Reinforcement Cuaderno Rojo, p. 29 Extension Te toca a ti Student’s Book p. 187 exs 5–7

Summarise classmates’ answers in English Resources CD 2 track 13; Cuaderno Rojo, p. 29; Te toca a ti Student’s

Book p. 187 exs 5–7; Gramática 219 Exam strategies Listening strategy: anticipate key language which will come

up

Homework Notes


Mira GCSE Spanish for AQA Higher Module 3 A clase 5 El cole del futuro (pp. 58–59) Topics and objectives � Describing the schools of the future

� Using the future tense � Using questions to form answers



Grammar Future tense Listening 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

exs 2, 5, 6

Writing Write sentences about schools in the future ex. 3

Key language 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 1 Review the future tense; practise working out grammar patterns 2 Review the future tense

Plenary Review and practise the future tense ICT opportunities Reinforcement Cuaderno Rojo, p. 30

Practise the future tense (regular verbs)

Extension Practise the future tense (irregular verbs) Prepare and give a short presentation on the school of the future

Resources CD 2 tracks 14–15; Cuaderno Rojo, p. 30; Gramática 208 Exam strategies Recognise and use question words

Use the detail in questions to formulate answers

Homework Notes

Personal Learning and Thinking Skills extension suggestion after ex. 7 – 6 Effective participators


Mira GCSE Spanish for AQA Higher Module 3 A clase Prueba oral – conversation: School (pp. 60–61) Topics and objectives Talking about school AQA contexts and purposes


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)

exs 1, 2, 3, 5

Reading Identify words/phrases by category

ex. 4

Speaking Take part in a controlled assessment-style conversation about school

ex. 6

Writing Key language School



Mira GCSE Spanish for AQA Higher Module 3 A clase Prueba escrita (pp. 62–63) Topics and objectives Writing about school AQA contexts and purposes


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



exs 1, 2, 3

Writing Identify expressions to use in own writing Write a controlled assessment-style text about school

exs 4, 5–7

Key language School Homework Notes


Mira GCSE Spanish for AQA Higher Module 4 ¡Perdidos! Repaso Mi familia (pp. 66–67) Topics and objectives � Talking about your family

� Using possessive adjectives � Saying numbers and dates


Lifestyle Relationships and Choices Relationships with family and friends

Grammar Using possessive adjectives

Listening Identify people being described using pictures ex. 4

Speaking Work out new words in Spanish In pairs: describe someone and identify who is

being described

exs 3, 5

Reading Complete the gap-fill dialogue Translate words in text into English Match the opposites; write sentences using

each adjective

exs 1, 2, 6

Writing Translate sentences into Spanish Write a text describing four people in their

family

exs 7, 8

Key language 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 la abuela la hermana (mayor/menor) la hermanastra la hija la madre la mujer la nieta la padrastra la prima la sobrina la tía nací/nació el (12) de (mayo) 2000

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 1 Review key verb forms in the present tense 2 Review vocabulary for describing people; review adjective agreement

Plenary Review and practise vocabulary for family members; review and practise possessive adjectives


Write out years/dates they hear Practise giving family members with correct possessive adjective

Extension Write out dates and practise saying them Resources CD 2 track 16; Cuaderno Rojo, p. 34 Exam strategies Tackle higher numbers

Homework Notes


Mira GCSE Spanish for AQA Higher Module 4 ¡Perdidos! 1 Los supervivientes (pp. 68–69) Topics and objectives � Talking about relationships

� Using ser and estar � Talking about the present and the past



Grammar Using ser and estar Using reflexive verbs

Listening Note people’s nationality and details of their character

Note details about people

exs 1, 6

Speaking In pairs: ask and answer questions about a character

ex. 5

Reading Identify the people described Identify the Spanish for English expressions;

identify tenses used Identify the Spanish for English expressions

exs 2, 3, 4

Writing Write a description of the character and his/her past relationships

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 Review and practise ser and estar ICT opportunities Do writing task ex. 7 using word-processing or DTP

package Reinforcement 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

Extension Write out the present tense paradigm of parecerse Resources CD 2 tracks 17–18; Cuaderno Rojo, p. 35; Te toca a ti

Student’s Book p. 188 exs 1 & 3; Gramática 202 Exam strategies

Homework Notes


Mira GCSE Spanish for AQA Higher Module 4 ¡Perdidos! 2 La vida cotidiana (pp. 70–71) Topics and objectives � Talking about daily routine

� Using reflexive verbs � Using desde hace


Home and Environment Home and Local Area Home, town, neighbourhood and region, where it is and what it is like

Grammar Using reflexive verbs Listening Identify correct pictures

Complete gap-fill version of text Note details of daily routine

exs 1, 4, 5

Speaking In pairs: ask and answer questions about daily routine

ex. 3

Reading Answer comprehension questions ex. 6

Writing Write a list of questions about daily routine Write a description of daily routine and life on a

desert island

exs 2, 7

Key language 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.

Lesson starters 1 Review reflexive verbs used for daily routine 2 Review reflexive verbs used to describe daily routine

Plenary Review and practise reflexive verbs ICT opportunities Reinforcement Cuaderno Rojo, p. 36

Te toca a ti Student’s Book p. 188 ex.2 Write sentences using desde hace + present tense

Extension Write out full paradigms of stem-changing verbs Resources CD 2 tracks 19–22; Cuaderno Rojo, p. 36; Te toca a ti

Student’s Book p. 188 ex.2; Gramática 202 Exam strategies Use desde hace + present tense to say how long

Homework Notes


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



Grammar Using the present, preterite and imperfect tenses Negatives

Listening Identify the correct pictures Identify the correct pictures

exs 1, 2,

Speaking In pairs: ask and answer questions about household chores (using present, preterite and imperfect tenses)

ex. 6

Reading Complete text with multiple-choice options Note details of household chores in English

ex. 4, 5

Writing Write a paragraph about household tasks they don’t do

ex. 3

Key language 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 1 Review vocabulary for household tasks 2 Review vocabulary for household tasks

Plenary Review and practise present, preterite and imperfect tenses

ICT opportunities

Reinforcement Cuaderno Rojo, p. 37 Practise expressions for household chores

Extension Note expressions of frequency used in a recording and translate them into English

Resources CD 2 tracks 23–24; Cuaderno Rojo, p. 37; Gramática 200, 202, 204, 206, 220,

Exam strategies Listen out for negatives Look for time markers to help you indentify tense usage

Homework Notes


Mira GCSE Spanish for AQA Higher Module 4 ¡Perdidos! 4 Otro accidente (pp. 74–75) Topics and objectives � Describing people’s personalities

� Talking about relationships in the past and the present � Making deductions while listening



Grammar Talking about relationships in the past and the present

Listening Note people and adjective used to describe them

Follow text Summarise in English

exs 2, 4, 7

Speaking In pairs: talk about people in a story In pairs: discuss what they think is going to

happen next in a story

exs 5, 6

Reading Match Spanish and English adjectives ex. 1

Writing Write a description of how they get on with someone in their family now, and what that relationship used to be like

ex. 3

Key language (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

Alicia va a sobrevivir …va a enamorarse de… un equipo de rescate va a venir

Lesson starters 1 Review the forms of the present, preterite and imperfect tenses 2 Review adjectives used to describe people’s personalities

Plenary Review and practise adjectives used to describe people’s personalities

ICT opportunities Reinforcement Cuaderno Rojo, pp. 38–39 Extension 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

Resources CD 2 tracks 25–27; Cuaderno Rojo, pp. 38–39; Te toca a ti Student’s Book p. 189 exs 1–2

Exam strategies Identify cognates and recognise false friends Listen for paraphrases and negatives

Homework Notes

Personal Learning and Thinking Skills ex. 1 + tip box – 5 Self-managers


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


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

exs 1, 3

Speaking In pairs: ask and answer questions as a different character, adapting verb prompts

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 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 1 Review tenses; to remind students to associate certain time phrases with specific tenses 2 Review tense usage

Plenary Review and practise tense usage ICT opportunities Do and peer-correct writing task ex. 5 on computer Reinforcement Cuaderno Rojo, pp. 40–42

Extension Te toca a ti Student’s Book p. 189 ex. 3 Resources CD 2 tracks 28–29; Cuaderno Rojo, p. 40; Te toca a ti

Student’s Book p. 189 ex. 3 Exam strategies Use expressions to extend sentences

Use tenses accurately (preterite, imperfect, present, near future, plus me gustaría)

Homework Notes


Mira GCSE Spanish for AQA Higher Module 4 ¡Perdidos! Prueba oral – interview: Describing yourself (pp. 78–79) Topics and objectives Describing yourself and your family AQA contexts and purposes

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…)



exs 1, 2, 3, 5

Reading Identify verbs by tense ex. 4 Speaking Take part in a controlled assessment-style

interview, describing yourself and your family

ex. 6

Writing Key language Adjectives to describe people, relationships, future

plans

Resources CD 5, tracks 17–20 Homework

Notes

Personal Learning and Thinking Skills ex. 1 – 2 Creative thinkers


Mira GCSE Spanish for AQA Higher Module 4 ¡Perdidos! Prueba escrita (pp. 80–81) Topics and objectives Writing about relationships AQA contexts and purposes

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


exs 1, 2, 3

Writing Identify expressions to use in own writing Write a controlled assessment-style text about their family and other close relationships

exs 4, 6

Key language adjectives to describe people, relationships, future plans

Homework Notes

Personal Learning and Thinking Skills exs 5 + 6 – 3 Reflective learners


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 purposes

Lifestyle 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 From M3 and M4 Reading Match British and Spanish exchange partners

Match paragraphs to topics

exs 1–2

Listening Identify correct picture Identify opinions as positive, negative or a

mixture of both Answer comprehension questions

exs 1–3

Key language adjectives to describe people, household chores, opinions

Resources CD 5 tracks 21–23 Exam strategies 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


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


Work and Education Current and Future Jobs Looking for and getting a job

Grammar Revising masculine and feminine nouns Listening Note jobs and places of work ex.

2 Speaking Talk about the job a member of their family

does 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

exs 3, 6

Key language Soy… / Trabajo como/de… abogado/a camarero/a carpintero/a cocinero/a enfermero/a ingeniero/a jardinero/a mecánico/a médico/a peluquero/a 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 1 Review/introduce vocabulary for jobs 2 Review masculine and feminine nouns

Plenary Review and practise jobs vocabulary ICT opportunities Reinforcement Cuaderno Rojo, p. 45 Extension Resources CD 3 tracks 2–3; Cuaderno Rojo, p. 45; Gramática 212 Exam strategies Omit the article when you say what job you do

Dictionary skills

Homework Notes


Mira GCSE Spanish for AQA Higher Module 5 A trabajar 1 ¿Trabajas los sábados? (pp. 88–89) Topics and objectives � Describing part-time jobs

� Using tener que + infinitive � Extending spoken and written answers


Work and education Current and Future Jobs Looking for and getting a job Advantages and disadvantages of different jobs

Grammar Using tener que followed by the infinitive Listening Note details of jobs


exs 1, 6

Speaking In pairs: make up dialogues about what they do to earn money

exs 3

Reading Identify correct pictures Identify which statements are correct Identify opinions as positive, negative or a

mixture of both

exs 2, 4, 5

Writing Write about a part-time job in a shoe shop ex. 7

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

Plenary Review and practise tener que + the infinitive (present and preterite)


Write sentences on what they have to do every day, using tener que + the infinitive.

Extension Resources CD 3 tracks 4–5; Cuaderno Rojo, p. 46 Exam strategies Distinguish between confusable spoken forms

Extend sentences

Homework Notes


Mira GCSE Spanish for AQA Higher Module 5 A trabajar 2 Prácticas laborales (pp. 90–91) Topics and objectives � Describing work experience

� Using the preterite and the imperfect � Using adverbs of time and frequency


Work and education Current and Future Jobs Advantages and disadvantages of different jobs

Grammar Using the preterite and the imperfect tenses Listening Identify speakers using pictures and text ex.

1 Speaking In pairs: ask and answer questions about

characters ex. 4

Reading Identify speakers using pictures and text Identify who is being described Identify verbs by tense Identify tenses used with specific time

expressions

exs 2, 3, 5, 6

Writing Write out sentences replacing infinitives with correct verb forms (preterite/imperfect)

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

Plenary Review and practise the preterite and imperfect tenses ICT opportunities Use a computer to summarise and learn grammar

Reinforcement Cuaderno Rojo, p. 47

Te toca a ti Student’s Book p. 190 exs 1–3, p. 191 ex. 1 Extension Translate texts into English Resources 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 Exam strategies Use a computer to summarise and learn grammar

Use adjectives to describe people’s personalities

Homework Notes


Mira GCSE Spanish for AQA Higher Module 5 A trabajar 3 El futuro (pp. 92–93) Topics and objectives � Describing future plans

� Using different verbs to talk about the future � Forming sentences with si… (if…)


Lifestyle Relationships and Choices Future plans regarding: marriage/partnership Work and education Current and Future Jobs Looking for and getting a job

Grammar Using different verbs to talk about the future Si… clauses

Listening Identify correct pictures Note details of what will happen if something

else happens (si + present, + future)

exs 2, 4

Speaking Make up four questions on the future.; in pairs, ask and answer the questions

ex. 3

Reading Write a sentence for each person pictured Answer comprehension questions

exs 1, 5

Writing Write a text about their own future ex. 6

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 apruebo mis exámenes,… Si trabajo mucho,… Si estudio (ciencias),… Si practico más deporte,… Si tengo éxito,… ganaré dinero aprenderé un oficio haré un curso de formación profesional iré a la universidad tendré responsabilidades

seré (médico/a) seré famoso/a escribiré una novela jugaré al fútbol en…

Lesson starters 1 Review verb forms followed by the infinitive; introduce vocabulary for talking about future plans 2 Review ways of talking about the future

Plenary Review and practise the future tense; review and practise the structure si + present, + future


Write sentences using querer/tener la intención de/pensar/esperar + infinitive, and the near future and future tenses

Extension Te toca a ti Student’s Book p. 191 exs 2–3 Resources CD 3 tracks 7–8; Cuaderno Rojo, pp. 48–49; Te toca a ti

Student’s Book p. 191 exs 2–3; Gramática 208 Exam strategies Use antes de/después de + infinitive

Use a wide range of tenses

Homework Notes


Mira GCSE Spanish for AQA Higher Module 5 A trabajar 4 Mi currículum vitae (pp. 94–95) Topics and objectives � Understanding job adverts and CVs

� Using the conditional with gustar and poder � Understanding specialist vocabulary



Grammar Using the conditional with gustar and poder Listening Identify jobs for people using texts

Identify speakers exs 3, 5

Speaking In pairs: use CVs to discuss people ex. 6

Reading Match jobs and people Match jobs and requirements Identify which person is described

exs 1, 2, 4

Writing Key language 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 1 Review vocabulary for talking about work experience 2 Introduce/review vocabulary for CVs

Plenary Review and practise the conditionals me gustaría, podría ICT opportunities Write own CV on computer using word-processing or DTP

package Reinforcement Cuaderno Rojo, p. 50 Extension Te toca a ti Student’s Book p. 191 exs 4–6

Write own CV on computer using word-processing or DTP package


Exam strategies Understand texts with specialist vocabulary

Homework Notes

Personal Learning and Thinking Skills U4 extension/ICT suggestion after ex. 6 – 3 Reflective learners


Mira GCSE Spanish for AQA Higher Module 5 A trabajar 5 La entrevista (pp. 96–97) Topics and objectives � Understanding application letters

� Forming the perfect tense � Conducting a job interview



Grammar Forming the perfect tense Listening Note details about job applicants

Put answers in the order the corresponding questions are heard

Note details about a job applicant

exs 2, 3, 4

Speaking Reading 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 1 Introduce job vocabulary 2 Review different ‘you’ forms

Plenary Review and practise the perfect tenses ICT opportunities Reinforcement Cuaderno Rojo, pp. 51–52

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

Extension Note down and translate expressions they could use in a letter for a job application Practise the perfect tense (irregular)

Resources CD 3 tracks 11–13; Cuaderno Rojo, p. 51; Gramática 228 Exam strategies Watch own recorded interviews and identify areas in which

they could improve their language and/or performance Do a job interview: hints on content

Homework Notes

Personal Learning and Thinking Skills ex. 5 – 6 Effective participators


Mira GCSE Spanish for AQA Higher Module 5 A trabajar Prueba oral – conversation: Jobs (pp. 98–99 ) Topics and objectives Talking about jobs 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 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



exs 1, 2, 3, 5

Reading Translate useful expressions into English ex. 4 Speaking Take part in a controlled assessment-style

conversation about jobs ex. 6

Writing Key language Jobs


Personal Learning and Thinking Skills ex. 6 – 5 Self-managers


Mira GCSE Spanish for AQA Higher Module 5 A trabajar Prueba escrita (pp. 100–101) Topics and objectives Talking about jobs AQA contexts and purposes

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


exs 1, 2, 3, 4

Writing Write a controlled assessment-style text about jobs

exs 5–7

Key language jobs Homework Notes


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


Leisure Free Time and the Media Free time activities

Grammar Using definite/indefinite articles and algún Listening Identify correct pictures

Note times Note details about TV programmes/films Note details of trip to cinema

exs 1, 2, 4, 6

Speaking In pairs: complete and do gap-fill dialogue on TV/film preferences

ex. 5

Reading Correct false statements using text ex. 3

Writing Key language 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

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 1 Review vocabulary for talking about films and TV programmes 2 Review adjective agreement; review film/TV vocabulary

Plenary Review and practise adjective agreement ICT opportunities Reinforcement Cuaderno Rojo, p. 55

Practise times Extension Resources CD 3 tracks 14–17; Cuaderno Rojo, p. 55 Exam strategies Use the definite article with opinion verbs and the

indefinite article algún to mean ‘some’

Homework Notes


Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre Repaso 2 La paga (pp. 106–107) Topics and objectives � Talking about hobbies and pocket money

� Using conjugated verbs and infinitives � Introducing variety into your spoken Spanish


Leisure Free Time and the Media Free time activities Shopping, money, fashion and trends

Grammar Using conjugated verbs and infinitives Using direct object pronouns

Listening Identify correct pictures Note down expressions consisting of a verb +

the infinitive Note details about pocket money

exs 1, 2, 5

Speaking In pairs: ask and answer about the sports they do

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 1 Practise verb forms and structures; review sports vocabulary 2 Practise listening for numbers

Plenary Review and practise direct object pronouns ICT opportunities Reinforcement Cuaderno Rojo, p. 56

Write down as many verb + infinitive expressions as they can within a time limit Write sentences featuring direct object pronouns

Extension Resources CD 3 tracks 18–20; Cuaderno Rojo, p. 56, Gramática 214 Exam strategies Improve speaking performance

Homework Notes


Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre 1 El campeonato (pp. 108–109) Topics and objectives � Describing sports and sporting events

� Referring to the past and the present � Listening for the relevant information



Grammar Using tenses referring to the past and the present Listening Note details of sports in present and past ex

1 Speaking In pairs: ask and answer questions about the

sports they do ex. 4

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 1 Practise associating expressions of time with specific tenses 2 Review the preterite and the imperfect tense

Plenary Review and practise the use of the preterite and the imperfect tense

ICT opportunities Visit website of sporting event and summarise key details Reinforcement Cuaderno Rojo, p. 57 Extension Te toca a ti Student’s Book p. 193 ex. 2 Resources CD 3 track 21; Cuaderno Rojo, p. 57; Te toca a ti Student’s

Book p. 193 ex. 2 Exam strategies Read questions carefully in order to be able to listen for the

appropriate details

Homework

Notes

Personal Learning and Thinking Skills ex. 4 – 4 Team workers


Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre 2 Los deportes de riesgo (pp. 110–111) Topics and objectives � Talking about extreme sports

� Using a range of adjectives and opinion phrases � Decoding texts



Grammar Using a range of adjectives and opinions Listening Match descriptions with correct pictures +

captions Identify speakers

exs 1, 3

Speaking In pairs: ask and answer questions about extreme sports

ex. 4

Reading Do a questionnaire on extreme sports ex. 2

Writing Write a magazine article on extreme sports ex. 5

Key language el wakeboard el parkour el snowboard la corrido el 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.

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 1 Review sports vocabulary 2 Review expressions for giving opinions and reasons

Plenary Review and practise me gusta(n) + nouns ICT opportunities Research extreme sports on the Internet Reinforcement Cuaderno Rojo, p. 58

Extension Te toca a ti Student’s Book p. 193 ex. 1 Resources CD 3 tracks 22–23; Cuaderno Rojo, p. 58; Te toca a ti

Student’s Book p. 193 ex. 1 Exam strategies Reading strategies

Listening strategies

Homework Notes

Personal Learning and Thinking Skills Plenary – 6 Effective participators


Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre 3 ¿Quedamos? (pp. 112–113) Topics and objectives � Making arrangements to go out

� Using the present continuous � Taking part in an extended conversation



Grammar Using the present continuous Stem-changing verbs

Listening Note details left when people phone Note details left when people phone Note details of conversations in which people

make arrangements to go out

exs 1, 2, 5

Speaking In pairs: have conversations in which they make arrangements to go out

ex. 6

Reading Complete a gap-fill dialogue with the correct form of the appropriate stem-changing verb

ex. 4

Writing Write a paragraph on what they are doing at the moment, using the present continuous tense

ex. 3

Key language 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…

Lesson starters 1 Review the present tense of estar 2 Practise the present continuous tense

Plenary Review and practise the present continuous tense ICT opportunities Use the computer to help learn and practise new language Reinforcement Cuaderno Rojo, p. 59

Write out full present tense paradigms for stem-changing verbs repetir, preferir and volver

Extension Write sentences for every person of the present continuous Resources CD 3 tracks 24–26; Cuaderno Rojo, p. 59; Gramática 200,

226 Exam strategies Use expressions to gain thinking time

Use the computer to help learn and practise new language

Homework Notes

Personal Learning and Thinking Skills ICT suggestion after ex. 6 – 5 Self-managers


Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre 4 Una crítica (pp. 114–115) Topics and objectives � Writing reviews

� Using the personal a to talk about other people � Using absolute superlatives



Grammar Using the personal a to talk about other people Listening Match English and Spanish expressions

Note details of a film/book, etc. exs 2, 5

Speaking In pairs: ask and give their opinion on artists, authors, actors and/or musicians

ex. 4

Reading Identify correct sentences about a text ex. 3

Writing Write sentences to describe a film still Write a review of a film

exs 1, 6

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 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 1 Introduce more vocabulary for talking about films and TV programmes; review adjective agreement 2 Review vocabulary for discussing a film in detail

Plenary Review and practise the absolute superlative ICT opportunities Do and check writing task ex. 6 on computer Reinforcement 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

Extension Write sentences using different persons of acabar de Resources 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 Exam strategies Use the personal a

Homework Notes


Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre 5 La tecnología (pp. 116–117) Topics and objectives � Talking about new technology

� Revising comparatives � Using language of debate


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

exs 1, 3

Speaking In pairs: discuss their opinions on a range of communication media

ex. 4

Reading Find the Spanish for English expressions, in a text

Identify who is described

exs 2, 5

Writing Write a text on their own use of and attitude towards the Internet

ex. 6

Key language 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 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

opinions Plenary Review and practise the comparative ICT opportunities Reinforcement Cuaderno Rojo, pp. 62–64 Extension Te toca a ti Student’s Book p. 193 exs 3–4

Identify key language in a text Resources CD 3 tracks 29–30; Cuaderno Rojo, pp. 62–64; Te toca a ti

Student’s Book p. 193 exs 3–4 Exam strategies Use the comparative when giving opinions to add variety

and interest

Homework Notes


Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre Prueba oral – interview: Leisure (pp. 118–119) Topics and objectives Talking about leisure activities and interests AQA contexts and purposes


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



exs 1, 2, 3, 6

Reading Identify words/phrases by category Identify direct object pronouns

exs 4, 5

Speaking Take part in a controlled assessment-style interview on leisure activities

ex. 7

Writing Key language Leisure activities

Resources CD 5 tracks 28–31 Homework Notes


Mira GCSE Spanish for AQA Higher Module 6 Mi tiempo libre Prueba escrita (pp. 120–121) Topics and objectives Writing a review AQA contexts and purposes


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


exs 1, 2, 3

Writing Write a controlled assessment-style text about a book, film or painting

ex. 5

Key language Homework Notes


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 purposes

Work and education 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 From M5 and M6 Reading Match people with correct job agency

Identify statements as true, false or containing information not mentioned in the text

Answer multiple-choice comprehension questions

exs 1–3

Listening Identify opinions (in favour/against/no strong feelings)

Identify positive aspects of job (multiple choice)

Answer comprehension questions

exs 1–3

Key language Jobs, leisure activities, opinions


• Reading for detail (texts and questions) • Listening for detail (adjectives, negatives, tenses) • Distinguishing distractors

Homework Notes


Mira GCSE Spanish for AQA Higher Module 7 ¡Viva mi barrio! Repaso Hogar, dulce hogar (pp. 126–127) Topics and objectives � Talking about your home

� Using prepositions � Using relative clauses



Grammar Using prepositions Listening Note names of rooms

Repeat the Spanish names of furniture/household items; match pictures and labels

Match statements to questions

exs 2, 3, 6

Speaking In pairs: describe what rooms pictured houses have in them

In pairs: guess items by asking questions about its location

exs 1, 5

Reading Writing Write a description of a room for partner to

guess Write a description of their house

exs 4, 7

Key language 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 armario el equipo de música el espejo el horno el lavaplatos el ordenador

el sofá la alfombra la butaca/el sillón la cama la estantería la lámpara la lavadora la moqueta la nevera/el frigorífico la puerta la silla la televisión la 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 1 Review house vocabulary 2 Review prepositions; review house vocabulary

Plenary Review and practise prepositions ICT opportunities Reinforcement Cuaderno Rojo, p. 67 Extension Resources CD 4 tracks 2–4; Cuaderno Rojo, p. 67 Exam strategies Recognise relative clauses (using donde)

Homework Notes


Mira GCSE Spanish for AQA Higher Module 7 ¡Viva mi barrio! 1 ¿Cómo es tu casa? (pp. 128–129) Topics and objectives � Talking about different types of houses

� Using a variety of phrases to express opinions � Justifying opinions



Grammar Using a variety of phrases to express opinions Listening Identify correct pictures


exs 1, 2

Speaking In pairs: ask and answer questions about different types of houses

ex. 6

Reading Translate words in text into English; identify which houses speakers are talking about

Note opinions and reasons

exs 4, 5

Writing Write a description of their own house Write a text about their own house

exs 3, 7

Key language 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…

(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 1 Review adjective agreement; review/introduce adjectives for talking about houses 2 Review language for giving opinions

Plenary Review and practise talking about the good and bad things about where they live


Te toca a ti Student’s Book p. 194 ex. 1 Extension Resources CD 4 tracks 5–6; Cuaderno Rojo, p. 68; Te toca a ti

Student’s Book p. 194 ex. 1 Exam strategies Include a variety of opinion phrases when speaking or

writing

Homework Notes


Mira GCSE Spanish for AQA Higher Module 7 ¡Viva mi barrio! 2 Mi barrio (pp. 130–131) Topics and objectives � Talking about your neighbourhood

� Using the imperfect and present � Understanding tan and tanto/a (so, so much, so many)



Grammar Using the imperfect and present tenses to talk about places Listening Transcribe questions

Note details of someone’s life in the past and his life now

exs 3, 5

Speaking In pairs: talk about two places pictured ex. 4

Reading Match paragraphs Find in a text the Spanish version of the

English sentences Answer comprehension questions

exs 1, 2, 6

Writing Write a description of the area they live in and an area where they used to live

ex. 7

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

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 1 Review vocabulary for talking about a town/city/area 2 Introduce tanto; practise agreement

Plenary Review and practise the present and imperfect ICT opportunities Do and check writing task ex. 7 on computer Reinforcement Cuaderno Rojo, p. 69

Practise using tan/tanto/tanta/tantos/tantas Extension Resources CD 4 tracks 7–8; Cuaderno Rojo, p. 69 Exam strategies Use a range of tenses

Use a range of tenses and include complex structures when writing

Homework Notes

Personal Learning and Thinking Skills extension suggestion after ex. 5 – 1 Independent enquirers


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



Grammar Using the conditional Listening Note details about a local area

Answer comprehension questions exs 2, 3

Speaking In pairs: ask and answer questions about their own town

ex. 5

Reading Match pictures and phrases Find the Spanish versions of English phrases

exs 1, 4

Writing Write a text on their own town ex. 6

Key language 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 1 Review agreement 2 Review language for talking about the local environment

Plenary Review and practise the conditional ICT opportunities Research tourist office website for a Spanish town Reinforcement Cuaderno Rojo, pp. 70–71

Write sentences featuring different verbs in the conditional Extension Te toca a ti Student’s Book p. 195 exs 2–3

Practise conditional forms orally Resources CD 4 tracks 9–11; Cuaderno Rojo, pp. 70–71; Te toca a ti

Student’s Book p. 195 exs 2–3; Gramática 210 Exam strategies Check written work

Homework

Notes

Personal Learning and Thinking Skills ex. 6 + tip box – 3 Reflective learners


Mira GCSE Spanish for AQA Higher Module 7 ¡Viva mi barrio! 4 El centro comercial (pp. 134–135) Topics and objectives � Shopping for clothing

� Using direct object pronouns � Using este, ese and aquel


Leisure Free Time and the Media Shopping, money, fashion and trends

Grammar Using direct object pronouns Listening 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

exs 1, 3, 5, 7

Speaking In pairs: ask and answer questions on their own shopping habits

ex. 4

Reading Answer comprehension questions Translate expressions in text into English

exs 2, 6

Writing Key language 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 1 Review adjective agreement and position; review the indefinite article 2 Review direct object pronouns

Plenary Review and practise demonstrative adjectives ICT opportunities Look at the website of a Spanish clothes store Reinforcement Cuaderno Rojo, p. 72

Te toca a ti Student’s Book p. 194 ex. 3 Practise demonstrative adjectives with clothes

Extension Te toca a ti Student’s Book p. 195 ex. 1 Make up their own dialogues in shops

Resources 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 Use tenses appropriately, source content and use pronouns

Homework Notes

Personal Learning and Thinking Skills extension suggestion after ex. 7 – 4 Team workers


Mira GCSE Spanish for AQA Higher Module 7 ¡Viva mi barrio! 5 Regalos y quejas (pp. 136–137) Topics and objectives � Giving presents and making complaints

� Using indirect object pronouns � Extending sentences by giving reasons



Grammar Using indirect object pronouns Listening Answer comprehension questions

Identify correct pictures Note details of problems in shops

exs 2, 6, 7

Speaking In pairs: ask and answer questions on presents they have bought in the past

ex. 5

Reading 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

exs 1, 3, 4

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

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 1 Review direct object pronouns 2 Review indirect object pronouns

Plenary Review and practise indirect object pronouns ICT opportunities Reinforcement Cuaderno Rojo, p. 73

Te toca a ti Student’s Book p. 194 ex. 2 Translate sentences into Spanish to practise indirect object pronouns

Extension Write sentences featuring the indirect object pronoun and the preterite and near future tenses

Resources CD 4 tracks 16–18; Cuaderno Rojo, p. 73; Te toca a ti Student’s Book p. 194 ex. 2; Gramática 214

Exam strategies Extend what you say by adding reasons Make up their own dialogues about problems in shops

Homework Notes


Mira GCSE Spanish for AQA Higher Module 7 ¡Viva mi barrio! Prueba oral – conversation: Home and local area (pp. 138–139) Topics and objectives Talking about where you live AQA contexts and purposes


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



exs 1, 2, 3, 5

Reading Translate key expressions into English ex. 4 Speaking Take part in a controlled assessment-style

conversation on their local area ex. 6

Writing Key language Local area, facilities

Resources CD 5 tracks 35–38 Homework Notes


Mira GCSE Spanish for AQA Higher Module 7 ¡Viva mi barrio! Prueba escrita (pp. 140–141) Topics and objectives Talking about where you live AQA contexts and purposes


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)



exs 1, 2, 3

Writing Write a controlled assessment-style text about your local area

exs 4–6

Key language Local area, facilities Homework Notes


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


Lifestyle Health Healthy and unhealthy lifestyles and their consequences

Grammar Using reflexive verbs in the perfect tense doler

Listening Identify correct pictures Note which part of the body hurts and for how

long Note details about ailments and treatments

exs 1, 2, 4

Speaking In pairs: ask and answer questions about symptoms

In pairs: ask and answer questions about being ill and treatments

exs 3, 5

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…

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 he roto la pierna. Me he cortado el pie. Me he torcido el tobillo. Me he 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 1 Review me duele/me duelen; review vocabulary for parts of the body 2 Review the use of tener to give symptoms

Plenary Review and practise the vocabulary for talking about ailments


Te toca a ti Student’s Book p. 196 ex. 4 Name parts of the body

Extension Practise le duele(n) and body vocabulary Resources CD 4 tracks 19–21; Cuaderno Rojo, p. 77; Te toca a ti

Student’s Book p. 196 ex. 4; Gramática 202, 228 Exam strategies Make connections to remember words

Homework Notes

Personal Learning and Thinking Skills ex. 3 – 4 Team workers


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



Grammar Memorising vocabulary Listening Identify correct pictures

Note details of shopping exs 1, 4

Speaking In pairs: participate in dialogues (buying food items in a shop)

ex. 6

Reading Note details of items on a shopping list Write down numbers Identify correct pictures

exs 2, 3, 5

Writing Key language los champiñones

los guisantes los huevos los limones los melocotones los melones los pepinos los pimientos rojos los plátanos las cebollas las judías verdes las manzanas las naranjas las peras las 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

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 1 Review vocabulary for fruit and vegetables 2 Practise listening for numbers

Plenary Practise listening for numbers ICT opportunities Use a Spanish supermarket website to note and work out

new vocabulary Reinforcement Cuaderno Rojo, p. 78

Practise quantities and food items Extension Resources CD 4 tracks 22–23; Cuaderno Rojo, p. 78 Exam strategies Use categories to remember words

Recognise the importance of learning numbers Recognise features of prices

Homework Notes


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



Grammar Using the present and imperfect tenses Listening Identify correct pictures


Speaking In pairs: ask and answer questions about each other’s lifestyle

ex. 3

Reading Complete gap-fill questions Answer comprehension questions

exs 2, 6

Writing Write a paragraph detailing what they do to stay fit

ex. 5

Key language Para estar en forma… Para no engordar… siempre a menudo normalmente frecuentemente de vez en cuando raramente rara vez no nunca 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 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

Plenary Review and practise the structures used in the unit to talk about lifestyle, including time expressions

ICT opportunities Do and check writing task ex. 5 on computer Reinforcement 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

Extension Do and check writing task ex. 4 on computer Resources CD 4 tracks 24–25; Cuaderno Rojo, p. 79; Te toca a ti

Student’s Book p. 196 exs 1–3 Exam strategies Distinguish different Spanish verbs used to talk about

mealtimes Use the imperfect tense

Homework Notes


Mira GCSE Spanish for AQA Higher Module 8 La salud 2 ¿Llevas una vida sana? (pp. 150–151) Topics and objectives � Reading problem pages and giving advice

� Using the conditional and future tense � Giving extended answers while speaking



Grammar Using the conditional tense and future tenses Listening Answer comprehension questions ex.

3 Speaking In pairs: talk about lifestyle problems and give

advice ex. 4

Reading Identify statements as true, false or containing information not mentioned in the text

Identify verbs in the conditional in a text

exs 1, 2

Writing Write a letter giving advice in response to a lifestyle problem

ex. 5

Key language 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 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 Review and practise the conditional and the future tense ICT opportunities Reinforcement Cuaderno Rojo, p. 80 Extension Te toca a ti Student’s Book p. 197 exs 1–2

Translate texts into English Resources CD 4 track 26; Cuaderno Rojo, p. 80; Te toca a ti Student’s

Book p. 197 exs 1–2 Exam strategies Use the conditional and the future tense

Homework Notes


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



Grammar Understanding phrases with the subjunctive Listening Note details of lifestyle ex.

2 Speaking In pairs: discuss their opinions of the issues

raised in the unit and their own lifestyles ex. 3

Reading Identify who wrote texts Answer comprehension questions

exs 1, 4

Writing Write an email to a friend about problems affecting young people

ex. 5

Key language 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 Review and practise giving opinions on issues affecting young people

ICT opportunities Reinforcement Cuaderno Rojo, pp. 81–82 Extension Resources CD 4 track 27; Cuaderno Rojo, p. 81; Gramática 230 Exam strategies

Homework Notes

Personal Learning and Thinking Skills ex. 3 – 6 Effective participators ex. 5 – 1 Independent enquirers


Mira GCSE Spanish for AQA Higher Module 8 La salud Prueba oral – interview: Interview with a homeless person (pp. 154–155) Topics and objectives Talking about lifestyle AQA contexts and purposes

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



exs 1, 2, 3, 5


ex. 4

Speaking Take part in a controlled assessment-style interview about their lifestyle in the character of a homeless person

ex. 6

Writing Key language Daily routine, social problems

Resources CD 5 tracks 39–42 Homework


Mira GCSE Spanish for AQA Higher Module 8 La salud Prueba escrita (pp. 156–157) Topics and objectives Writing about lifestyle AQA contexts and purposes


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


exs 1, 2, 3

Writing Write a controlled assessment-style text about healthy lifestyles

exs 4–6

Key language lifestyle Homework Notes


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 purposes

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 From M7 and M8 Reading Match items and rooms

Identify opinions, giving reasons Answer comprehension questions

exs 1–3

Listening Answer multiple choice comprehension questions

Identify opinions Answer comprehension questions

exs 1–3

Key language Where we live, food


• 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


Mira GCSE Spanish for AQA Higher Module 9 Nuestro planeta Repaso Cambios medioambientales (pp. 162–163) Topics and objectives • 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

Grammar Using the conditional of deber Listening Match speakers and recommendations

Note details of environmental problems and proposed solutions

exs 2, 3

Speaking In pairs: discuss environmental problems in their areas

In pairs: ask and answer questions to identify the correct picture

exs 4, 6

Reading Match sentence halves; match sentences to pictures

Find in a text the Spanish version of the English sentences

exs 1, 5

Writing Write an article on the environment, including proposed solutions to problems

ex. 7

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 …

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


Te toca a ti Student’s Book p. 202 ex. 1

Extension Practise using deber in the conditional Resources CD 4 tracks 28–29; Cuaderno Rojo, p. 85; Te toca a ti

Student’s Book p. 202 ex. 1; Gramática 210 Exam strategies Use gastar/malgastar

Adapt model answers and use a variety of expressions to introduce opinions

Homework Notes


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


Lifestyle Relationships and Choices Social issues and equality Home and Environment Environment Current problems facing the planet

Grammar Using the present subjunctive Listening Match speech bubbles to the correct pictures

Note statistics exs 1, 6

Speaking In pairs: discuss global issues exs 3

Reading Translate expressions in a text into English Summarise a text in English Identify subjunctives in a text

exs 2, 4, 5

Writing exs

Key language 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

issues 2 Review large numbers

Plenary Review the importance of noting, learning and reviewing vocabulary on an ongoing basis

ICT opportunities Research and summarise global issues on the website of a voluntary organisation (e.g. Oxfam)

Reinforcement Cuaderno Rojo, pp. 86–87 Extension Make sentences using es + subjunctive + que to talk about

global issues Resources CD 4 tracks 30–31; Cuaderno Rojo, pp. 86–87; Gramática

230 Exam strategies 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

Homework Notes

Personal Learning and Thinking Skills Plenary – 5 Self-managers


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



Grammar Negative commands Listening Match English and Spanish phrases; identify

the Spanish phrases in the recording Match speakers to English summaries Match titles and articles

exs 1, 2, 4

Speaking In pairs: match statements ex. 3

Reading Identify cognates in texts Find in a text the Spanish version of the

English sentences Complete gap-fill sentences

exs 5, 6, 7

Writing Design a poster on environmental issues 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

Plenary Review and practise the subjunctive ICT opportunities Use a word-processing or DTP package to produce the

poster in ex. 8 Reinforcement Cuaderno Rojo, pp. 88–89

Te toca a ti Student’s Book p. 202 ex. 3

Extension Write out full paradigms of verbs in the present subjunctive Resources CD 4 tracks 32–34; Cuaderno Rojo, pp. 88–89; Te toca a ti

Student’s Book p. 202 ex. 3; Gramática 230 Exam strategies Use cognates and context to work out unknown words

Homework Notes

Personal Learning and Thinking Skills ex. 8 – 6 Effective participators


Mira GCSE Spanish for AQA Higher Module 9 Nuestro planeta 3 Piensa globalmente (pp. 168–169) Topics and objectives • Looking at local solutions to global problems

• Using the imperfect and present tenses • Gaining thinking time when speaking



Grammar Using the imperfect and the present tenses Listening Answer comprehension questions


Speaking In pairs: memorise and test each other on quiz facts

ex. 2

Reading Write out answers to multiple choice environment quiz

ex. 1

Writing Write about the lifestyle of a celebrity as it affects the environment

ex. 5

Key language 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 1 Review language for talking about environmental problems; review deber in the conditional 2 Review the imperfect

Plenary Review and practise the present and imperfect tenses ICT opportunities Reinforcement Cuaderno Rojo, p. 90

Te toca a ti Student’s Book p. 202 ex. 2 Identify the tense of verbs in a text

Extension Produce present tense and imperfect tense forms Resources CD 4 tracks 35–36; Cuaderno Rojo, p. 90; Te toca a ti

Student’s Book p. 202 ex. 2; Gramática 202

Exam strategies Use thinking time expressions to play for time when speaking Extend sentences (using a range of tenses, using connectives)

Homework Notes


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



Grammar Using si + present + future Listening Match sentence openings and endings

Answer comprehension questions

exs 1, 6

Speaking In pairs: take part in interview for voluntary work

ex. 3

Reading Identify verbs in a text and translate them into English

Answer comprehension questions Find in a text the Spanish version of the

English sentences

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? Si me hago voluntaria, … Si me hago miembro de Oxfam, … Si apadrino a un niño del tercer mundo, … Si reciclamos y reutilizamos, … Si 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 1 Review language for talking about global issues; use context to work out grammar 2 Review sentences with si + present, + future

Plenary Review and practise sentences with si + present, + future ICT opportunities Research opportunities for young people to get involved in

voluntary work in your area and to summarise this in Spanish

Reinforcement Cuaderno Rojo, p. 91 Extension 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


Exam strategies Include more complex structures in their writing: si + present, + future and Es + adjective + que + subjunctive

Homework Notes


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



Grammar The pluperfect tense Listening Answer comprehension questions


Speaking In pairs: act out the interviews they wrote in ex. 6

ex. 7

Reading Make notes on what statistics represent Answer comprehension questions Translate verbs in a text into English

exs 1, 3, 4

Writing Write an interview with a homeless person ex. 6

Key language Había comprado una casa. Había empezado a estudiar. Había perdido mi trabajo. Había 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 1 Review past participles 2 Introduce the pluperfect; practise working out language in context

Plenary Review exam strategies ICT opportunities Reinforcement Cuaderno Rojo, p. 92

Write sentences using the pluperfect tense and an appropriate time phrase

Extension Resources CD 4 tracks 39–40; Cuaderno Rojo, p. 92; Gramática 228

Exam strategies Summarise advice on preparing for the exam; use this as a checklist when preparing

Homework Notes

Personal Learning and Thinking Skills Plenary – 3 Reflective learners


Mira GCSE Spanish for AQA Higher Module 9 Nuestro planeta Prueba oral – conversation: Environment (pp. 174–175) Topics and objectives Talking about the environment AQA contexts and purposes

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)

exs 1, 2, 3, 5


ex. 4

Speaking Take part in a controlled assessment-style conversation on environmental problems and voluntary work

ex. 6

Writing Key language the environment, social issues

Resources CD 5 Tracks 46-49 Homework


Mira GCSE Spanish for AQA Higher Module 9 Nuestro planeta Prueba escrita (pp. 176–177) Topics and objectives Writing about the environment AQA contexts and purposes

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


exs 1, 2, 3

Writing Write a controlled assessment-style text about your world view

ex. 5

Key language the environment, social issues Homework Notes


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 purposes

Lifestyle 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 From M9 Reading Identify subject for each paragraph

Answer multiple choice comprehension questions

exs 1–2

Listening Answer multiple choice comprehension questions

Match each person to a problem Note details of decisions and their

consequences

exs 1–3

Key language social problems, lifestyles

Resources CD 6 track 50-52 Exam strategies 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

Homework Notes

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