13

Giving
opinions
using
adjectives

Talking
about
television
programmes

Practising
the present
tense with
frequency
expressions
2 La
televisin
(pp. 89)

9C3 Youth
attitudes to
sport/popular
culture
(launch)

9L4 Questions/
text as
stimulus to talk
(launch)

9W4 Main
inflections
(launch)

9W2
Connectives
in complex
sentences
(launch)

9S5 Less
common
negatives
(launch)

9S1 Changing
emphasis
(launch)

9W5 Verb
tenses (+
conditional)
(present tense)
(launch)

1 Mi
ordenador
(pp. 67)

Talking
about what
you use
computers
for

Framework

Unit

2.1a identify patterns

2.1b memorising
2.1d previous knowledge
2.1e use reference materials
3c apply grammar
3f compare experiences
4c use more complex
language
4e use a range of resources
4g language for a range of
purposes

15

2.1d previous knowledge

2.2a listen for gist
2.2b skim and scan
2.2c respond appropriately
3c apply grammar
4d make links with English

14

Levels and PoS

Cul es tu programa favorito?

Mi programa favorito se llama
un programa de msica
un programa de deporte
un programa de tele-realidad
un concurso
un documental
una comedia
una serie de policas
una telenovela
el telediario
el tiempo
Me gusta/Me encanta/No me gusta/No me gusta nada
el telediario porque es emocionante/divertido
Me gustan/Me encantan/No me gustan/No me gustan
nada
los programas de deporte/los concursos/las comedias
porque son
emocionantes
interesantes
divertidos/as
informativos/as
aburridos/as
tontos/as

Qu haces con tu ordenador?

Leo y escribo correos.
Descargo msica.
Navego por internet.
Juego.
Chateo.
Hago mis deberes.
Veo DVDs.
Compro regalos.
todos los das
dos veces a la semana
los fines de semana
a veces
nunca

Key language

Agreement (nouns,
verbs, adjectives)

Irregular I forms
hago/veo/tengo

Stem-changing
verb forms juego/
prefiero

Verbs in the
present tense: -ar,
-er, -ir

Grammar

continued

Communicating
with native speakers

Developing
vocabulary learning
skills

Using reading
strategies to work
out new words

Using reference
resources

Recognising and
using techniques to
improve writing

Extending
sentences, using
connectives (and
negatives

Identifying key
information by
skim-reading a text

Understanding a
longer/authentic
text in Spanish
(magazine
questionnaire)

Using reading
strategies to work
out new words

Skills

Module 1 Los medios de comunicacin

(Pupils Book pages 623)

14

Using the
preterite
tense

Describing a
concert

5 Fui a un
concierto
(pp. 1415)

Using the
near future
(voy a )

Talking
about
different
types of
music

4 La msica
(pp. 1213)

Using
comparatives
(ms que)

9W5 Verb
tenses (+
conditional)
(preterite)
(launch)

9C3 Youth
attitudes to
sport/popular
culture
(reinforce)

9L3 Reporting
and
paraphrasing
(launch)

9W5 Verb
tenses (+
conditional)
(near future)
(launch)

9T1
Understanding
complex
language
(launch)

9S6 Multipleclause
sentences
(launch)

9S2 Order
of elements
in sentences
(launch)

3 Las
pelculas
(pp. 1011)

Talking
about films

Framework

Unit

2.1a identify patterns

2.1d previous knowledge
2.2a listen for gist
2.2f initiate/sustain
conversations
3c apply grammar
4b communicate in pairs, etc.

34

2.1a identify patterns

2.2e ask and answer
questions
2.2g write clearly and
coherently
3d use a range of vocab/
structures
3f compare experiences
4b communicate in pairs, etc.
4e use a range of resources
4g language for a range of
purposes

15

2.1d previous knowledge

2.2d pronunciation and
intonation
2.2g write clearly and
coherently
2.2h redraft to improve
writing
3c apply grammar
3d use a range of vocab/
structures
4e use a range of resources
4g language for a range of
purposes

34

Levels and PoS

Adnde fuiste?
Fui a un concierto de
Con quin saliste?
Sal con mi hermana/mi hermano/mis padres/mi(s)
amigo(s).
Qu hiciste?
Cant. Bail.
Compr una camiseta. Saqu fotos.
Qu comiste?
Com una pizza/una hamburguesa/una paella/un
bocadillo.
Descargu el nuevo CD de
Qu tal lo pasaste?
Lo pas fatal/bomba!
Fue estupendo/guay/genial/un poco aburrido.

Qu tipo de msica te gusta?

Me encanta
Me gusta mucho
Me gusta
No me gusta
No me gusta nada
Odio
la msica clsica
la msica latina
la msica electrnica
la msica de los aos sesenta
el pop
el rock
el rap
el jazz
Maana/Esta tarde voy a ir a un concierto de

Qu tipo de pelculas te gustan?

(No) Me gusta
Prefiero ...
las pelculas de amor
las pelculas de accin
las pelculas de terror
las pelculas de ciencia-ficcin
las pelculas de guerra
las pelculas del Oeste
las pelculas de artes marciales
las comedias
los dibujos animados
ms que/menos que

Key language

The preterite
(singular forms:
-ar/-er/-ir verbs and
ser/ir )

The near future

tense

Comparatives

Grammar

continued

Participating in an
unscripted dialogue

Applying
recognised patterns
to new language

Writing an extended
text in Spanish

Communicating
with native speakers

Developing
grammar learning
skills

Applying
recognised patterns

Reviewing progress/
checking work
using the Mini-test

Writing an extended
text in Spanish

Participating in an
unscripted dialogue

Skills

Module 1 Los medios de comunicacin

(Pupils Book pages 623)

15

Te toca a ti
(pp. 114115)

Gramtica
(pp. 2021)

Writing a
text about a
pop group

Writing a
text about a
pop group

Activities
practising
the grammar
points covered
in Module 1
Self-access
reading and
writing at two
levels

9C4 Wellknown features

of the country
(launch)

9C2 Work of
famous artists
(launch)

9T4 Using
support
materials
(launch)

9T3 Authentic
texts as sources
(launch)

24
45

24

2.1d previous knowledge

2.1e use reference materials
2.2g write clearly and
coherently
2.2i reuse language they have
met
2.2k deal with unfamiliar
language
3d use a range of vocab/
structures
3e different countries/
cultures
4c use more complex
language
4e use a range of resources
4f language for interest/
enjoyment
4g language for a range of
purposes

46

8W7
Dictionary
detail (launch
see note in
Framework
objectives grid
on p. 5)

Extra!
(pp. 1819)

Levels and PoS

Framework

Resumen/
Preprate
(pp. 1617)
Pupils
checklist and
practice test

Unit

Present tense verbs

Adjectival endings
Comparatives
Near future tense
Preterite tense

Revision of language from Module 1

Key language

Grammar

Using reference
resources

Writing an extended
text in Spanish

Using reading
strategies to work
out new words

Understanding a
longer/authentic
text in Spanish
(website article)

Reviewing progress/
checking work

Skills

Module 1 Los medios de comunicacin

(Pupils Book pages 623)

Los me

in
nicac

de comu
dios

Mi ordenador

(Pupils Book pages 67)

Learning objectives

Key language

Qu haces con tu ordenador?

Leo y escribo correos.
Descargo msica.
Navego por internet.
Juego.
Chateo.
Hago mis deberes.
Veo DVDs.
Compro regalos.
todos los das
dos veces a la semana
los fines de semana
a veces
nunca

Talking about what you use

computers for
Practising the present tense
with frequency expressions

Framework objectives
9W5 Verb tenses (+ conditional)
(present tense) (launch)
9S1 Changing emphasis
(launch)
9S5 Less common negatives
(launch)

Grammar

Verbs in the present tense: -ar,

-er, -ir
Stem-changing verb forms
juego/prefiero
Irregular I forms hago/veo/
tengo

High-frequency words
la, los
a las
mis
de

por
y
comprar
escribir
hacer
jugar
leer
ver
nunca

Cross-curricular
English: Verb tenses

Resources
CD1, tracks 23
Cuaderno Verde, p. 2
R & A Pack, Gramtica p. 5 (The
present tense)

Launching teaching objectives

1 Escucha y escribe la letra correcta.

(18) (AT1.3) 9W1 9W5

9W5 Use exercise 1 to launch verb tenses (+

conditional) (present tense).
9S1 Use exercise 5 to launch changing emphasis.
9S5 Use exercise 5 to launch less common
negatives.

Listening. Pupils listen to eight people talking

about the activities they do on their computers.
They write down the letter for each activity.

Audioscript
1

Starter 1
Aim
To introduce/review the language for talking
about computer activities.
Write up the following. Ask pupils what the
question means, then give them two minutes
working in pairs to translate the activities into
English. (You could make the task competitive
by seeing which pair can complete it first.)
Qu haces con tu ordenador?
Leo y escribo correos.
Descargo msica.
Navego por internet.
Juego.
Chateo.
Hago mis deberes.
Veo DVDs.
Compro regalos.

Track 2

Qu haces con tu ordenador, Pepe?

Descargo msica.
Y t, Lola? Qu haces con tu ordenador?
Navego por internet.
Qu haces con tu ordenador, Polita?
Leo y escribo correos todos los das.
Qu haces con tu ordenador, Alejandro?
Hago mis deberes con el ordenador.
Y t, Javier? Qu haces con tu ordenador?
Juego.
Y t, Carmen? Qu haces con tu ordenador?
Veo DVDs.
Qu haces con tu ordenador, Ana Mara?
Chateo mucho.
Rico, qu haces con tu ordenador?
Compro regalos.

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

Play a memory game (books closed). Play

the recording once or twice more, then ask pupils
working in pairs to note down as many of the
activities as they can. Award 1 point for each
activity.

Suggestion
Read through the expressions of frequency in the
box alongside exercise 2, checking comprehension.

16

1 Mi ordenador

Los medios de comunicacin

2 Escucha y escribe la letra correcta

y la expresin de frecuencia. (18)
(AT1.3) 9S1

Starter 2 9W5

Listening. Pupils listen and note the computer

activity (from pictures ah in exercise 1) and the
expression of frequency used each time.

To review singular verb endings in the present

tense.

Audioscript
1

Aim

Write up the present tense singular forms of

hablar, comer and vivir, putting the different
verb forms in random order (vive, habla, compro,
etc.). Give pupils two minutes working in pairs
to identify the correct subject for each of the
verbs (I, you, he/she) and the three infinitive
forms of the verbs shown.

Track 3

Qu haces con tu ordenador? Descargas msica?

S. Descargo msica dos veces a la semana.
Navegas por internet?
Claro. Navego por internet a veces.
Y qu ms cosas haces?
A veces hago mis deberes con el ordenador.
Lees y escribes correos tambin?
S, leo y escribo correos todos los das.
Y juegas?
S, s, s, me encantan los videojuegos. Juego con el
ordenador todos los das.
Y ves DVDs con tu ordenador?
S, veo DVDs los fines de semana.
Chateas tambin?
S. Chateo mucho. Me encanta chatear. Normalmente
chateo los fines de semana.
Compras regalos por internet?
No, nunca compro regalos por internet.

4 Escribe el verbo en espaol y en

ingls. (AT4.1) 9W3 9W5
Writing. Pupils work out the Spanish verb forms
given here as anagrams and match them with the
English translations.
Answers
1
2
3
4
5
6
7
8

Answers
1
2
3
4

b, dos veces a la semana

c, a veces
f, a veces
a, todos los das

5
6
7
8

d, todos los das

g, los fines de semana
e, los fines de semana
h, nunca

compras
descargas
chateas
escribes
lees
juegas
haces
ves

you buy
you download
you chat
you write
you read
you play
you do
you see

Gramtica: The present tense: regular

verbs 9W5 9T4

3 Copia y completa el texto con el

verbo correcto. (AT3.4) 9W5 9T1

Use this to review the present tense (singular) of

all regular verbs.

Reading. Pupils copy out and complete the text,

choosing from the two verb options each time.

Remind pupils that Spanish has a greater variety

of verb endings than English and that it is
important to learn the different endings as they
go along.

Answers
Hola! Qu tal? Me llamo Jorge el Geek. Me encanta la
tecnologa. (1) Juego mucho con mi ordenador. Chateo
todos los das. Los fines de semana leo y (2) escribo
correos. (3) Hago mis deberes y (4) navego por internet un
poco. Tambin descargo msica y (5) veo DVDs. A veces
(6) compro regalos por internet pero este mes no tengo
mucho dinero. Qu lstima!

Remind them also that they can find out

information on verbs in a range of tenses in the
Gramtica section at the back of the Pupils Book.
The Gramtica box also refers to stem-changing
verbs (with juego as an example) and highfrequency verbs with irregular first-person forms
(with hago as an example). Go into more detail
in reviewing these verb types as appropriate,
depending on the level of your class.
Exercise1 on page 20 of the Pupils Book gives
practice on this point.

17

Los medios de comunicacin

1 Mi ordenador
6 Y t? Qu haces con tu
ordenador? (AT4.34) 9W5 8S6

Suggestion
Ask pupils to look at the text in exercise 5. Can
they tell you what kind of text it is and where it is
likely to appear? (questionnaire, in a magazine)
Ask them what clues helped them work this out
without reading the text in detail (multiple choice
options, layout, solutions).

Writing. Pupils write a paragraph on what they use

their computers for. Encourage them to include
expressions of frequency and to use connectives to
vary their sentences. An opening is supplied for
support.

5 Haz este quiz con tu compaero/a.

(AT2.2) 9W5 9S1 9S5

Plenary 9W5

Speaking. In pairs: pupils do the questionnaire

on what they use their computers for. They
take it in turn to ask the questions and answer
them, choosing from the options given. When
they have worked out their results, they read the
corresponding definition at the bottom of the quiz.

Ask pupils to review the present tense endings of

the three regular verb groups, then get the class
to stand up. Tell them that each time they hear
an -ar verb form, they must sit down. If it is a
verb of any other type, they remain standing.
Give a range of infinitives and present-tense verb
forms at random, using a mixture of regular
and irregular verbs that they know. Pace these to
meet the level of the class. Occasionally pause
and ask a pupil to translate the latest verb form
you have given into English.

Draw pupils attention to the fact that most of the

answer options in the questionnaire have the time
expression at the end. Can they spot the exception?
(nunca) Explain that these time expressions can be
used at the beginning or the end of a sentence to
vary the emphasis.

18

1 Mi ordenador

Cuaderno Verde, page 2

R & A Pack, Gramtica page 5

Los me

Cuaderno Verde dios de comu

pages 67

nicacin

1 Mi ordenador

Los medios de comunicacin

1 Empareja las tres columnas. Match up the three columns.

1 Navego

a DVDs

2 Descargo

b mis deberes

3 Hago

c regalos

4 Veo

d con mis amigos

por internet

5 Compro

e msica

6 Leo y escribo

<

7 Juego

g con mi ordenador

8 Chateo

h correos

por internet

2 Mira el cuadro y lee las frases. Verdadero (9) o falso (8)?

Look at the table and read the sentences. True or false?
nunca

a veces

los nes de semana

todos los das

Mira! Pearson Education Limited 2008

Susana

Alberto

Marta

1
2
3
4
5
6

Susana nunca navega por internet y a veces juega con el ordenador.

Alberto descarga msica todos los das y a veces chatea con sus amigos.
Marta nunca chatea y a veces compra regalos.
Alberto nunca compra regalos y juega todos los das.
Susana nunca hace sus deberes y le gusta ver DVDs los fines de semana.
Marta navega por internet todos los das.

9W5

1 (AT3.2) 9S2
1 f 2 e 3 bz 4 a<
7 gE 8 d

5 cA

A1

6 h

2 (AT3.2) 9S2
1 8

2 8

3 9 4 9 5 8

6 9

19

ver

2 hacer

1 escribe

1
2
3
4
5
6

3 chatear

2 juegas

3 hace

4 jugar
4 veo

5 comprar
5 navegas

Lees y escribes correos todos los das?

Nunca compra regalos.
A veces descargas msica?
Los fines de semana navega por internet.
A veces hago mis deberes.
Todos los das chatea.

6 leer

Los me

in
nicac

de comu
dios

2 La televisin

Learning objectives

Talking about television

programmes
Giving opinions using
adjectives

Framework objectives
9W2 Connectives in complex
sentences (launch)
9W4 Main inflections (launch)
9L4 Questions/text as stimulus
to talk (launch)
9C3 Youth attitudes to sport/
popular culture (launch)

Grammar

Agreement (nouns, verbs,

adjectives)

Key language
un programa de msica
un programa de deporte

(Pupils Book pages 89)

un programa de tele-realidad
un concurso
un documental
una comedia
una serie de policas
una telenovela
el telediario
el tiempo
Cul es tu programa favorito?
Mi programa favorito se llama
Me gusta/Me encanta/No me
gusta/No me gusta nada
el telediario (etc.) porque es
emocionante/divertido, (etc.)
Me gustan/Me encantan/No me
gustan/No me gustan nada
los programas de (etc.) porque
son
emocionantes
interesantes
divertidos/as
informativos/as
aburridos/as
tontos/as

High-frequency words
un, una
el, los, las
de
me
mi, tu
cul?
porque
nada
no
ser

Cross-curricular
ICT: Email contact with a
Spanish school

Resources
CD1, tracks 46
Cuaderno Verde, p. 3

Launching teaching objectives

1 Escucha y escribe la letra

correcta. (110) (AT1.1) 7L1 9W1

9W2 Use exercise 4 to launch connectives in

complex sentences.
9W4 Use exercise 5 to launch main inflections.
9L4 Use exercise 3 to launch questions/text as
stimulus to talk.
9C3 Use the extension after exercise 6 to launch
youth attitudes to sport/popular culture.

Listening. Pupils listen and note the letter of each

programme type (from aj) as it is mentioned.

Audioscript
1
2
3
4
5
6
7
8
9
10

Starter 1 8W1
Aim
To introduce the vocabulary for television
programmes. To use reading strategies to work
out new vocabulary.
Write up the following, jumbling the order of
the second column. Give pupils two minutes
to match the types of television programme in
Spanish with the English versions.
un programa de msica
un programa de deporte
un programa de
tele-realidad
un concurso
un documental
una comedia
una serie de policas
una telenovela
el telediario
el tiempo

Track 4

un programa de deporte
una telenovela
un programa de msica
un programa de tele-realidad
una comedia
un concurso
una serie de policas
un documental
el tiempo
el telediario

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

a music programme
a sports programme
a reality TV
programme
a gameshow
a documentary
a comedy
a detective series
a soap opera
the news
the weather

Suggestion 9W7
Ask Cul es tu programa favorito? and reply for
yourself, using just a programme name. Get pupils
to reply with their own favourites.
Point out the gender of programa (masculine)
and encourage pupils to note and learn this as an
exception to the rule that words ending in -a are
feminine. Remind them that using a colour-coding
scheme to note vocabulary (e.g. blue for masculine
words and red for feminine) can be useful. Have

20

2 La televisin
they come across any masculine words ending in
-a? (el mapa, el problema, el da, etc.)

says what type of programme that is. They then

swap roles. A structure for the dialogue and some
programme suggestions are given.

Then introduce Mi programa favorito se llama

and encourage pupils to respond using this.

2 Escucha y escribe la letra

correcta y el tipo de programa.
(AT1.3) 9L3

Starter 2 9W4
Aim
To practise adjective agreement.
To apply recognised patterns to new language

Listening. Pupils listen and note each time the

name of the programme (from ah) and the type
of programme.

Audioscript

Write up the following and give pupils three

minutes working in pairs to complete it.

Track 5

Masc.
singular

1 Cul es tu programa favorito?

Mi programa favorito se llama Territorio Champions.
Es un programa de deporte.
2 Cul es tu programa favorito, Paco?
A ver mi programa favorito se llama Yo soy Bea.
Es una telenovela.
3 Y cul es tu programa favorito, Ana?
Mi programa favorito es una comedia. Se llama Los
Simpson. Me gusta mucho porque es divertido.
4 Cul es tu programa favorito, Alicia?
Cul es mi programa favorito? Bueno no s
A ver mi programa favorito se llama Msicauno.
Es un programa de msica.
5 Cul es tu programa favorito, Sergio?
Mi programa favorito es una serie de policas. Se
llama Ley y orden. Me gusta porque es emocionante.
6 Mi programa favorito es un concurso. Se llama Quin
quiere ser millonario? Me gusta mucho porque es
educativo.
7 Cul es tu programa favorito, Rodrigo?
Me gusta un documental que se llama Andaluca es su
nombre. Me gustan mucho los documentales.
8 Cul es tu programa favorito?
Mi programa favorito se llama Gran Hermano . Es un
programa de tele-realidad.

Fem.
singular
aburrida

Masc.
plural

Fem. plural

divertido
informativos
emocionante

emocionantes
tontas
interesante interesantes

Go through the answers, asking pupils the

meaning of all the adjectives. Give examples of
tonto in context and see if they can work them
out.

Suggestion 9W4
Write up Me gusta el telediario. Then write up
Me las comedias, leaving a blank for the verb.
Ask pupils what form of the verb should go in
here. Repeat with me encanta(n) and el tiempo/los
documentales.

4 Escucha y lee. Escribe los tipos

de programas mencionados. (AT1.3
AT3.3) 9L1 9W2 9L3
Reading. Pupils listen to four people talking about
television, reading the texts at the same time. They
note down the types of programme mentioned.

Answers
1
2
3
4
5
6
7
8

Los medios de comunicacin

b programa de deporte
h una telenovela
a una comedia
e un programa de msica
d una serie de policas
g un concurso
c un documental
f un programa de tele-realidad

Audioscript

Track 6

1 Hola, me llamo Cintia. Me gustan los programas de telerealidad porque son divertidos. Mi programa favorito
es Gran Hermano. Pero no me gustan las telenovelas
porque son tontas.
2 Qu tal? Me llamo Diego. Me encantan las series de
policas porque son muy emocionantes. Mi programa
favorito es CSI Miami. Pero no me gustan los concursos
porque son aburridos.
3 Hola! Me llamo Ramn. Me gustan los documentales
porque son informativos, pero no me gustan nada los
programas de msica porque no son interesantes.
Msicauno es muy aburrido!
4 Hola, soy Patricia. Me gustan mucho los programas de
msica porque son emocionantes y me gusta bailar, pero
no me gustan los concursos porque son tontos. Quin
quiere ser millonario? es un rollo.

In pairs, pupils take it in turn to prompt with

the name of a programme in English and to
respond by identifying the programme type in
Spanish (e.g. una telenovela).

3 Con tu compaero/a, haz un

dilogo. (AT2.3) 9L4 9L5
Speaking. In pairs: pupils make up a dialogue about
their favourite television programmes. The first
pupil asks the question, the second responds with
his/her favourite programme, then the first pupil

21

Los medios de comunicacin

2 La televisin
6 Escribe un prrafo. (AT4.4) 8T5

Answers
1
2
3
4

9W4

los programas de tele-realidad, las telenovelas

las series de policas, los concursos
los documentales, los programas de msica
los programas de msica, los concursos

Writing. Pupils write a paragraph on their own

television preferences. A structure is given for
support. Encourage them to use the language box
in exercise 5 to help them add detail to what they
say. If they want to include adjectives not covered
there, they can use a dictionary.

Suggestion 9W4
Ask the class to make sentences orally using the
language box in exercise 5, and to translate these
into English. Ask what kind of words emocionante,
interesante, etc. are (adjectives) and why they
change form depending on whether they describe
(e.g.) el telediario or los concursos. Review adjective
agreement and the endings for adjectives ending in
o and e in the masculine singular.

9C3
Email contact with a Spanish school will give
your pupils an enjoyable forum in which
to practise the Spanish they are learning. An
exchange of emails on television viewing and
preferences would be a useful introduction to what
young Spanish people enjoy.

5 Lee los textos otra vez. Positivo o

negativo? Copia y completa la tabla.
(AT3.3) 7T1 9W4 9C3

Plenary 9W4
Ask pupils to review the endings for the
adjectives interesante and divertido and how me
gusta/me gustan and me encanta/me encantan
are used.

Reading. Pupils copy out the table. They re-read the

texts in exercise 4. For each text they write the type
of programme in the correct column to show the
speakers opinion.
Answers
fresco
1

los programas
de telerealidad

2
3

fresqusimo podrido
las
telenovelas
las series
de policas

1 point for correct use of me gusta, etc.

1 point for correct adjective agreement
1 point if they use porque correctly

los
concursos

los
documentales

superpodrido

los
programas
de msica
los
programas
de msica

Then put the class in teams. Prompt each team

with a type of television programme in Spanish.
Working together, the team makes up a sentence
or two, winning points as follows:

Suggestion
The teaching notes throughout Mira! 3 suggest
a variety of Starters and Plenaries which involve
pupils working in teams. You may want to allocate
teams at this stage which students can stay in
throughout the year. This will save time whenever
a team activity comes up. You could also keep an
ongoing tally of points won in these activities and
award a prize to the team with the highest score at
the end of each term/half-term.

los
concursos

Suggestion
Translate the texts in exercise 4 round the class,
with each pupil translating a sentence. Point out
how connectives like porque make a text more
interesting by introducing extra detail and by
varying sentence structure. Ask pupils for examples
of other connectives, either from the texts or from
previous work. Prompt as necessary to review y and
pero. Encourage pupils to use connectives in their
own speaking and writing.

22

2 La televisin

Cuaderno Verde, page 3

Los me

Cuaderno Verde dios de comu

pages 89

nicacin

2 La televisin

1 Completa con las vocales que faltan. Empareja las palabras con los
dibujos. Fill in the missing vowels. Match the words to the pictures.
a

1 el t e l e d i a r i o

2 un d _ c _ m _ nt _ l
3 un pr _ gr _ m _ de
d _ p _ rt _

c
d

4 una c _ m _ d_ _

5 una s _ r _ _ de p _ l _ c _ _s
f

6 un pr _ gr _ m _ de
t _l _-r _ _l _ d _ d

g
POLICA
P
POL
L A
LICA

7 una t _ l _ n _ v _ l_

8 el t _ _ mp _

9 un c _ nc _ rs _

10 un pr _ gr _ m _ de
m_s_c_

2 Completa la tabla de adjetivos.

Gramtica

Traduce los adjetivos al ingls.

Complete the adjectives table below.
Translate the adjectives into English.
exciting

boring

informative

interesting

fun

silly

La serie es

Los
documentales
son

Las telenovelas
son

divertidos

divertidas

POLICA
P
POL
L A
LICA

fun

divertido

divertida

interesante
emocionantes
informativo
tonta
aburrido

Mira! Pearson Education Limited 2008

El concurso
es

Masculine adjectives normally end in -o

and feminine adjectives end in -a.
Adjectives ending in -e stay the same for
both masculine and feminine.
To make a word plural, add -s after a
vowel or -es after a consonant.

1 (AT3.1 AT4.1) 9W1 9W3

1
2
3
4
5
6
7
8
9
10

el telediario i
un documental e
un programa de deporte b
una comedia f
una serie de policas g
un programa de tele-realidad c
una telenovela h
el tiempo j
un concurso d
un programa de msica a

2 (AT4.2) 9S8
El concurso
es

La serie es

Los
documentales
son

Las telenovelas
son

fun

divertido

divertida

divertidos

divertidas

interesting

interesante

interesante

interesantes

interesantes

exciting

emocionante

emocionante

emocionantes

emocionantes

informative

informativo

informativa

informativos

informativas

silly

tonto

tonta

tontos

tontas

boring

aburrido

aburrida

aburridos

aburridas

23

Los medios de comunicacin

de comu
dios

Los me

in
nicac

Los pelculas
profesores
1 3 Las

(Pupils
Book
pages
1011)
(Pupils
Book
pages
2829)

Learning objectives

Key language

High-frequency words

Qu tipo de pelculas te gustan?

(No) Me gustan
Prefiero
las pelculas de amor
las pelculas de accin
las pelculas de terror
las pelculas de ciencia-ficcin
las pelculas de guerra
las pelculas del Oeste
las pelculas de artes marciales
las comedias
los dibujos animados
ms que/menos que

los, las
me, te
de
no
qu?
que
ms
menos

Talking about films

Using comparatives (ms
que)

Framework objectives
9S2 Order of elements in
sentences (launch)
9S6 Multiple-clause sentences
(launch)
9T1 Understanding complex
language (launch)

Grammar

Cross-curricular
English: Comparatives
ICT: Word processing

Resources

Comparatives

CD1, tracks 78
Cuaderno Verde, p. 4

Launching teaching objectives

1 Escucha y escribe la letra correcta.

(19) (AT1.3) 7L2

9S2 Use exercise 3 to launch order of elements in

sentences.
9S6 Use exercise 4 to launch multiple-clause
sentences.
9T1 Use exercise 6 to launch understanding
complex language.

Listening. Pupils listen to nine people saying what

kind of films they like and note the correct film for
each speaker (from ai).

Audioscript

Track 7

1 Qu tipo de pelculas te gustan?

Me gustan las pelculas de accin.
2 Qu tipo de pelculas te gustan?
Me encantan las pelculas de amor.
3 Qu tipo de pelculas te gustan?
Me gustan mucho las pelculas del Oeste.
4 Y t? Qu tipo de pelculas te gustan?
Me interesan las pelculas de guerra.
5 Qu tipo de pelculas no te gustan?
No me gustan las pelculas de ciencia-ficcin.
6 Y t? Qu tipo de pelculas no te gustan?
No me gustan nada las pelculas de terror.
7 Qu tipo de pelculas te gustan?
Me gustan los dibujos animados.
8 Qu tipo de pelculas te gustan?
Me encantan las pelculas de artes marciales.
Por qu?
Son muy emocionantes.
9 Qu tipo de pelculas te gustan?
Me gustan mucho las comedias porque son divertidas.

Starter 1 9W4
Aim
To revise comparatives.
Write up:
es ms divertido que
es menos inteligente que
es ms guapa que
es menos habladora que
Give pupils three minutes working in pairs to
complete the four sentences, each comparing
two different people. The people can be friends
or celebrities.
Check answers, and get pupils to summarise how
adjectives agree.

Suggestion

Answers

Write up Qu tipo de pelculas te gustan? and

answer the question: Me gustan las pelculas de
amor. Give a range of romantic film titles in
English until pupils get the idea and can translate
both the question and the answer. Explain that this
unit is about films.

1 b

2 a

3 f

4 e

5 d

6 c

7 i

8 g

9 h

Pupils working in pairs take it in turn to

prompt with a film title in English and to
respond with the appropriate type of film in
Spanish.

Introduce the new key vocabulary (from exercise

1), either orally or by writing up the words. Use
mimes to help pupils work out any that are not
guessable.

24

3 Las pelculas
2 Con tu compaero/a, haz dilogos.
(AT2.3) 8L5

Starter 2
Aim

Speaking. In pairs: pupils discuss their film

preferences, taking it in turn to ask and to respond
using the model dialogue supplied.

To review comparatives. To revise the

vocabulary for types of film.
Write up the following Spanish sentences
explaining that these are Rals film preferences.
Give pupils three minutes working in pairs to
put the types of film in order, starting with the
type Ral likes most and working down to the
type he likes least. If pupils are likely to find
working in pairs too challenging, do the activity
together as a class, explaining each stage as
necessary.

Pupils could work towards doing the dialogue

without using the prompts.

Suggestion
Before playing the recording for exercise 3, ask
pupils to tell you what ms que and menos que
mean.

3 Escucha y escribe la letra correcta.

(1-4) (AT1.4) 9W4 9S2

Las pelculas del Oeste son ms aburridas que los

dibujos animados.

Listening. Pupils listen to the four statements and

match each one with the correct picture prompt
(ad).

Audioscript

Los medios de comunicacin

Los dibujos animados son menos interesantes que

las pelculas de ciencia-ficcin.
Las pelculas de terror son menos divertidas que
las pelculas de amor.

Track 8

Las pelculas del Oeste no son ms interesantes

que las pelculas de ciencia-ficcin.

1 Las pelculas de guerra son ms informativas que las

pelculas de artes marciales.
2 Las pelculas del Oeste son menos interesantes que las
pelculas de terror.
3 Las pelculas de accin son menos aburridas que las
pelculas de ciencia-ficcin.
4 Las pelculas de terror son ms divertidas que las
pelculas de amor.

Las pelculas de ciencia-ficcin no son ms

emocionantes que las pelculas de terror.
Answers
1 romantic 2 horror
5 westerns

3 sci-fi 4 cartoons

Answers
1 b

2 a

3 d 4 c

5 Escribe tu opinin sobre estas

pelculas. (AT4.34) 9S2 9S6

Gramtica: Comparatives 9W4 9S2

Use the Gramtica box to review how the
comparative is used. Remind pupils that
adjectives used in the comparative form need to
agree.

Writing. Pupils write a sentence for each picture

prompt (ae). They compare the two types of film
shown, choosing from the adjectives supplied to
give their own opinion.

Exercise 4 on page 20 of the Pupils Book gives

practice on this point.

6 Copia el texto y escribe las

palabras correctas. (AT3.4, AT4.3)

9T1 9T2

Writing. Pupils copy and complete the two gap-fill

texts, using the picture prompts supplied.

4 Empareja las frases con los dibujos

correctos del ejercicio 3. (AT3.3) 9S2
9S6
Reading. Pupils match the four statements with the
picture prompts (ad) in exercise 3.
Answers
1 b

2 d

3 a

4 c

25

3 Las pelculas

Cuaderno Verde, page 4

Answers

3 Las pelculas

Cuaderno Verde dios de comu

pages 1011

nicacin

1 Me gusta mucho ir al cine pero tambin me gusta ver (1)

DVDs en casa. A veces descargo pelculas de internet.
Me gustan mucho (2) las comedias, pero no me gustan
nada las pelculas del Oeste. (3) Las pelculas de accin
son ms emocionantes que otras pelculas. Daniel Craig
es mi actor favorito. Qu guapo es!
2 Veo (4) la televisin todos los das. Me encantan (5) las
telenovelas, pero no me gustan nada (6) las series de
policas porque son ABURRIDAS. Mi programa favorito
se llama Dawsons Creek. Es una telenovela.
No me gusta mucho (7) el telediario. Es un poco
ms interesante que el programa del tiempo, pero
no mucho. Me gustan bastante (8) los programas de
msica porque me gusta escuchar msica.

Los me

Los medios de comunicacin

1 Descifra las palabras y copia las frases.

Unscramble the words and copy the sentences.

tontos
comedias

accin

Oeste

guerra

terror

emocionantes dibujos animados

informativas
interesantes

aburridas
divertidas

1 Me encantan las pelculas de acnci porque son tesemonancio.

Me encantan las pelculas de accin porque son emocionantes.
2 Me gustan mucho las mecoasdi porque son dastiverdi.
3 No me gustan las pelculas del teseO porque son adasrribu.
4 Preero las pelculas de rageru porque son mainvasforti.
5 No me gustan las pelculas de ortrer porque no son etitnrsaenes.
6 Me gustan los bujosdi adosmani porque son onstot.

2 Lee la opinin. Verdadero (9) o falso (8)? Read the opinion. True or false?
Los nes de semana me encanta ir al cine. Mis pelculas favoritas
son las pelculas de accin porque son emocionantes, son ms
emocionantes que las comedias. En la tele me gusta ver los
documentales de National Geographic porque son informativos y
aprendes mucho. En mi opinin, las pelculas de guerra son ms
interesantes que las pelculas del Oeste pero menos divertidas.

Mira! Pearson Education Limited 2008

1 Sara hates going to the cinema.

7 Escribe un blog sobre las pelculas

y los programas de televisin.
(AT4.4) 9T6 9T7
Writing. Pupils write a blog on films and television
programmes, including information for all the
points listed: how often they download films from
the internet, what types of film they like and
why, the name of their favourite TV programme,
why they like this type of programme. They are
encouraged to use ms que to compare films and
TV programmes and to include connectives in their
writing. Sentence openings are supplied for support.

2 For her, action lms are more exciting than comedies.

3 Sara likes to watch documentaries on TV.

Sara
en mi opinin
= in my opinion
aprendes mucho
= you learn a lot

4 She nds war lms uninteresting and serious.

3 Qu tipo de pelculas te gustan? Qu pelculas no te gustan? Por

qu? What type of lms do you like or dislike? Why?
Me gustan
porque son
No me gustan
porque

1 (AT3.2 AT4.2) 9S2

1 Me encantan las pelculas de accin porque son
emocionantes.
2 Me gustan mucho las comedias porque son divertidas.
3 No me gustan las pelculas del Oeste porque son
aburridas.
4 Prefiero las pelculas de guerra porque son informativas.
5 No me gustan las pelculas de terror porque no son
interesantes.
6 Me gustan los dibujos animados porque son tontos.

Suggest pupils re-read what they have written to

check spellings and agreement, and that they have
formed the comparatives appropriately. Then ask
them to rewrite their texts: this could be done for
homework.

2 (AT3.3) 9W8

An extended writing activity like this can be

done on computer. It makes the process of
correcting/redrafting much easier and more
encouraging.

1 8

2 9 3 9 4 8

3 (AT4.3) 9W4

You could also use this as an opportunity to

introduce pupils to any electronic reference tools
your school has, such as a Spanish dictionary or
grammar.

Suggestion
Remind pupils that the Mini-test is an ideal
opportunity to review their progress in each module.

Plenary 9W4
Ask pupils to summarise how the comparative
is formed and to give some examples using
language from the unit.
Make a series of comparisons of film types and
ask the class whether they agree or disagree
with each one. If they disagree with what you
say, ask them to come up with an appropriate
comparison of the two film types you chose.

26

Los me

in
nicac

de comu
dios

4 La msica

Learning objectives

Talking about different types

of music
Using the near future
(voy a )

Framework objectives
9W5 Verb tenses (+ conditional)
(near future) (launch)
9L3 Reporting and
paraphrasing (launch)
9C3 Youth attitudes to sport/
popular culture (reinforce)

Grammar

The near future tense

Key language
Qu tipo de msica te gusta
escuchar?

(Pupils Book pages 1213)

Me encanta
Me gusta mucho
Me gusta
No me gusta
No me gusta nada
Odio
la msica clsica
la msica latina
la msica electrnica
la msica de los aos sesenta
el pop
el rock
el rap
el jazz
Maana/Esta tarde voy a ir a un
concierto de

de
maana
no
nada
qu?
escuchar
ir
esta

Cross-curricular
English: Verb tenses
ICT: Email contact with a
Spanish school; internet
research

Resources
CD1, tracks 912
Cuaderno Verde, p. 5

High-frequency words
me, te
el, la, los
a

Launching teaching objectives

Audioscript

9W5 Use exercise 4 to launch verb tenses (+

conditional) (near future).
9L3 Use exercise 2 to launch reporting and
paraphrasing.

The recording consists of music of the following types:

1 jazz
5 pop
2 electronic
6 Latin
3 rap
7 rock
4 classical
8 60s

Starter 1

Track 9

Answers
1
2
3
4
5
6
7
8

Aim
To introduce the vocabulary for the unit.
Write up the types of music introduced in
exercise 1:
la msica clsica
la msica latina
la msica electrnica
la msica de los aos sesenta
el pop
el rock
el rap
el jazz

el jazz
la msica electrnica
el rap
la msica clsica
el pop
la msica latina
el rock
la msica de los aos sesenta

2 Escucha y escribe los datos en

ingls. (16) (AT1.3) 9L1 9L3
Listening. Pupils listen to six people talking about
their music preferences and note in English the
details of what each one likes and dislikes.

Give pupils three minutes working in pairs to

come up with an artist who performs each type
of music. Hear answers. Award a point each time
a pair comes up with a correct answer no one
else has thought of.

Audioscript
1

1 Escucha y escribe el tipo de

msica. (18) (AT4.1)

Listening. Pupils listen to the eight music extracts

and, using the labelled pictures ah, write for each
of them the name of the type of music.

27

Track 10

Qu tipo de msica te gusta?

Me gusta el rock, pero no me gusta la msica latina.
Qu tipo de msica te gusta?
A ver, me gusta la msica clsica pero no me gusta
la msica electrnica.
Y t Roco, qu tipo de msica te gusta?
Me gusta el rap pero no me gusta nada el rock.
Qu tipo de msica te gusta, Paco?
Me gusta el pop pero no me gusta la msica clsica.

Los medios de comunicacin

4 La msica

5 Qu tipo de msica te gusta?

Me encanta la msica electrnica pero no me gusta el
jazz.
6 Qu tipo de msica te gusta?
Me gusta el rock pero no me gusta la msica de los
aos sesenta. Buagh!

Starter 2
Aim
To review the near future tense. To apply a
grammatical pattern.
Write up the following:

Answers
1
2
3
4
5
6

Maana voy a ir a un concierto.

vamos voy va
Tomorrow Im going to go to the swimming pool.
Tomorrow Javier is going to go to a concert.
Tomorrow we are going to listen to music.

Likes rock. Doesnt like Latin music

Likes classical music. Doesnt like electronic music
Likes rap. Doesnt like rock.
Likes pop. Doesnt like classical music.
Likes electronic music. Doesnt like jazz.
Likes rock. Doesnt like sixties music.

You could supply the verb forms required in

random order for support, if required.
Give pupils three minutes working in pairs to
translate the English sentences into Spanish,
using the model sentence and the verb forms
supplied above.

Suggestion
Read through the key language box summarising
expressions for stating likes and dislikes. Ask
pupils at random to give their opinion of a
particular kind of music, using one of the
expressions listed.

Check answers. Ask pupils what tense is used

here. Briefly review how the near future tense
is formed, explaining that it will be covered in
detail in this lesson.

3 Con tu compaero/a, pregunta y

contesta. (AT2.4) 9L5

4 Empareja las frases de manera

lgica. (AT3.5) 9W5

Speaking. In pairs: pupils take it in turn to ask each

other what kind of music they like to listen to.
When replying, they should aim to use all of the
expressions for likes/dislikes, each with a different
type of music. The questions and a structure for the
reply are supplied for support.

Reading. Pupils read five sentences saying what

kind of music people like (15) and five sentences
saying what plans people have for going to concerts
(ae). They use logic to match each sentence 15
with the appropriate sentence from ae.

Suggest pupils find out what kind of music

Spanish teenagers like. They could do this by
emailing pupils at your partner school in Spain (if
you have one) to swap the names of artists/bands
they like. If they have access to software like iTunes,
they could listen to samples of the music the
Spanish pupils recommend. Or pupils could take
a look at one of the various music/video websites
available, keying in, for example, Spanish/Catalan
pop music and seeing what they find. To start them
off, you could suggest they try David Bisbal and El
Canto del Loco for two different styles of Spanish
music.

Answers
1 Me gusta el rap. d Maana voy a ir a un concierto de
Kanye West.
2 Me gusta el jazz. b Maana voy a ir a un concierto de
Amy Winehouse.
3 Me gusta la msica clsica. a Este fin de semana voy
a ir a un concierto de Murray Perahia.
4 Me gusta la msica electrnica. e Esta tarde voy a ir a
un concierto de Hot Chip.
5 Me gusta el rock. c Esta tarde voy a ir a un concierto
de Franz Ferdinand.

Gramtica: The near future tense

Use the Gramtica box to review how the near
future tense is formed (all persons) and used.
Exercise 5 on page 21 of the Pupils Book gives
practice on this point.
Prompt (in writing or orally) with a range
of Spanish infinitive forms and pronouns in
English, e.g. escuchar I. Pupils respond with
the appropriate near future tense form, e.g. voy a
escuchar. With a less confident class, stick to I,
he/she and we forms.

28

4 La msica
5 Escucha y lee. Luego copia y
rellena el perfi l. (AT1.5, AT3.5,
AT4.5) 9W5 9L1 9L3 9C3

Este fin de semana voy a ver DVDs. Prefiero las pelculas

de ciencia-ficcin porque son interesantes. Son ms
interesantes que las comedias! Las comedias son un rollo!
Mi actor favorito es Russell Crowe.

Listening. Pupils copy out the form, leaving space

for answers to be written in for each prompt. They
listen to Carolina talking about her interests and
complete the form with the details in Spanish.

Audioscript

Los medios de comunicacin

Answers
1
2
3
4
5
6
7
8
9

Track 11

Hola. Me llamo Carolina. En mi tiempo libre leo y escribo

correos. Navego mucho por internet todos los das. A veces
hago mis deberes con mi ordenador.
Tambin descargo msica. Me gusta la msica electrnica
y el jazz. No me gusta nada la msica clsica. Este fin
de semana voy a ir a un concierto de Lily Allen. Va a ser
estupendo!

Nombre: Teo
Tiempo libre: juega, chatea, descarga msica
< Msica: msica latina, hip-hop
< Msica: jazz
Este fin de semana: concierto de Eminem
< Televisin: concursos
< Televisin: telenovelas
< Pelculas: pelculas de ciencia-ficcin
< Pelculas: comedias

Me gusta ver la televisin. A veces veo documentales. Me

gustan porque son informativos pero odio los programas de
tele-realidad. Son aburridos.

7 Escribe un blog sobre msica.

Utiliza el texto del ejercicio 5 como
modelo. (AT4.5) 9T6

Este fin de semana tambin voy a ver DVDs. Prefiero

las pelculas de terror porque son divertidas. Son ms
interesantes que las pelculas de amor! Las pelis de amor
son un rollo! Tambin me gustan las pelculas de artes
marciales. Mi actor favorito es Yun-Fat Chow.

Writing. Using the text in exercise 5 as a model,

pupils write their own blog about their interests
and preferences. It might help them to start by
making notes, along the lines of the completed
profiles they have just done for Carolina and Teo.
Suggest pupils swap texts with a partner and check
each others texts for accuracy.

Answers
1
2
3
4
5
6
7
8

Nombre: Carolina
Tiempo libre: correos, internet
< Msica: msica electrnica, jazz
< Msica: msica clsica
Este fin de semana: concierto de Lily Allen
< Televisin: documentales
< Televisin: programas de tele-realidad
< Pelculas: pelculas de terror, pelculas de
artes marciales
9 < Pelculas: pelculas de amor

Plenary
Ask pupils to review how the near future tense
is formed and when it is used. Ask for examples
of time expressions that can be used with this
tense.
Use types of music in Spanish as prompts.
Pupils in turn respond with a statement in
Spanish about going to a concert by a musician/
band who plays that kind of music. They need to
include a suitable time expression, e.g.

6 Escucha y rellena el perfi l del

ejercicio 5 para Teo. (AT1.5) 9L1

Teacher:
Pupil:

9L3

Listening. Pupils copy out again the form from

exercise 5. They then listen to Teo talking about his
interests and complete the form with his details in
Spanish.

Audioscript

Track 12

Hola. Me llamo Teo. En mi tiempo libre juego con mi

ordenador y chateo mucho. Tambin descargo msica. Me
gusta la msica latina y el hip-hop. No me gusta nada el jazz.
Este fin de semana voy a ir a un concierto de Eminem. Va a
ser estupendo!
Me gusta ver la televisin. A veces veo concursos. Me
gustan porque son informativos pero odio las telenovelas.
Son superaburridas.

29

El pop.
Maana voy a ir a un concierto de
Kylie Minogue.

Los medios de comunicacin

4 La msica

Cuaderno Verde, page 5

1 (AT3.3) 9S2

Los me

Cuaderno Verde dios de comu

pages 1213

nicacin

4 La msica

1 Roberto

1 Mira la tabla. Lee y empareja la persona con su tipo de msica. Look at

the grid. Read and match each person with their type of music.

Sandra
Beatriz
Javi
Roberto

/
/

/
-

/
/
/

/
2

Me gusta escuchar rock. Mi cantante

favorito es Franz Ferdinand. No me gusta nada
Roberto
la msica clsica. Me llamo
.

Me gusta mucho el rap. A veces descargo

msica de internet para escuchar en mi iPod.
El rap es ms interesante que la msica pop, el
pop es un rollo. Soy
.

/
/

a un concierto de rock. Qu
un programa de msica en

bien! Esta noche voy a

la televisin pero antes voy a
ordenador y

ver hacer salir jugar

ir escuchar escribir

mis deberes en el
correos a mis amigos. Maana voy a

al ftbol en el parque despus del colegio y luego voy a

msica en mi dormitorio.
Y t vas a

con tus amigos este n de semana? Rosa

Mira! Pearson Education Limited 2008

ir

Este n de semana voy a

4 Javi

Este fin de semana voy a ir a un concierto de rock. Qu

bien! Esta noche voy a ver un programa de msica en
la televisin pero antes voy a hacer mis deberes en el
ordenador y escribir correos a mis amigos. Maana voy a
jugar al ftbol en el parque despus del colegio y luego voy
a escuchar msica en mi dormitorio. Y t vas a salir con tus
amigos este fin de semana?

Escucho msica todos los das. Es

muy importante para m. Me encantan
el rock y la msica electrnica. No me
gusta nada el jazz porque es aburrido.
Soy
.

Read the text and ll in the appropriate words.

3 Beatriz

2 (AT3.3 AT4.2) 9S3

/
/
-

A veces escucho msica clsica pero

preero la msica pop porque es ms
divertida. Soy
.

2 Lee el texto y escribe las palabras apropiadas.

2 Sandra

30

Los me

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Fui a un concierto

Learning objectives

Describing a concert
Using the preterite tense

Framework objectives
9W5 Verb tenses (+ conditional)
(preterite) (launch)

Grammar

The preterite (singular forms:

ar/-er/-ir verbs and ser/ir )

Key language
Adnde fuiste?
Fui a un concierto de
Con quin saliste?
Sal con mi hermana/mi
hermano/mis padres/mi(s)

(Pupils Book pages 1415)

amigo(s).
Qu hiciste?
Cant. Bail. Compr una
camiseta. Saqu fotos.
Qu comiste?
Com una pizza/una
hamburguesa/una paella/un
bocadillo.
Descargu el nuevo CD de
Qu tal lo pasaste?
Lo pas fatal/bomba!
Fue estupendo/guay/genial/un
poco aburrido.

High-frequency words
un, una
el
mi, mis
a
de

Audioscript

Launching teaching objectives

1
2
3
4
5
6
7
8

9W5 Use Starter 1 and exercises 1 and 2 to launch

verb tenses (+ conditional) (preterite).

Starter 1 9W5
Aim
To revise the preterite of regular verbs.
Write up the following table. Explain that this
shows verbs in the preterite and that there are
two patterns of endings: -ar verbs have one
pattern, -er and -ir verbs share another. (For
support, if necessary, you could distinguish the
two groups by using different highlighting on
the infinitives.)

I
you
(sing.)

mandar beber
mand

compraste

he/she compr

Cross-curricular
English: Verb tenses

Resources
CD1, tracks 1314
Cuaderno Verde, p. 6
R & A Pack, Gramtica p. 6 (The
preterite tense)

Track 13

El fin de semana pasado sal con mi hermana.

Fui a un concierto de los Arctic Monkeys.
Compr una camiseta
Cant y bail
Saqu fotos.
Fue estupendo.
Com una pizza, qu rica!
El domingo descargu el nuevo CD de los Arctic
Monkeys.

2 Busca estos verbos en espaol en

el texto. (AT3.4) 9W5
Reading. Pupils find in the text in exercise 1 the
Spanish for the nine English verbs listed.
Answers

Give pupils three minutes to work out what goes

in the blank boxes. Check answers as a class and
ask pupils to review the endings for each group.
comprar

con
poco
adnde?
qu?
quin?
comprar
hacer
ir
salir

1 cant 2 descargu 3 com 4 fui

6 sal 7 fue 8 bail 9 saqu

5 compr

correr escribir vivir

beb

viv

Gramtica: The preterite 9W5

bebiste

Use this to review the preterite: singular forms

of regular verbs and the irregular verbs ser and
ir. Ask pupils how they will be able to work out
whether ser or ir is meant when they meet these
forms (context/grammatical clues). Exercise 6 on
page 21 of the Pupils Book gives practice on this
point.

escribi

1 Escucha y lee. (AT1.4) 9W5

Listening. Pupils listen to the story of a boys trip to
a concert and read the text at the same time.

Ask pupils to write out the singular forms of

the following verbs in the preterite:
escuchar, beber.

31

Los medios de comunicacin

5 Fui a un concierto

Starter 2
Aim
To revise the preterite. To review the vocabulary
for the unit.
Write up the following sentences, leaving a gap
for the text in brackets each time. Supply the
words in brackets in random order for support.
Give pupils three minutes to complete the
sentences with the appropriate verb. Explain
that all verbs must be used.
1
2
3
4
5
6

(Sal) con mi hermana.

(Fui) a un concierto de los Kaiser Chiefs.
(Compr) una camiseta.
(Saqu) fotos.
(Com) una pizza.
(Descargu) el nuevo CD de los Arctic Monkeys.

Check answers, asking pupils to review the

endings for the I forms of -ar and -er/-ir verbs
in the preterite.

Hmm Fue un poco aburrido.

Adnde fuiste?
Fui a un concierto de msica latina.
Con quin saliste?
Sal con mi hermano Federico.
Qu hiciste?
Bail mucho.
Qu comiste?
Com una pizza.
Qu tal lo pasaste?
Lo pas bomba!
Adnde fuiste?
Fui a un concierto de Beyonc.
De Beyonc. Muy bien. Con quin saliste?
Sal con mis hermanas.
Qu hiciste?
Bail y compr una camiseta.
Qu comiste?
Pues, com una hamburguesa y un bocadillo.
Qu tal lo pasaste?
Lo pas bien.

Answers
1
2
3
4

Suggestion
Read through the questions in exercise 3 before
playing the recording. Check comprehension,
encouraging pupils to use the answer to each
question to help them work out what it means.

4 Con tu compaero/a, haz dos

dilogos utilizando el ejercicio 3.
(AT2.4) 9L5

3 Escucha y escribe las letras

correctas. (14) (AT1.4) 9W5 8L3

Speaking. In pairs: pupils make up dialogues,

using the questions and the picture prompts in
exercise 3.

Listening. Pupils listen to four conversations. Each

conversation contains at least five details (there are
seven in the fourth conversation): for each detail
pupils identify the correct picture(s) from the
choice of four supplied alongside each question.

Audioscript
1

b, f, l, p, t
a, e, i, o, s
c, g, j, m, r
d, h, j, k, n, p, q

Pupils write out two of the dialogues they

make up.
Encourage pupils, once they are familiar with
the language, to try the dialogue with their
books closed.

Track 14

5 Lee los textos y escribe cinco

datos en ingls sobre cada texto.
(AT3.3) 9W5

Adnde fuiste?
Fui a un concierto de jazz.
Con quin saliste?
Sal con mis padres.
Qu hiciste?
Saqu fotos.
Qu comiste?
Com un bocadillo.
Qu tal lo pasaste?
Lo pas fatal.
Adnde fuiste?
Fui a un concierto de rock.
Con quin saliste?
Sal con mi amigo Juan.
Qu hiciste?
Cant. S, me gusta cantar.
Y qu comiste?
Com una paella.
Qu tal lo pasaste?

Reading. Pupils read the two texts and for each of

them write out five details in English.
Answers
Dolores any five from:
last weekend, went to an Avril Lavigne concert (in
Madrid), it was exciting, afterwards went to a restaurant
with friends, ate chicken and chips, it was delicious
Javier any five from:
yesterday, went to a rock concert (with his sister), it
wasnt interesting, then went to a caf and a disco,
danced a lot, it was great

32

5 Fui a un concierto
6 Describe un concierto. (AT4.4)

9W5 9T5

Writing. Pupils write a description of a concert.

A writing structure and a list of useful time
expressions are supplied for support.

Plenary
Ask pupils when the preterite is used and to tell
you some time expressions used with it. Ask
them to review the singular form for regular
verbs (-ar and -er/-ir) and for the irregular verbs
ser and ir.
Put the class into teams. Prompt each team in
turn with a common verb in the present tense:
use regular verbs, ser and ir. A team member
responds with the corresponding preterite form.
Start with I forms, then vary prompts according
to the level of the class, introducing other
singular forms.
Each team member has a go at answering in the
course of the activity. Award 1 point for each
correct answer. The team with the most points is
the winner.

33

Los medios de comunicacin

Los medios de comunicacin

5 Fui a un concierto

Cuaderno Verde, page 6

Los me

Cuaderno Verde dios de comu

pages 1415

nicacin

5 Fui a un concierto

R & A Pack, Gramtica page 6

1 Empareja cada frase en espaol con su equivalente ingls.

Match each Spanish sentence to its equivalent in English.

a On Sunday I sang and danced at a

birthday party.
b Yesterday I downloaded the new
Amy Winehouse CD.
c On Friday I went to the concert of
my favourite group.
d Last weekend I took many pictures
of my friends.
e Last Saturday I went out with my
friends.
f Last weekend I ate a pizza in a
restaurant.
g Yesterday I bought a T-shirt of my
favourite singer.

1 Ayer descargu el nuevo CD de

Amy Winehouse.
2 El fin de semana pasado com una
pizza en un restaurante.
3 Ayer compr una camiseta de mi
cantante favorito.
4 El sbado pasado sal con mis
amigos.
5 El viernes fui al concierto de mi
grupo favorito.
6 El domingo cant y bail en una
fiesta de cumpleaos.
7 El fin de semana pasado saqu
muchas fotos de mis amigos.

2 Mira los dibujos. Escribe 5 frases.

Look at the pictures. Write 5 sentences.

Mira! Pearson Education Limited 2008

Antonio

sal con mis amigos.

Ayer

3 Pon estas expresiones en la columna apropiada.

Put these expressions in the correct column.
Pasado

maana

Futuro

la semana pasada
esta tarde
ayer
el n de semana pasado
este n de semana
el viernes pasado

1 (AT3.2) 9S3
1 b

2 f

3 g

4 e

5 c

9W5
6 a

7 d

A 1 cant 2 beb 3 bailaste 4 cant 5 fuiste

6 escrib

2 (AT4.3) 9S3
Antonio: Ayer sal con amigos, compr una camiseta, com
una pizza en un restaurante, bail en la discoteca y saqu
muchas fotos

B yo: fui, cant, saqu, sal

3 (AT4.2) 9S2

C 1 Chate 2 Descargaste 3 Comi 4 Fue 5 Bebiste

t: fuiste, cantaste, comiste, chateaste

l/ella: sali, descarg, fue, compr

6 Fui

Pasado: la semana pasada, ayer, el fin de semana pasado, el

viernes pasado
Futuro: maana, esta tarde, este fin de semana

D Fui a una fiesta. Marta cant y bail. Beb limonada.

Marta comi una hamburguesa. Marta sac fotos. Fue
guay!

34

Los me

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Resumen y Preprate

Resumen
This is a checklist of language
covered in Module 1. Pupils can
work on this in pairs to check
what they have learned and
remembered. There is also a
Resumen page in the R & A Pack.
Encourage them to look back
at the module and to use the
grammar section to revise what

(Pupils Book pages 1617)

they are unclear about. You can

also use the Resumen as a useful
plenary at the end of each unit.

Preprate

Answers
1 a Veo DVDs. b Me gusta el jazz. c Prefiero las comedias.
d Porque son divertidas. e Mi programa favorito es
EastEnders.
2 a Navego por internet. b Me gusta el jazz. c Prefiero
las pelculas de terror. d Porque son emocionantes. e
Mi programa favorito es Gran Hermano.
3 a Descargo msica. b Me gusta la msica pop. c
Prefiero las pelculas de artes marciales. d Porque
son muy interesantes. e Mi programa favorito es Los
Simpson.

Listening. Pupils listen to three conversations and

for each person answer the five questions listed.
They should answer in full sentences, in Spanish.

CD1, track 15
R & A Pack, Module 1: Resumen,
Prueba, I can

These revision tests can be used

for pupils to practise prior to the
assessment tasks in the R & A
Pack.

1 Escucha y contesta a las

preguntas para cada persona. (13)
(AT1.4) 9L1

Audioscript

Resources

Track 15

Qu haces con tu ordenador?

Normalmente veo DVDs.
Qu tipo de msica te gusta?
Me gusta el jazz.
Qu tipo de pelculas prefieres?
A ver, prefiero las comedias.
Por qu?
Pues Porque son divertidas.
Cul es tu programa favorito?
Mi programa favorito es EastEnders. Es una
telenovela.
Qu haces con tu ordenador?
Normalmente navego por internet.
Qu tipo de msica te gusta?
Me gusta mucho el jazz.
Qu tipo de pelculas prefieres?
Hmmm, sobre todo prefiero las pelculas de terror.
Por qu?
Porque son emocionantes.
Cul es tu programa favorito?
Mi programa favorito es Gran Hermano. Es un
programa de tele-realidad.
Qu haces con tu ordenador?
Normalmente descargo msica.
Qu tipo de msica te gusta?
Me gusta la msica pop. Me encanta bailar!
Qu tipo de pelculas prefieres?
Hmm No s, me gustan las pelculas de artes
marciales.
Por qu?
Porque son muy interesantes.
Cul es tu programa favorito?
Mi programa favorito es Los Simpson. Es una
comedia.

2 Con tu compaero/a, haz un

dilogo. (AT2.4) 9L5
Speaking. In pairs: pupils take it in turn to ask and
answer the questions from exercise 1, to make up
a dialogue about their interests. The questions and
the answer openings are supplied for support.

3 Lee el texto. Contesta a las

preguntas en ingls. (AT3.4) 9S2
Reading. Pupils read the text and answer the six
comprehension questions in English.
Answers
1
2
3
4

Eva surfs the net every day.

She sometimes downloads music.
She never goes shopping.
She likes Latin music and classical music and dislikes
rock.
5 She prefers comedies because they are fun.
6 She likes soaps and dislikes sport programmes.

4 Escribe un prrafo sobre un

concierto. (AT4.4) 9T5 9T6
Writing. Pupils imagine they went to a concert
and write a paragraph describing what they did.
English prompts and sentence openings in Spanish
are supplied for support.

35

Los me

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Extra!

(Pupils Book pages 1819)

Learning objectives

Learning about Spanish music

Writing a text about a pop
group

Framework objectives
8W7 Dictionary detail (launch
see note in Framework
objectives grid on p. 5)
9T3 Authentic texts as sources
(launch)

9T4 Using support materials

(launch)
9C2 Work of famous artists
(launch)
9C4 Well known features of the
country (launch)

Citizenship: Information about

other cultures

Resources
CD1, tracks 1619
Cuaderno Verde, pp. 78

Key language
Revision of language from
Module 1

2 Escucha y lee. Luego contesta

a las preguntas en ingls. (AT1.4
AT3.4) 9T3 9C2

Launching teaching objectives

8W7 Use exercise 4 to launch dictionary detail.
9T3 Use exercise 2 to launch authentic texts as
sources.
9T4 Use exercise 4 to launch using support
materials.
9C2 Use exercise 2 to launch work of famous
artists.
9C4 Use exercise 1 to launch well-known features
of the country.

Listening. Pupils listen to the internet information

on the band Ojos de Brujo, reading the text at
the same time in their books. Some vocabulary
is glossed for support. Encourage pupils to use
the various reading strategies they know to work
out new language, reminding them of these as
necessary (e.g. recognising cognates in English
and Spanish, using context, using grammatical
knowledge, etc.). Pupils then answer the six
comprehension questions in English.

Starter 1

Audioscript

Aim
To introduce Spanish music.

Track 17

Ojos de Brujo es un grupo de msica de Barcelona. Su

msica es una fusin de varios estilos, como el flamenco, el
reggae, el hip-hop, el rock y la msica electrnica.

Ask pupils what they know about Spanish/

Latin American music. Prompt as necessary:
flamenco, Shakira, Enrique Iglesias, bands/
artists they have discovered through their
Spanish peers or on the internet, etc.

En 1999, Ojos de Brujo grab su primer lbum Vengue.

En 2002 sali su segundo lbum Bar. Ojos de Brujo toc en
los festivales ms importantes de jazz, rock y world music.
El 20 de febrero de 2006 publicaron Techar, su tercer lbum,
de flamenco experimental.

1 Escucha y lee. (AT1.4 AT3.4)

9C4

Listening. Pupils listen to the Zona

Cultura feature on flamenco,
following the text at the same time in their books.
Some vocabulary is glossed for support.

Audioscript

Cross-curricular

Answers
1 It comes from Barcelona.
2 Flamenco, rock, reggae, hip-hop and electronic music
are the different styles of music in their songs.
3 They recorded their first album in 1999.
4 Their second album is called Bari.
5 They have played at jazz, rock and world music
festivals.
6 Their third album experiments with flamenco.

Track 16

El flamenco
El flamenco es un arte muy antiguo que naci en el sur de
Espaa, en Andaluca. Este estilo musical tambin se llama
arte gitano y tiene tres elementos bsicos: el cante, el baile
y la guitarra. El cante ms antiguo se llama cante Jondo, o
profundo. Es un estilo serio y trgico. Pero tambin existe
el flamenco Festero, que es ms divertido y adems es muy
popular en las fiestas de Andaluca.

3 Con tu compaero/a, escucha y

luego da tu opinin de la msica de
Ojos de Brujo. (AT2.4) 9L5
Speaking. Play the recording of the Ojos de Brujo

36

Extra!

6 Contesta a las preguntas en

ingls. (AT3.4) 8C4

music. In pairs: pupils ask each other what they

think of it. Expressions to include are supplied for
support. A sample exchange is also given.

Audioscript

Los medios de comunicacin

Reading. Pupils re-read the text of the song and

answer the questions on the language used.

Track 18

Extract from Sultanas de Merkallo by Ojos de Brujo.

Answers

Encourage pupils to explain their response

to the music in more detail, using words they
know from other contexts/a dictionary.

1 a guitarra, trompeta, flauta, violin

b pera, jazz, rock, pop
c tango, flamenco, salsa, hip-hop
2 a She plays terribly. b She sings terribly.

4 Escribe un artculo sobre un grupo

de msica. (AT4.56) 8W7 9T4

Plenary

Writing. Using the text in exercise 2 as a model,

pupils write an article about a band (either real or
fictional). A writing framework is supplied.

Ask pupils for their opinions on types of music.

What do they usually/sometimes/never listen
to? What do they think of any Spanish music
they have heard? Encourage them to make
comparisons.

Encourage pupils to use a dictionary to look up

any other details they want to include. Remind
them that when using a dictionary to look up the
Spanish for a word they want to use, they need
to make sure that theyve got the correct word.
For example, if they are looking up the Spanish
for rock in the context of music, they dont
want to come away with roca, the stone variety. A
good technique is to cross-check the word in the
SpanishEnglish part of the dictionary.

5 Escucha y canta.
Listening. Pupils listen to the song. Some
vocabulary is glossed for support.
Play the recording again, this time encouraging the
class to sing along.

Audioscript

Track 19

En el karaoke canta Katarina

pero, como siempre, ella desafina.
pera, jazz da igual!
Rock, pop canta fatal!
En la discoteca baila Katarina
pero ella no es una bailarina.
Tango, flamenco da igual!
Salsa, hip-hop baila fatal!
Ayer toc la flauta en la orquesta
pero cuando toc, adis a la fiesta!
Guitarra, trompeta da igual!
Flauta, violn toca fatal!
Va a trabajar en un musical.
Va a ser Mary Poppins, ay, qu mal!
Cantar, bailar, tocar da igual!
Porque todo, todo lo hace fatal!

37

Los medios de comunicacin

Extra!

Cuaderno Verde, page 7

Cuaderno Verde, page 8

1

1
2
3
4
5
6
7
8
9
10

Voy a jugar al tenis con un amigo.

Fui a una fiesta de cumpleaos.
Nunca juego al baloncesto.
Voy a ver mi programa favorito
en la tele.
Saqu muchas fotos en la fiesta
de mi amiga.
A veces voy al cine.
El concierto fue estupendo.
No voy a salir con mis amigos.
Voy a hacer mis deberes de espaol.
Com pizza en mi restaurante favorito.

Gramtica
Pasado
fui
saqu
vi
jugu
hice
com
sal
compr

El n de semana pasado

Futuro
voy a ir
voy a sacar
voy a ver
voy a jugar
voy a hacer
voy a comer
voy a salir
voy a comprar

Elisa

Este sbado

baloncesto = basketball

2 Y t? Responde a las preguntas.

2 Copia el texto en el orden correcto y ordena los dibujos.

b

Remember to use connectors:

y (and) and tambin (too).

And you? Answer the questions.

Copy the text in the correct order and put the pictures in the right sequence.
a

El fin de semana pasado

esta = party

Normalmente
Maana

Presente
voy
saco
veo
juego
hago
como
salgo
compro

Write what Ricardo did last weekend and Elisas plans for next Saturday. Use the
verb table from exercise 1.

Ricardo

Remember how to spot the different

tenses (past, present and future):

Los me

Los me

1 Lee las frases y escribe los nmeros en la tabla. Read the sentences and
write the numbers in the table.

Cuaderno Verde dios de comu

Extra! 2 pages 1819

nicacin

nicacin

Cuaderno Verde dios de comu

Extra! 1 pages 1819

Adnde fuiste el fin de semana pasado?

Con quin saliste?

1
Qu hiciste?

a comer pizza en una

una camiseta de regalo. Vamos
bail mucho. Este n de
de rock. Lo pas genial porque
pizzera y voy a sacar muchas fotos.
semana voy a celebrar el
amigo. Le voy a comprar
cumpleaos de mi mejor

Mira! Pearson Education Limited 2008

El sbado pasado fui a un concierto

Mira! Pearson Education Limited 2008

lo pas genial = I had a great time

El sbado pasado fui a un concierto

Te gust? Por qu?

Adnde vas a ir el prximo sbado?

Con quin vas a salir?

Qu vas a hacer?

1 (AT3.3) 9W5 9S3

3 (AT4.4) 9W5

El fin de semana pasado: 2, 5, 7 10

Ricardo: El fin de semana pasado jugu al ftbol. Tambin

sal con mis amigos y fui a un concierto de jazz.

Normalmente: 3, 6

Elisa: Este sbado voy a comprar un regalo para mi amiga.

Voy a ir a una fiesta de cumpleaos y voy a bailar mucho.
Tambin voy a sacar muchas fotos.

Maana: 1, 4, 8, 9

2 (AT3.5 AT4.3) 9W8

4 (AT4.3) 9W4

El sbado pasado fui a un concierto de rock. Lo pas genial

porque bail mucho. Este fin de semana voy a celebrar
el cumpleaos de mi mejor amigo. Le voy a comprar una
camiseta de regalo. Vamos a comer pizza en una pizzera y
voy a sacar muchas fotos.
order of pictures: 1 c

2 f

3 b

4 d

5 e

6 a

38

Los me

in
nicac

de comu
dios

Gramtica

(Pupils Book pages 2021)

Activities practising the grammar points covered in Module 1

When pupils are doing this section, remind them to use the Gramtica section at
the back of the book as a reference, as it explains in detail the points practised here.

1 Which is the odd one out? Give a

reason why. (AT3.2) 9W5

4 Write out these sentences in a

logical order, then translate them
into English. (AT4.3) 9W4

Reading. Pupils identify the odd word/phrase out in

each group of three, explaining why.

Writing. Pupils unjumble the words to write

complete sentences, then translate the sentences
into English.

Answers
1
2
3
4
5
6

c, because escribo is the only -ir verb

b, because hago is the only irregular verb
b, because lees is the only -er verb
c, because veo is the only I form
b, because navego is the only I form
c, because leo is the only I form/the only -er verb

Answers
1 Las pelculas del Oeste son ms divertidas que las
comedias.
Westerns are funnier than comedies.
2 Las pelculas de artes marciales son ms
emocionantes que las pelculas de ciencia-ficcin.
Martial arts films are more exciting than sciencefiction films.
or
Las pelculas de ciencia-ficcin son ms
emocionantes que las pelculas de artes marciales.
Science-fiction films are more exciting than martial
arts films.
3 Las pelculas de amor son ms interesantes que las
pelculas de accin.
Romantic films are more interesting than action
films.
or
Las pelculas de accin son ms interesantes que las
pelculas de amor.
Action films are more interesting than romantic
films.
4 Los dibujos animados son menos informativos que las
pelculas de ciencia-ficcin.
Cartoons are less informative than science fiction
films.
5 Las pelculas de terror son menos aburridas que las
pelculas de amor.
Horror films are less interesting than romantic films.
or
Las pelculas de amor son menos aburridas que las
pelculas de terror.
Romantic films are less interesting than horror films.

2 Choose the correct option to

complete the sentences. (AT3.2)

9W4

Reading. Pupils choose between the two options

given to complete each sentence.
Answers
1 favorito 2 divertidos 3 tontas
5 interesante 6 aburrido

4 informativas

3 Antonio has spilt Coke all over his

adjective endings. Write them out
correctly for him. (AT3.2) 9W5
Writing. Pupils copy and complete the gap-fill
sentences, supplying the correct endings for the
adjectives.
Answers
1 Me gustan mucho los programas de deporte no son
aburridos.
2 Las telenovelas son muy interesantes, pero no me
gustan nada.
3 Las telenovelas no son emocionantes.
4 Las telenovelas son muy aburridas.
5 Me encantan los documentales porque son muy
informativos.
6 Los documentales son interesantes tambin.
7 Me gustan los dibujos animados porque son
divertidos.
8 No me gusta el programa del tiempo no es nada
interesante.

5 Using the verb box and the words

below to help you, translate these
sentences into Spanish. (AT4.3)

9W5

Writing. Pupils translate the eight sentences using

the near future tense. The verb structures and other
vocabulary needed are supplied in random order
for support.

39

Los medios de comunicacin

Gramtica
6 Write the English for all the
highlighted verbs in these
sentences. Then match up the
correct pictures to the sentences.
(AT3.4) 9W5

Answers
1
2
3
4
5
6
7
8

Voy a salir con mi hermana.

Voy a comprar una camiseta.
Voy a cantar mucho.
Voy a sacar fotos.
Voy a descargar msica.
Voy a comer patatas fritas.
Voy a bailar con mi hermano.
Voy a ir a un concierto.

Reading. Pupils read the five sentences. They copy

out the words in bold (verbs in the preterite) and
translate them into English. They then match each
sentence with the correct picture.
Answers
1
2
3
4

fui I went, fue it was

compr I bought, fui I went, fue it was
fui I went, com I ate, fue it was
fui I went, compr I bought, saqu I took,
descargu I downloaded
5 sal I went out, fui I went, cant I sang, bail I
danced, fui I went, com I ate
1c 2a 3d 4e 5b

40

Los me

in
nicac

de comu
dios

Te toca a ti

(Pupils Book pages 114115)

Self-access reading and writing at two levels.

A Reinforcement

B Extension

1 Unjumble the sentence starters

and then cure the computer virus
to complete the sentences logically.
(AT4.2) 9S2

1 Read the conversations. Copy the

grid and fi ll it in. (AT3.4) 9L5
Reading. Pupils copy out the grid. They read the
four conversations and complete the grid with the
details: type of music and whether the person likes
it ( ) or not ( ).

Reading. Pupils put the words in the correct order

to make sentences. To complete the sentences they
then need to fill in the missing letters (vowels) in
the appropriate word on the computer screen.

&

Answers

Answers
1
2
3
4
5
6
7
8

'

Todos los das leo y escribo correos.

De vez en cuando descargo msica.
Por la tarde navego por internet.
Los fines de semana hago mis deberes.
De vez en cuando compro regalos.
Dos veces a la semana veo DVDs.
Nunca chateo.
A veces juego con el ordenador.

Tipo de msica

Opinin

Nuria

msica clsica

Miguel

msica electrnica

Ana

msica latina

Javi

pop
jazz

&
'
&
'
&

&'

2 Read the texts. True (T), false

(F) or not mentioned (NM)? (AT3.3)

2 Write out these conversations

saying what you did last weekend.
(AT3.4) 9W5

Reading. Pupils read the two texts about Lolas and

Joaquins television preferences, then read the
eight English statements and decide whether each
is true (T) or false (F), or the information is not
mentioned in the text (NM).

Writing. Using the model and the prompts supplied,

pupils write out three conversations.

7T1

Answers
a Qu hiciste el fin de semana pasado?
Fui a un concierto de Avril Lavigne.
Fue fenomenal. Luego com una pizza.
b Qu hiciste el fin de semana pasado?
Fui a un concierto de 50 Cent.
Fue fenomenal. Compr una camiseta.
c Qu hiciste el fin de semana pasado?
Fui a un concierto de Amy Winehouse.
Fue fenomenal. Bail.

Answers
1 F 2 T 3 T 4 NM 5 T 6 NM 7 F 8 F

3 Write out these sentences. (AT4.4)

9W2

Writing. Pupils use the picture prompts to write

sentences comparing different types of film.

3 Copy the text and fi ll in the gaps

with the verbs from the box. (AT3.5)

Answers
1 Las pelculas de terror son ms aburridas que las
pelculas de amor.
2 Los dibujos animados son menos informativos que las
pelculas de ciencia-ficcin.
3 Las pelculas del Oeste son menos divertidas que las
comedias.
4 Las pelculas de amor son menos interesantes que las
pelculas de accin.
5 Las pelculas de guerra son ms tontas que las
pelculas de accin.
6 Las pelculas de artes marciales son ms
emocionantes que las pelculas de ciencia-ficcin.

9W5

Reading. Pupils copy and complete the gap-fill text

using the verbs supplied.
Answers
1 juego 2 veo 3 descargo 4 escribo 5 fui
6 saqu 7 compr 8 com

41

Asking and
answering
questions about
school

9L4 Questions/text
as a stimulus to talk
(reinforce)

9S4 Building
answers from
questions (launch)

9W8 Using
grammar to
understand words
(launch)

1 Un da en el
instituto
(pp. 2425)

Describing your
school

Framework

Unit

2.1d previous knowledge

2.2a listen for gist
2.2c respond
appropriately
2.2d pronunciation and
intonation
2.2e ask and answer
questions
3a spoken and written
language

24

Levels and PoS

Qu haces en el recreo?
Los lunes/martes (etc.) voy
al club de teatro/informtica/ajedrez
a la biblioteca/la cantina
al patio
Toco en la orquesta.
Juego al ftbol.
Canto en el coro.

Cmo se llama tu instituto?

Mi instituto se llama (Instituto Antonio Machado)
Cuntos alumnos hay?
Hay (mil) alumnos.
Cuntos profesores hay?
Hay (setenta) profesores.
Cuntas clases hay al da?
Hay (cinco) clases al da.
Llevas uniforme?
(No) llevo uniforme.
Te gusta tu instituto?
Me gusta mucho mi instituto.

Key language

Using
intonation
to signal a
question

Using different
question words

Grammar

continued

Participating in an
unscripted dialogue

Using reading
strategies to work
out new words

Using grammar
to work out new
language

Practising
intonation (in
questions)

Skills

Module 2: El instituto
(Pupils Book pages 2441)

42

Extending
sentences by
giving opinions

9W5 Verb tenses

(+conditional)
(near future)
(reinforce)

9L5 Extended/
frequent
contributions to
talk (launch)

9L1 Listening for

inferences (launch)

9T7 Checking work

(launch)

9S8 Inflections
as aid to
comprehension
(launch)

2 Qu vas a
estudiar?
(pp. 2627)

Talking about
what you will
study next year

Framework

Unit

2.1a identify patterns

2.1b memorising
2.1c knowledge of
language
2.1e use reference
materials
2.2e ask and answer
questions
2.2f initiate/sustain
conversations
2.2g write clearly and
coherently
2.2h redraft to improve
writing
3c apply grammar
4d make links with
English

35

Levels and PoS

43
(No) me gustan
las ciencias
las matemticas
porque son
fciles/aburridas/guay. (etc.)
Qu estudias?
Estudio historia/ciencias (etc.)
Qu vas a estudiar el ao que viene?
El ao que viene voy a estudiar ...

Te gusta(n)?
(No) Me gusta
el comercio
el dibujo
el diseo
el espaol
el francs
el ingls
el teatro
la educacin fsica
la geografa
la historia
la informtica
la msica
la tecnologa
Por qu?
porque es
aburrido/a
creativo/a
divertido/a
difcil
fcil
til
importante
interesante
guay

Key language

Adjectival
agreement

Near future
tense

Present tense

Grammar

continued

Developing
vocabulary learning
skills

Using reference
resources

Using different
tenses
appropriately

Recognising and
using techniques to
improve writing

Extending
sentences, using
connectives and
negatives

Developing
listening skills

Skills

Module 2: El instituto
(Pupils Book pages 2441)

9S3 Different tense

modals (launch)

Talking about
school rules

44

Using the
preterite tense

Talking about a
day at school

4 Timoteo el
travieso
(pp. 3031)

9W6 Meanings
of syllables
(reinforce)

9W5 Verb tenses

(+ conditional)
(preterite)
(reinforce)

9W6 Meanings of
syllables (launch)

3 Se debe
(pp. 2829)

Using se debe to
say you must

Framework

Unit

2.1a identify patterns

2.2a listen for gist
2.2c respond
appropriately
2.2d pronunciation and
intonation
2.2g write clearly and
coherently
3a spoken and written
language
3b sounds and writing
3c apply grammar
3d use a range of vocab/
structures

45

2.1d previous knowledge

2.1e use reference
materials
2.2d pronunciation and
intonation
2.2g write clearly and
coherently
3b sounds and writing
3c apply grammar

34

Levels and PoS

ayer
en el recreo
en la hora de comer
ms tarde
luego
despus
tambin

sal, compr, jugu, llegu, escuch, estudi, com, beb,

mand, habl, saqu

Se debe
escuchar en clase
hacer los deberes
llevar uniforme
llegar a tiempo
No se debe
llevar zapatillas de deporte
llevar joyas
llevar maquillaje
comer chicle
correr en los pasillos
usar el mvil en clase

Key language

The preterite

(No) se debe
+ infinitive

Grammar

continued

Practising correct
stress

Reviewing progress/
checking work
using the Mini-test

Writing for specific

audience

Working on
sounding authentic
by copying Spanish
models

Using reading
strategies to work
out new words

Skills

Module 2: El instituto
(Pupils Book pages 2441)

8T6 Text as a
model and source
(launch)

Writing a
detailed
description of
your school

45

Pupils checklist
and practice test

Resumen/
Preprate
(pp. 3435)

9T1 Understanding
complex language
(reinforce)

9T5 Simple creative

writing (launch)

5 Mi instituto
(pp. 3233)

Using the
preterite and
present tenses
together

Framework

Unit

45

2.2b skim and scan

2.2c respond
appropriately
2.2g write clearly and
coherently
2.2h redraft to improve
writing
3c apply grammar
3d use a range of vocab/
structures
4c use more complex
language
4e use a range of
resources

45

Levels and PoS

Language from Units 14 of Module 2

Key language

The preterite

Present tense

Grammar

continued

Reviewing progress/
checking work

Extending
sentences, using
connectives and
negatives

Writing an extended
text in Spanish

Using different
tenses
appropriately

Identifying key
information by
skim-reading a text

Understanding
a longer text in
Spanish (email)

Skills

Module 2: El instituto
(Pupils Book pages 2441)

9C5 Region of a
country (launch)

8W7 Dictionary
detail (reinforce)

Extra!
(pp. 3637)

Learning about
festivals through
the year

46

Activities practising
the grammar points
covered in Module 2

Self-access reading
and writing at two
levels

Gramtica
(pp. 3839)

Te toca a ti
(pp. 116117)

Learning how to
check your work

Framework

Unit

34
45

25

2.1d previous knowledge

2.1e use reference
materials
2.2e ask and answer
questions
2.2g write clearly and
coherently
2.2h redraft to improve
writing
2.2i reuse language they
have met
2.2k deal with
unfamiliar language
3c apply grammar
3e different countries/
cultures
3f compare experiences
4e use a range of
resources
4f language for interest/
enjoyment

36

Levels and PoS

Question words
Me gusta/Me gustan ...
Near future tense
Se debe + infinitive
The preterite
Contrasting the present tense and the preterite

Festivals and language to do with celebrating

Key language

Grammar

Using reference
resources

Recognising and
using techniques to
improve writing

Extending
sentences, using
connectives and
negatives

Participating in an
unscripted dialogue

Using different
tenses
appropriately

Using reading
strategies to work
out new words

Understanding a
longer/authentic
text in Spanish
(article)

Skills

Module 2: El instituto
(Pupils Book pages 2441)

El instituto

Un da en el instituto

Learning objectives

Describing your school

Asking and answering
questions about school

Framework objectives
9W8 Using grammar to
understand words (launch)
9S4 Building answers from
questions (launch)
9L4 Questions/text as a
stimulus to talk (reinforce)

Grammar

Using different question words

Using intonation to signal a
question

Key language
Cmo se llama tu instituto?
Mi instituto se llama (Instituto
Antonio Machado)

(Pupils Book pages 2425)

Cuntos alumnos hay?

Hay (mil) alumnos.
Cuntos profesores hay?
Hay (setenta) profesores.
Cuntas clases hay al da?
Hay (cinco) clases al da.
Llevas uniforme?
(No) llevo uniforme.
Te gusta tu instituto?
Me gusta mucho mi instituto.
Qu haces en el recreo?
Los lunes/martes (etc.) voy
al club de teatro/informtica/
ajedrez
a la biblioteca/la cantina
al patio
Toco en la orquesta.
Juego al ftbol.
Canto en el coro.

me, te, se
al, a la
en
mucho
no
cmo?
cuntos?
hacer
ir
jugar
hay

Cross-curricular
English: Questions

Resources
CD1, tracks 2022
Cuaderno Verde, p. 12

High-frequency words
el, la, los
mi, tu

1 Escucha y lee. Empareja las frases

con los dibujos. (16) (AT1.2 AT3.2)

Launching teaching objectives

9T1 9W8

9W8 Use exercise 1 to launch using grammar to

understand words.
9S4 Use exercise 4 to launch building answers
from questions.

Listening. Pupils listen to the six statements

about a school, reading the text at the same time.
They then match each statement with the correct
picture.

Starter 1

Audioscript

Aim

1
2
3
4
5
6

To revise questions.
Read out the following Spanish sentences in
random order. Ask pupils to write down S or Q
for each one: S if they think it is a statement
and Q if they think it is a question.
Hay muchos alumnos.
Hay muchos alumnos?
Cmo se llama tu hermana?
Se llama Susana.
Me gusta mucho mi instituto.
Te gusta tu instituto?

Track 20

Mi instituto se llama Instituto Antonio Machado.

Hay mil alumnos.
Hay setenta y cinco profesores.
Hay cinco clases al da.
No llevo uniforme.
Me gusta mucho mi instituto.
Answers
1e 2a 3b 4f 5c 6d

Ask pupils how they worked out the answers.

Prompt to remind them that intonation,
question words and (often) the you form are
useful indicators of a question form.

47

El instituto

1 Un da en el instituto
Answers

Gramtica: Asking questions

Use this to review question forms: (1) statement
with rising intonation for yes/no questions and
(2) with question words. Remind pupils that
questions and answers use different verbs forms:
in these examples the t form in the questions
and the yo form in the answers. Remind pupils of
the punctuation used with questions.
Ask pupils why there are the two forms cuntos?
and cuntas? Confirm that this word is an
adjective and so has to agree with the noun it
accompanies.

700

3 Teachers?

28

4 Lessons per day?

5 Uniform?

no

6 < <

<

To review the days of the week.

Give pupils two minutes to write out the Spanish
for on Mondays, on Tuesdays, etc., covering all
the days of the week.
If they need support, you could model one
answer in Spanish for them (e.g. los sbados)
and/or supply the days of the week in random
order.

9W8

Reading. Pupils read the six questions and find in

them the Spanish for the five English words listed.

4 Con tu compaero/a, haz un

dilogo sobre tu instituto. Utiliza las
preguntas del ejercicio 2. (AT2.4)

Answers
your school tu instituto
lessons clases
uniform uniforme
pupils alumnos
teachers profesores

9S4 9L4

Speaking. In pairs: pupils take it in turn to ask

and answer the questions in exercise 2 about their
own school. A sample exchange is given. Point
out to pupils that they can use the language of the
questions to form the answers each time.

Pupils match the questions from exercise 2

with the answers from exercise 1. This can be
done orally or as a written exercise.

Pupils could prepare for this exercise by using the

grid format in exercise 3 to jot down some notes.
They could then attempt to do the dialogues using
just the notes.

3 Escucha. Copia y rellena la tabla

en ingls. (AT1.4) 9L3

Suggestion

Listening. Pupils copy out the table. They listen to

someone talking about school and complete the
table with the details in English.

2 Pupils?

Aim

2 Lee las preguntas y busca estas

palabras en espaol. (AT3.2) 9S2

Audioscript

Manuel de Falla

Starter 2

Ask pupils to read out the questions and

statements in the Gramtica box to practise the
correct intonation.

a
b
c
d
e

1 Name of school

Before moving on to exercise 5, go round the class:

pupils take it in turn to read aloud the expressions
ai (exercise 5) and to translate each expression
into English.

Track 21

Then read together the vocabulary box, which lists

the key question Qu haces en el recreo? and the
expressions for saying on Mondays/on Tuesdays,
etc.

Cmo se llama tu instituto?

Mi instituto se llama Instituto Manuel de Falla.
Cuntos alumnos hay?
Hay setecientos alumnos.
Cuntos profesores hay?
Hay veintiocho profesores.
Cuntas clases hay al da?
Hay seis clases al da.
Llevas uniforme?
No, no llevo uniforme.
Te gusta tu instituto?
S. Me gusta mucho mi instituto.

5 Escucha. Escribe el da y la letra

correcta. (19) (AT1.23) 8L3
Listening. Pupils listen to nine conversations. For
each they note the day mentioned and the letter of
the correct picture.

48

1 Un da en el instituto

Audioscript

Cuaderno Verde, page 12

Track 22

Qu haces en el recreo?
Los viernes voy al club de ajedrez.
Qu haces en el recreo?
Los martes juego al ftbol.
Y t? Qu haces en el recreo?
Los mircoles, toco en la orquesta.
Qu haces en el recreo?
Los lunes voy al patio.
Y t? Qu haces en el recreo?
Los jueves voy al club de informtica.
Qu haces en el recreo?
Depende los lunes voy a la cantina o voy al club de
ajedrez.
Y t qu haces?
Los viernes voy a la biblioteca o toco en la orquesta.
Qu haces en el recreo?
A ver los jueves voy al club de teatro o juego al
ftbol.
Y t? Dime.
Los martes canto en el coro o voy al patio.

1 Un da en el instituto

Fridays, c
Tuesdays, h
Wednesdays, f
Mondays, d
Thursdays, b

6
7
8
9

El instituto

Unjumble the words to ask the questions.

1 alumnos en instituto hay tu Cuntos?

2 Cuntos en profesores instituto hay tu?
3 da hay Cuntas al clases?
4 se Cmo instituto tu llama?
5 para Llevas al uniforme instituto ir?
6 gusta instituto Te tu?

2 Lee el texto y escribe las palabras que faltan. Utiliza la actividad 1 para
ayudarte. Read the text and write the missing words. Use activity 1 to help you.

instituto

Este ao voy a un

nuevo que se llama Las Arenas.

Es bastante grande porque hay seiscientos

y cuarenta

. Es un instituto mixto. Normalmente hay seis

Lunes
francs
dibujo
ingls
ciencias

martes
comercio
historia
teatro

miercoles
diseo
informtica

jueves
ingls
geografa

viernes
msica
tecnologa

al da. Los martes voy al club de

espaol

msica

. En mi instituto no llevo
qu bien! Me gusta mi nuevo instituto porque hay buen ambiente y los profesores son
simpticos. Andrs

mixto = coeducational
hay buen ambiente = there is a good atmosphere

3 Escribe un prrafo utilizando la siguiente informacin.

Write a paragraph using the following information.
50
Instituto
800
John Smith

Lunes
francs
dibujo
ingls
ciencias

martes
comercio
historia
teatro

miercoles
diseo
informtica

jueves
ingls
geografa

viernes
msica
tecnologa

espaol

msica

Mi instituto se llama

12

Answers
1
2
3
4
5

Cuaderno Verde
pages 2425

1 Ordena las palabras para formular las preguntas.

Mira! Pearson Education Limited 2008

El instituto

1 (AT3.2 AT4.3) 9W3

Mondays, e, c
Fridays, g, f
Thursdays, a, h
Tuesdays, i, d

1
2
3
4
5
6

6 Escribe tus actividades de cada

da, luego, con tu compaero/a, haz
un dilogo. (AT2.4) 9L4

Cuntos alumnos hay en tu instituto?

Cuntos profesores hay en tu instituto?
Cuntas clases hay al da?
Cmo se llama tu instituto?
Llevas uniforme para ir al instituto?
Te gusta tu instituto?

2 (AT3.3) 9W1
Este ao voy a un instituto nuevo que se llama Las Arenas.
Es bastante grande porque hay seiscientos alumnos y
cuarenta profesores. Es un instituto mixto. Normalmente
hay seis clases al da. Los martes voy al club de ajedrez. En
mi instituto no llevo uniforme qu bien! Me gusta mi nuevo
instituto porque hay buen ambiente y los profesores son
simpticos. Andrs.

Speaking. In pairs: pupils note down their own

activities for each day of the week (either real or
fictitious) in note form. They then talk about this
with a partner, taking it in turn to ask the question
and to respond. A sample note and a sample
exchange are given.

7 Escribe un blog sobre tu instituto.

Utiliza las frases de Teo como
modelo. (AT4.4) 8T6

3 (AT4.3) 9W4
Mi instituto se llama John Smith. Hay ochocientos alumnos y
cincuenta profesores. No llevo uniforme. Hay seis clases al
da. No me gusta nada mi instituto.

Writing. Pupils write a blog about their own school

using Teos blog as a model.

Plenary
Tell the class to close their books. Challenge
them to remember all of the extra-curricular
activities introduced in this lesson. There are
nine in total: if they can remember at least
seven correctly, they win; if they cant, you win.

49

El instituto

21 32

Los
Quprofesores
vas a estudiar?
(Pupils Book
(Pupils
pages
Book
2829)
pages 2627)

Learning objectives

Talking about what you will

study next year
Extending sentences by giving
opinions

Framework objectives
9S8 Inflections as aid to
comprehension (launch)
9T7 Checking work (launch)
9L1 Listening for inferences
(launch)
9L5 Extended/frequent
contributions to talk
(launch)
9W5 Verb tenses (+conditional)
(near future) (reinforce)

Grammar

Present tense
Near future tense
Adjectival agreement

Key language
Te gusta(n)?
(No) Me gusta
el comercio

el dibujo
el diseo
el espaol
el francs
el ingls
el teatro
la educacin fsica
la geografa
la historia
la informtica
la msica
la tecnologa
Por qu?
porque es
aburrido/a
creativo/a
divertido/a
difcil
fcil
til
importante
interesante
guay
(No) me gustan
las ciencias
las matemticas
porque son
fciles/aburridas/guay (etc.)

Launching teaching objectives

Qu estudias?
Estudio historia/ciencias (etc.)
Qu vas a estudiar el ao que
viene?
El ao que viene voy a estudiar ...

High-frequency words
el, la, las
me, te
a
porque
por qu?
qu?
que
ir
ser
no

Cross-curricular
English: Verb tenses

Resources
CD1, tracks 2326
Cuaderno Verde, p. 13
R & A Pack, Gramtica p. 7 (The
near future tense)

Me gustan ____ ciencias porque son _________.

(las, creativas)
No me gusta ____ dibujo porque es _________ .
(el, difcil)

9S8 Use exercise 1 to launch inflections as aid to

comprehension.
9T7 Use exercise 7 to launch checking work.
9L1 Use exercise 2 to launch listening for
inferences.
9L5 Use exercise 3 to launch extended/frequent
contributions to talk.

Check answers, asking pupils to explain why

each adjective fits in each space. Remind them
that with (no) me gusta(n) you use the definite
article.

Starter 1 9W4

Suggestion
Before moving on to exercise 1, you could review
orally the vocabulary for school subjects: prompt
in Spanish for pupils to give you the English
translation.

Aim
To revise me gusta/me gustan, the definite article
with likes/dislikes and adjective agreement.
Write up the following as a model:
Me gustan las matemticas porque son
interesantes.

1 Escucha y escribe la letra de la

asignatura. (112) (AT1.34) 9W4

9S8

Then write up four gap-fill sentences, plus

the answers in random order (given here in
brackets). Give pupils two minutes working in
pairs to copy and complete the sentences

Listening. Pupils listen and write the letter of each

school subject (using pictures ao) as they hear it
mentioned. Before playing the recording, explain
to pupils that it also contains other details: they
should ignore these and concentrate on listening
out for the subjects only.

Me gusta ___ teatro porque es _________ . (el,

divertido)
No me gusta ____ msica porque es _________ . (la,
aburrida)

50

2 Qu vas a estudiar?

Audioscript

El instituto

opinion(s) in English. Encourage pupils to listen

out for tone of voice to help them in identifying
opinions.

Track 23

1
2
3
4
5
6
7
8
9

Me gustan las ciencias porque son interesantes.

No me gustan las matemticas porque son difciles.
Me gusta el espaol porque es divertido.
Me gusta el francs porque es guay.
No me gusta la historia porque es difcil.
Me gusta la tecnologa porque es muy fcil.
Me gusta el teatro porque es muy interesante.
Me gusta mucho la msica porque es muy creativa.
Qu estudias?
Estudio informtica.
Te gusta?
No, no me gusta.
Por qu?
No me gusta la informtica porque es aburrida.
10 Qu estudias?
Estudio geografa.
Te gusta?
No, no me gusta la geografa.
Por qu?
Porque no es creativa.
11 Qu estudias?
Estudio ingls.
Te gusta?
S, me gusta el ingls.
Por qu?
Porque es til y es fcil tambin.
12 Qu estudias?
Estudio dibujo y educacin fsica.
Te gustan?
Me gusta mucho el dibujo, pero no me gusta nada
la educacin fsica. No es importante. No me gusta
nada.

Audioscript

Track 24

See transcript track 22 above.

Answers
1
2
3
4
5
6
7
8
9
10
11
12

Likes science interesting

Doesnt like maths difficult
Likes Spanish fun
Likes French cool
Doesnt like history difficult
Likes technology very easy
Likes drama interesting
Likes music very creative
Doesnt like IT boring
Doesnt like geography not creative
Likes English useful and easy
Likes art a lot; doesnt like PE not important

Play the recording as a model, then ask

the class to read the words aloud together and to
stress the accented letters each time. Then play the
recording again to compare pronunciation.

Audioscript

Track 25

difcil
difciles
fcil
fciles
til
tiles

Answers

Suggestion

1 n 2 o 3 a 4 b 5 h 6 m 7 g 8 i 9 j 10 k 11 c 12 f, l

Use the tip box to remind pupils that they need

to include the definite article when talking about
likes/dislikes (so Estudio francs but Me gusta el
francs).

Pupils working in pairs look at all the school

subjects for one minute. They then close
their books and see how many of them they can
remember.

Then use the language grid to review the

agreement of adjectives in detail.

Suggestion
Ask pupils how they will note this vocabulary in
order to memorise it. Remind them as necessary
of the usefulness of noting and learning groups of
words that have something to connect them. Ask
them what groupings they would use here (e.g.
masculine/feminine singular/feminine plural,
using different colours; subjects they do/dont do;
words which have/dont have English cognates,
etc.).

Prompt with subjects in Spanish: pupils

respond with a simple sentence describing
each one, e.g. msica La msica es divertida. This
can be done orally or as a written exercise.

2 Escucha otra vez y escribe la

opinin en ingls. (AT1.34) 9W4

Speaking. In pairs: pupils adapt the model dialogue

supplied to make up five dialogues of their own.
The language to change (subjects and opinions) is
underlined.

3 Con tu compaero/a, haz cinco

dilogos. Cambia las asignaturas y
las opiniones subrayadas. (AT2.4)

9W4 9L5

9L1

Listening. Pupils listen again to the recording in

exercise 1. This time they note each speakers

51

El instituto

2 Qu vas a estudiar?

Audioscript

Starter 2 9W4

Aim
To revise me gusta(n) and adjective agreement.
Write up the following in four separate columns.
Give pupils three minutes to write three
sentences, each featuring one element from
every section. All the elements must be used.
me gusta
la informtica porque es
difcil
no me gustan las ciencias
porque es
aburrido
no me gusta el dibujo
porque son interesante

Ask for sample answers, checking that pupils

remember when to use me gusta/me gustan and
the rules of adjective agreement.

4 Lee los textos. Copia y rellena la

tabla en ingls. (AT3.3) 9T1
Reading. Pupils copy out the table. They then read
the four texts and complete the table with the details
in English.
Answers
Name

Subject

Opinin

Antonio

science

interesting
not difficult

Carol

art

easy, (very) creative

Rico

business studies
design

enjoyable/fun
cool

Cintia

not PE

boring

Track 26

Qu vas a estudiar el ao que viene?

Voy a estudiar geografa.
Por qu?
Porque me gusta mucho y porque la geografa es til.
Qu vas a estudiar el ao que viene?
Voy a estudiar francs.
Por qu?
Pues me gusta el francs porque es fcil e
interesante.
Dime, Diego Qu vas a estudiar el ao que viene?
Voy a estudiar teatro.
Por qu?
Pues porque me encanta el teatro. Es creativo y no
es nada aburrido. A ti te gusta el teatro?
Qu vas a estudiar el ao que viene?
Voy a estudiar comercio.
Por qu?
Me gusta el comercio porque es muy importante.
Hola! Qu tal, Lola?
Bien, gracias. Muy bien.
Qu vas a estudiar el ao que viene?
Pues voy a estudiar informtica.
Ah s? Muy interesante. Por qu?
Bueno me encantan los videojuegos y para m la
informtica es guay.

Answers
1
2
3
4
5

geography, useful
French, easy and interesting
drama, creative and not boring
business studies, (very) important
IT, cool

6 Con tu compaero/a, haz un

dilogo. (AT2.5) 9L5 9W5

Gramtica: The near future tense

9W5

Speaking. In pairs: pupils put together a dialogue,

taking it in turn to ask questions and to respond on
what they are going to study next year and why. A
structure is supplied for support.

Use the Gramtica box to remind pupils how the

near future tense is formed in the first person (voy
a + infinitive).

7 Escribe un texto sobre el ao que

viene. Utiliza los textos del ejercicio
4 como modelos. (AT4.5) 9W5 9T7

The time expression el ao que viene is shown

here. Ask pupils if they can think of any other
time expressions you use when talking about the
future (e.g. maana, la semana que viene, el fin de
semana que viene, etc.).

Writing. Using the texts in exercise 4 as a model,

pupils write a paragraph on what they are going to
study next year and why. They should also include
details of what they are not going to study, again
giving reasons. A writing frame is supplied for
support.

Exercise 3 page 38 of the Pupils Book gives

practice on this point.

Pupils should read their finished texts to check

the quality and accuracy of their writing. Ask
them what they should be looking at, e.g. spelling,
accents, agreement of adjectives, correct verb forms,
inclusion of connectives and intensifiers, etc.
Encourage them to put together a checklist and to
use this here and for all future writing projects. Ask
where they can check these things, reminding them

5 Escucha y escribe la asignatura y

la opinin. (15) (AT1.5) 9W5
Listening. Pupils listen to the five conversations
about school. They note in English the school
subject mentioned and the opinion given each
time. The opinions are given in random order for
support.

52

2 Qu vas a estudiar?

El instituto

2 (AT3.2 AT4.3) 9W4

as necessary: the Gramtica box in the unit, the

Gramtica section at the back of the Pupils Book, a
dictionary. Once they have checked their texts, they
could do a second draft.

Team 1: Me gusta el
dibujo

Team 2: porque es
interesante.

1 No me gusta mucho la tecnologa. Es difcil y aburrida. El

ao que viene voy a estudiar historia y geografa porque
son muy interesantes y tiles.
2 No est mal la informtica porque es importante pero
el dibujo y el diseo son creativos y divertidos. Me
gustan mucho! Tambin me gusta el espaol porque
es interesante. El ao que viene voy a estudiar ingls y
francs porque son muy tiles.
3 No s qu voy a estudiar el ao que viene. Me gustan las
ciencias porque son importantes y las matemticas son
fciles para m. Pero tambin me gustan la msica y el
teatro porque son muy divertidos.

Team 2: No me gustan las

ciencias

Team 1: porque son

aburridas.

R & A Pack, Gramtica page 7

Plenary 9W4
Put the class into teams. Each team takes it in
turn either to start or finish a sentence. Teams
can confer but a different team member speaks
each time. Model a few examples.

Award 1 point for a correct statement. For incorrect

statements award 1 point to the opposing team.
The team with the most points wins.

Cuaderno Verde, page 13

2 Qu vas a estudiar?

Cuaderno Verde

El instituto

pages 2627

1 Busca 15 asignaturas en la sopa de letras.

10

Find 15 subjects in the word search.

s
2
3
4

o m e

e m

a m n

11
12

n f

13

14

15

2 Lee y completa las palabras en el texto.

Read and complete the words in the text.

. El ao que viene

voy a estudiar historia y geografa porque

son muy interesant _____ y til _____.

Ana
2

No est mal la informtica porque

es important _____ pero el dibujo y el

3 No s que voy a estudiar el ao que

diseo son creativ _____ y divertid _____.

viene. Me gustan las ciencias porque son

Me gustan mucho! Tambin me gusta

important _____ y las matemticas son

el espaol porque es interesant _____.

fcil _____ para m. Pero tambin

El ao que viene voy a estudiar ingls y

me gustan la msica y el teatro

francs porque son muy til _____.

porque son muy divertid _____.

Teo

Bea

Mira! Pearson Education Limited 2008

Remember to make your adjectives agree:

Masculine singular adjectives normally
end in -o.
Feminine singular adjectives normally
end in -a.
Singular adjectives ending in -e stay the
same.
To make a word plural, add -s after a
vowel, add -es after a consonant.

No me gusta mucho la tecnologa.

Es difcil y aburrid a

9W5
A 1 ver 2 leer 3 escribir 4 escuchar 5 beber
6 ir

7 navegar

8 comprar

9 comer

10 jugar

B 1 vas a leer 2 vamos a ir 3 vas a beber 4 va a

13

salir 5 voy a beber 6 vas a comer 7 va a jugar

1 (AT3.2)

C 1 Voy a hacer natacin.

1 comercio 2 tecnologa 3 geografa 4 dibujo

5 historia 6 informtica 7 diseo 8 espaol 9 ingls
10 matemticas 11 ciencias 12 msica 13 teatro
14 francs 15 educacin fsica
s
a
i
c
n
e
i
c

a
m
d

g
e
o
g
r
a
f

a
t
c
s
i

c
a
d
i
t

t
e
a
i
r
s

o
r
i
t
e
a
t
r
o
s
t
t
e

m
t
b
o
c
o

u
t
r

e
d
u
c
a
c
i

n
f
m
c
o

r
a
j
a
r
a
n
r

m
r
n
l

c
w
o
m
e
w
g
a
f

o
o
o

i
a
l
n
v
a
l
t

s
f
l

o
f
r
a
n
c

s
s
i
n
o
a

e
r
s
a
s
o
s
o
i
c
i
g
p

m
a
t
e
m

t
i
c
a
s

i
h
i
s
t
o
r
i
a
l
i
a
e

2 Jos va a estudiar ciencias.

3 Vas a jugar al baloncesto.
4 Vamos a comprar regalos.

53

El instituto

profesores
21 3 SeLosdebe

(Pupils
Book
pages
2829)
(Pupils
Book
pages
2829)

Learning objectives

9W6 Meanings of syllables

(launch)
9S3 Different tense modals
(launch)

escuchar en clase
hacer los deberes
llevar uniforme
llegar a tiempo
No se debe
llevar joyas
llevar zapatillas de deporte
llevar maquillaje
comer chicle
correr en los pasillos
usar el mvil en clase

Grammar

High-frequency words

el, los
se
a
en

Talking about school rules

Using se debe to say you
must

Framework objectives

(no) se debe + infinitive

Key language
Se debe

escuchar
hacer
no

Cross-curricular
English: Impersonal
constructions

Resources
CD1, tracks 2729
Cuaderno Verde, p. 14
R & A Pack, Gramtica p. 8 (Se
debe + infinitive)

Ask pupils what they can tell you about how

expressions like se debe and no se debe are used
with other verbs. (They are followed by the
infinitive.)

Launching teaching objectives

9W6 Use exercise 1 and the Suggestion before it to
launch meanings of syllables.
9S3 Use Starter 1 and exercise 1 to launch
different tense modals.

Before moving on to exercise 1, introduce llevar

maquillaje, the only item of vocabulary for the
lesson not yet covered. Use mime to convey the
meaning. (If pupils do French, they may already
know maquillage make-up.)

Starter 1 9S3
Aim
To introduce the vocabulary for the unit.

1 Escucha y escribe la letra correcta.

(110) (AT1.3) 8S3 9W6 9W8 9S3

Write up the following table, supplying the

phrases in the second part in random order
(grouped here by column for reference). Give
pupils three minutes working in pairs to put
each expression into the correct column.

Listening. Pupils listen to someone reading out a

list of school rules and note the letters of the rules
in the order mentioned.

Audioscript

At school
You must

escuchar en clase
hacer los deberes
llevar uniforme
llegar a tiempo

Track 27

Las normas del instituto

1 Hmmm No se debe llevar zapatillas de deporte
2 No se debe correr en los pasillos
3 Se debe llegar a tiempo s, por supuesto, eso es normal.
4 No se debe llevar maquillaje.
5 Se debe escuchar en clase por supuesto.
6 No se debe comer chicle. Ay qu pena!
7 No se debe usar el mvil en clase.
8 Se debe llevar uniforme. No me gusta nada llevar
uniforme.
9 No se debe llevar joyas.
10 Y finalmente se debe hacer los deberes.

You mustnt

llevar zapatillas de deporte

llevar joyas
comer chicle
correr en los pasillos
usar el mvil en clase

When checking answers, ask pupils how they

worked out vocabulary they didnt know.

Answers

Suggestion 9W6

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

Give some of the expressions in Starter 1 in full,

e.g. Se debe escuchar en clase. No se debe llevar joyas.
Ask pupils to identify the terms for you must
and you mustnt. Explain that se here indicates
an impersonal expression: se is used with a thirdperson singular verb to refer to people generally. It
can be translated you, they or one.

54

3 Se debe

3 Escucha y escribe las letras del

ejercicio 1. (15) (AT1.4) 9L1

Gramtica: Se debe + infinitive

Use the Gramtica box to review how se debe/no
se debe are used.

Listening. Pupils listen to the dialogue and note

the school rules, writing down the letters of the
pictures from exercise 1 in the order mentioned.

Exercise 5 on page 39 of the Pupils Book gives

practice on this point.

Audioscript

2 Juego de memoria. (AT2.3) 9L5

Speaking. Play a chain game to reinforce the
language for rules. The first pupil says one of the
rules in exercise 1. The next pupil repeats that rule
and adds another rule. Continue in this way, with
each pupil repeating all the rules that have been
said so far and adding another one.
You can play this in pairs or as a class. If as a class,
pupils can play individually or you can organise
them into teams and award points: if a team makes
a mistake, forgets to mention a rule or cannot
think of a new one, a point goes to the other
team(s).

Answers
1i 2h 3j 4e 5d

Ask pupils to read the texts in the speech

bubbles aloud and to review the rules for the
pronunciation of z, j and ll in Spanish. Confirm.
Play the recording for the pronunciation texts
as a model, then get the class to read the text
aloud together, making their pronunciation as
exaggeratedly Spanish as possible.

Pupil listen again and write down the excuses

which Miguel gives each time.

Suggestion
Ask pupils to translate the names of the four
schools pictured in exercise 4.

Track 28

4 Empareja las descripciones con

los dibujos. (AT3.3) 9T1

No se debe llevar zapatillas de deporte.

No se debe llevar joyas.

Reading. Pupils read the four descriptions of

different schools, then match each one to the
correct picture.

Starter 2
Aim

Answers

To revise (no) se debe + infinitive. To review the

language of the unit.

1d 2a 3c 4b

Write up the following sentences and give pupils

three minutes to identify the correct form of
(no) se debe in each. Answers are underlined
below for reference.
1
2
3
4

Track 29

1 Miguel, por favor, no se debe correr en los pasillos. Es

muy peligroso.
Pero no corro, seor es que bailo
2 Miguel, ya lo sabes. No se debe comer chicle en el
instituto. Por favor, pon tu chicle en la basura.
Ay ya voy!
3 Y no se debe usar el mvil.
Pero es mi madre, seor. Puede ser una llamada
importante Hola, mam!
4 Me da igual. Miguel, espera un momento por
qu llevas zapatillas de deporte? No se debe llevar
zapatillas de deporte en el instituto.
5 Pero seor, tengo una clase de educacin fsica
ahora me voy se debe llegar a tiempo. Hasta
luego, seor!

Ask pupils to identify the infinitives used in

the 10 rules in exercise 1.

Audioscript

El instituto

5 Escribe un blog y habla de las

normas de un instituto imaginario.
(AT4.4) 9T6 9T7

Se deber / debe llevar uniforme.

No se debe lleva / llevar joyas.
Se debe llegar / llega a tiempo.
Se debe / No se debe correr en los pasillos.

Writing. Pupils write a blog on an imaginary

school, talking about the rules there. As its a blog
and they are talking to teenagers like themselves,
suggest they include lots of opinions about the
rules. Encourage them to be inventive, using a
dictionary as necessary. A sample opening is given.

Check answers, asking pupils to translate the

completed sentences. Get pupils to say what
follows the structure (no) se debe.

Suggestion
Remind pupils that the Mini-test is an ideal
opportunity to review their progress in each
module.

55

3 Se debe

El instituto

R & A Pack, Gramtica page 8

Plenary 9S3
Ask pupils to summarise how the expressions se
debe and no se debe are used.
Then put the class into pairs or teams. Give
them two minutes to come up with four new
rules for the school, two using se debe and
two using no se debe. Encourage them to be
inventive. Award 1 point for each correct rule
and extra points for imaginative responses.

Cuaderno Verde, page 14

3 Se debe

Cuaderno Verde

El instituto

pages 2829

1 Empareja los dibujos con las frases apropiadas.

Match the pictures to the correct phrases.

a
b

1 Se debe llevar uniforme.

2 No se debe correr en los pasillos.

3 Se debe escuchar en clase.

4 No se debe usar el mvil en clase.

5 Se debe llegar a tiempo.

6 No se debe llevar joyas.

7 No se debe llevar zapatillas de deporte.

8 Se debe hacer los deberes.

9 No se debe comer chicle.

9W5 9S2

10 No se debe llevar maquillaje.

2 Mira los dibujos y escribe lo que dicen.

Look at the pictures and write what they are saying.

Remember to use
connectors, for example:
y (and) and pero (but)

A 1 escuchar, You must not listen to music in class.

En mi instituto no se debe llevar joyas, no se debe

2
3
4
5
6

llevar maquillaje y
Roberto

Mira! Pearson Education Limited 2008

Mara
3

Sergio

3 Eres director de tu instituto. Cules son tus normas?

B 1 Se debe estudiar en el instituto.

You are the schools headteacher. What are your rules?

En mi instituto se debe

2
3
4
5
6

14

1 (AT3.3) 9S2
1 b

2 i

3 a

4 j

5 d

6 f 7 e

hacer, You must do your homework at home.

bailar, You must not dance in class.
correr, You must not run in the corridors.
beber, You must drink a lot of water.
chatear, You must not chat in ICT lessons.

8 c

9 h

10 g

No se debe cantar/bailar y bailar/cantar.

Se debe jugar al ftbol.
No se debe llevar vaqueros.
Se debe comer ensalada.
No se debe sacar fotos.

C 1 charlar 2 escuchar 3 copiar 4 llevar 5 hacer

2 (AT4.3) 9W4

6 salir

1 En mi instituto no se debe llevar joyas, no se debe llevar

maquillaje y se debe escuchar en clase.
2 En mi instituto se debe llegar a tiempo, se debe llevar
uniforme pero no se debe llevar zapatillas de deporte.
3 En mi instituto no se debe usar el mvil en clase, no se
debe comer chicle y no se debe correr en los pasillos.

3 (AT4.4) 9W5

56

El instituto

21

43 Los
profesores
Timoteo
el travieso

(Pupils(Pupils
Book pages
Book2829)
pages 3031)

Learning objectives

Talking about a day at school

Using the preterite tense

Framework objectives
9W5 Verb tenses (+ conditional)
(preterite) (reinforce)
9W6 Meanings of syllables
(reinforce)

Grammar

The preterite

Key language
sal, compr, jugu, llegu, escuch,
estudi, com, beb, mand,
habl, saqu

ayer
en el recreo
en la hora de comer
ms tarde
luego
despus
tambin

CD1, tracks 3031

Cuaderno Verde, p. 15

Audioscript

Write up the following table. Give pupils three

minutes working in pairs to complete it.
Preterite
mand
bebo
com
escribo
vivir

Track 30

1 No me gusta el instituto. Es muy aburrido. Ayer llegu un

poco tarde, a las once de la maana.
2 No escuch al profesor de ingls pero escuch un poco
de msica. Me gusta la msica electrnica.
3 En el recreo sal y me compr un chicle. Tambin com
dos hamburguesas con patatas fritas. Beb una lata de
Coca-Cola. Qu rica!
4 Ms tarde en la clase de espaol, mand mensajes a mis
amigos y saqu fotos con mi mvil. Mi profesor, je, je, se
enfad mucho.
5 Luego habl con mi hermano por telfono en la clase de
ciencias. No estudi mucho. No me gustan las ciencias.
6 Despus del colegio jugu al voleibol en el patio con mis
amigos.

To revise the preterite (first-person singular,

regular verbs).

mandar
beber

English: Verb tenses

Resources

al, la
de
en
ayer
despus
luego
tambin
beber
comer

Aim

Present
escucho

Cross-curricular

High-frequency words

Starter 1 9W5

Infinitive

comprar
escuchar
hablar
jugar
ms

viv

Answers

Check answers, asking pupils to translate all the

verb forms into English.

Possible answers:
1 Arrived late.
2 In English didnt listen to the teacher; listened to
music.
3 At break went out and bought chewing gum; ate two
hamburgers and chips; drank a can of Coca-Cola.
4 In Spanish sent text messages to his friends; took
photographs with his mobile.
5 In science spoke to his brother on the phone; didnt
study much.
6 After school played volleyball with this friends.

Suggestion
Make sure pupils understand hizo, in preparation
for exercise 1.

1 Escucha y lee. Qu hizo ayer?

Qu no hizo? Haz una lista. (AT1.5)

9T1

Listening. Pupils listen to Timoteos description

of what happened yesterday, reading the text at
the same time. They make a list in English of any
details they have understood of what Timoteo
did and didnt do. Some vocabulary is glossed for
support.

2 Lee el texto otra vez y completa

estas frases en ingls. (AT3.5)

9T1

Reading. Pupils re-read the text in exercise 1 and

complete the six sentences to summarise it in
English.

57

El instituto

4 Timoteo el travieso

Answers

Starter 2 9W5

1 Timoteo arrived at 11 a.m.

2 In his English lesson, he didnt listen to the teacher; he
listened to music.
3 For lunch, he ate two hamburgers and chips and
drank a can of Coca-Cola.
4 In his Spanish lesson he sent text messages to his
friends and took photographs with his mobile.
5 In his science lesson he spoke to his brother on the
phone; he didnt study much.
6 After school he played volleyball with his friends.

Aim
To practise the preterite.
Write up the following Spanish sentences.
Give pupils three minutes working in pairs to
rewrite the sentences using Ayer and replace
the present tense verbs with the corresponding
preterite forms.
1
2
3
4
5

Suggestion 9W6
Ask pupils to look at the verbs in the text (exercise
1): can they see any patterns in the endings?
Can they say what the endings - and - on a verb
indicate? (respectively, first-person preterite of -ar
and -er verbs, and of -ir verbs)

Mando mensajes.
Estudio mucho.
Salgo a las once.
Como hamburguesas.
Juego al ftbol.

Check answers, asking pupils to translate the

sentences in the preterite into English.

4 Escucha y escribe los datos en

ingls. (AT1.5) 9W5 9L1

3 Busca estos verbos en espaol en

el texto. (AT3.5) 9W1 9T1 9W6

Listening. Pupils listen to the two conversations

and summarise what happened by completing the
details in English.

Reading. Pupils re-read the text in exercise 1 and

find the Spanish for the 11 English verbs listed.

Audioscript

Answers

Track 31

1 Ayer llegu un poco tarde, al instituto a las doce. En

el recreo sal y compr un chicle. Tambin com dos
paquetes de patatas fritas y beb tres latas de Coca-Cola.
Despus del colegio jugu al ftbol en el patio con mis
amigos.
2 Ayer en la clase de matemticas, no escuch al profesor
porque no me gustan nada las matemticas. En la clase
de teatro escuch un poco de msica y mand mensajes
a mis amigos. Tambin saqu unas fotos con mi mvil. Mi
profesor se enfad mucho.

1 sal 2 llegu 3 mand 4 escuch 5 compr

6 estudi 7 com 8 saqu 9 habl 10 jugu 11 beb

Gramtica: Regular verbs in the

preterite
Use the Gramtica box to review regular verbs
(singular) in the preterite. Ask pupils to read the
verbs aloud, to practise using the right stress in
the forms which have accents.

Answers

Draw attention to the first-person preterite forms

which have a spelling change: jugu, llegu, saqu.

1 Arrived at 12
Bought chewing gum
Ate two packets of crisps
Drank three cans of Coca-Cola
Played football after school
2 Didnt listen in maths
Listened to music in drama
Sent texts to friends
Took photos with mobile
The teacher got angry

Exercise 6 on page 39 of the Pupils Book gives

practice on this point.
Ask pupils to write out all preterite singular
forms of bailar, comprender and abrir.

5 Con tu compaero/a, haz este

quiz. (AT2.5 AT3.5) 9W5 8L1
Speaking. In pairs: pupils work through the
questionnaire on school. They take it in turn to ask
the questions and answer them, choosing from the
options given. When they have worked out their

58

4 Timoteo el travieso
results, they read the corresponding definition at
the side of the quiz. Some vocabulary is glossed for
support.

El instituto

Cuaderno Verde, page 15

4 Timoteo el travieso

6 Y t? Qu hiciste ayer? (AT4.4)

Cuaderno Verde

El instituto

pages 3031

1 Mira los dibujos y lee los textos. Escribe el nombre.

Look at the pictures and read the texts. Write down the name of the person.

9W5 9T6

Writing. Pupils imagine that yesterday they had

a day when they broke the rules at school. They
write a paragraph saying what they did. Encourage
them to be inventive. A writing frame is supplied
for support.

Felipe

Marisol

Ana

Ramn

No est mal mi instituto. Ayer llegu a mis clases a tiempo y escuch

a los profesores. Luego, en la clase de matemticas estudi mucho
y no habl con mis amigos. Despus del colegio no fui al club de
informtica pero escuch msica y jugu al voleibol en el patio.

Plenary

Ayer llegu al instituto tarde, a las 9:30. Escuch msica en la clase de

historia y saqu fotos con mi mvil. En la hora de comer sal y compr
una hamburguesa y patatas fritas. No estudi nada. Despus del
colegio jugu al ftbol.
3

Qu desastre! Ayer llegu tarde al instituto, a las 10. En la clase de

ciencias habl todo el tiempo y no escuch al profesor. En la hora
de comer no sal pero escuch msica y com un sndwich vegetal.
Despus del instituto estudi una hora en la biblioteca.

2 Y t? Contesta a las preguntas. Escribe

4 frases. What about you? Answer the following

questions. Write 4 sentences.

Ayer llegu al instituto a las

A qu hora llegaste ayer?

Qu hiciste en clase?
Y en el recreo?
Qu hiciste despus del
colegio?

15

1 (AT3.4) 9S2 9W5

1 Ana

2 Ramn

3 Marisol

2 ( AT4.4) 9W4

59

Mira! Pearson Education Limited 2008

Using English to prompt, test pupils on the

preterite forms of Spanish verbs they have
learned in this unit. (Exercise 3 has a useful
list.) You can focus just on the first-person forms
or, if your class is more able, also cover the
second- and third-person singular.

El instituto

profesores
21 53 MiLosinstituto

(Pupils
Book
pages
3233)
(Pupils
Book
pages
2829)

Learning objectives

Writing a detailed description

of your school
Using the present and preterite
tenses together

Framework objectives
9T5 Simple creative writing
(launch)
8T6 Text as a model and source
(launch)

9T1 Understanding complex

language (reinforce)

Grammar

Cross-curricular
English: Verb tenses
ICT: Word-processing

Resources

Present tense
The preterite

CD1, tracks 3234

Cuaderno Verde, p. 16

Key language
Language from Units 14 of
Module 2

En mi instituto no se debe comer chicle y no se debe correr

en los pasillos. Se debe escuchar en clase y llegar a tiempo.

Launching teaching objectives

9T5 Use exercise 6 to launch simple creative
writing.
8T6 Use exercise 6 (and exercise 1) to launch text
as a model and source.

Answers
1
2
3
4
5
6
7

900 pupils
50 teachers
No, he doesnt wear a uniform.
He goes to the library.
He goes to IT club.
There are six lessons each day.
He studies English, maths, science, history,
geography, technology, drama, music and Spanish.
8 He likes science.
9 He dislikes English.
10 You mustnt eat chewing gum, you mustnt run in the
corridors, you must listen in class, you must arrive on
time.

Starter 1
Aim
To practise gist reading.
Give pupils one minute to look at the text in
exercise 1 and to note in English the topic of
each paragraph. Check answers, asking pupils
what strategies they used each time to identify
the topic.

Suggestion
Before pupils do exercise 1, ask them to read the
questions. Can they use them to predict what tenses
they need to look out for?

Pupils working in pairs orally translate the

text into English.

2 Escucha y lee. Luego termina las

frases en ingls. (AT1.4 AT3.4) 9W5

1 Escucha y lee. Luego responde

a las preguntas en ingls. (AT1.4)

9T1

9W5 9T1 9L3

Listening. Pupils listen to Alejandro talking about

what he did yesterday at school, reading the text
at the same time. They then complete the eight
English sentences to summarise the text.

Listening. Pupils listen to the description of Joss

school, reading the text at the same time. They
then answer the 10 comprehension questions in
English.

Audioscript

Audioscript

Track 32

Track 33

Cmo es un da tpico en mi instituto?

Mi instituto se llama Instituto Santa Marta. Hay novecientos

alumnos y cincuenta profesores. No tengo que llevar
uniforme.

Ayer llegu a las ocho y jugu al ftbol en el patio con mis

amigos. En la clase de ingls escuch y habl. Le y escrib.
Trabaj mucho.

Los lunes en el recreo, voy a la biblioteca y los martes voy al

club de informtica. Me encanta la informtica. Juego con el
ordenador todos los das.

En el recreo fui a la biblioteca. Luego en la clase de espaol,

escuch al profesor y estudi mucho. En la hora de comer
fui a casa.

Tengo seis clases al da. Estudio ingls, matemticas,

ciencias, historia, geografa, tecnologa, teatro, msica y
espaol. Me gustan las ciencias porque son interesantes.
Pero no me gusta mucho el ingls porque es un poco
aburrido y adems es muy difcil.

Ms tarde en la clase de msica toqu la trompeta. Despus

del colegio, cant en el coro.

60

5 Mi instituto

El instituto

4 Escucha. Copia y rellena la tabla.

(18) (AT1.5) 9W5 9L1

Answers
1 Yesterday, Alejandro arrived at eight oclock.
2 He played football (in the playground with his friends).
3 In his English class, he listened, talked, read and
wrote/he worked hard.
4 During break, he went to the library.
5 In his Spanish class he listened to the teacher and
studied hard.
6 At lunchtime he went home.
7 Later, in music he played the trumpet.
8 After school he sang in the choir.

Listening. Pupils copy out the table. They listen

to the eight statements and identify the correct
picture for each one. They write the letter of the
picture in the correct box in the table, according to
whether the activity shown is something usually
done (Normalmente) or something that was done
yesterday (Ayer).

Audioscript
1
2
3
4
5
6
7
8

Ask the class true or false questions in Spanish

on the texts in exercises 1 and 2.

Suggestion 9W5
Use the tip box to contrast first-person present and
preterite forms of regular verbs. It reminds pupils
to look carefully at verb endings, and to use context
and time expressions as clues when working out
which tense is being used.

Track 34

Ayer fui al club de teatro.

Los lunes en el recreo, voy a la biblioteca.
Los viernes voy al club de informtica.
Ayer, cant en el coro.
Ayer en el recreo, com una pizza.
Los martes, juego al voleibol.
Todos los das juego al ftbol.
Ayer fui al club de ajedrez.

Answers

With a confident class, you could extend the review

to the second- and third-person singular forms.

Normalmente

d, f, b, a

Ayer

c, g, e, h

5 Preprate. Luego, con tu

compaero/a habla de tu instituto.
(AT2.5) 9W5 9S7 9L5

Starter 2
Aim
To revise preterite forms of high-frequency verbs
(I form).

Speaking. Using the sentence openings and

prompts supplied, pupils prepare a short
presentation on what they normally do and what
they did yesterday. They then take it in turn to give
the presentation to a partner. Encourage them to
work out what they are going to say in detail, but to
write and use notes only when they are speaking.

Write up the following English phrases. Give

pupils two minutes to translate them into
Spanish.
I listen I listened
I eat I ate
I write I wrote

6 Describe tu instituto. (AT4.5) 8T6

Check answers, asking pupils to review the

formation of the preterite.

9T5 9T7

Writing. Using the text in exercise 1 as a model,

pupils write a paragraph describing their own
school, what they usually do there and what they
did yesterday. They should include two tenses in
their texts: present and preterite. They should also
include opinions and as much detail as possible. A
writing frame is supplied.

3 Busca estos verbos en espaol

en los textos de los ejercicios 1 y 2.
(AT3.5) 9W5 9T1
Reading. Pupils re-read the texts in exercises 1 and
2 and find the Spanish versions of the eight English
verbs listed.

Pupils should read their texts through once they

are finished, to check the quality and accuracy of
their work.

Answers
1 no tengo que llevar 2 voy 3 me encanta 4 estudio
5 llegu 6 jugu 7 escuch 8 escrib

This text could be written on computer.

61

El instituto

5 Mi instituto

Cuaderno Verde, page 16

Plenary

5 Mi instituto

Put the class into teams. Teams take it in turn

to play: each member of the team needs to
come up with a statement about school, using
language from the module. A correct statement
wins 1 point; a correct statement featuring
either porque or the preterite wins 2 points. The
team with the most points wins.

Cuaderno Verde

El instituto

pages 3233

1 Lee los textos. Es Fernando (F) o Susana (S)?

ni = nor

Read the texts. Is it Fernando (F) or Susana (S)?

Mi instituto es muy grande. Hay mil alumnos y sesenta

profesores. Me gusta porque no llevo uniforme y porque hay
muchos clubs. Hay cinco clases al da y despus del colegio
voy al club de deporte. Los jueves voy al club de teatro, es muy
divertido y creativo. Tambin toco en la orquesta porque me
gusta la msica. En mi instituto no se debe usar el mvil en clase
y se debe hacer los deberes todos los das.

Fernando
No me gusta nada mi instituto porque hay muchas normas y es pequeo.
No se debe llevar ni maquillaje ni joyas. Adems se debe llevar un uniforme
horrible y no se debe comer chicle. No hay muchos clubs pero mi favorito
es el de ajedrez. En el recreo voy al patio y hablo con mis amigas. Hay
siete clases al da. Me gustan la geografa y el ingls porque son tiles e
interesantes. No me gusta la informtica porque es aburrida. Despus del
colegio voy a la biblioteca y hago mis deberes. Luego voy a casa en autobs.

5 Who doesnt have to wear a school

uniform?

2 Who does the homework before

going home?

6 Who prefers geography to ICT?

3 Who loves playing chess?

7 Who plays in an orchestra?

4 Who loves acting?

8 Who plays sports after school?

2 Y t? Escribe un prrafo sobre tu

Mira! Pearson Education Limited 2008

Susana

1 Who complains about school rules?

instituto. Write a paragraph about your

school.

How to improve your writing

Mi instituto se llama

schools name
size of school
the number of
classes per day

what rules there are

Try to include as much detail as possible,

your opinion about
your school and
why
which clubs you
go to

16

1 (AT3.4) 9S2
1 Susana 2 Susana 3 Susana 4 Fernando
5 Fernando 6 Susana 7 Fernando 8 Fernando

2 (AT 4.4) 9W4

62

El instituto

21

Resumen y Preprate

Resumen
This is a checklist of language
covered in Module 2. Pupils
can work on this in pairs to
check what they have learned
and remembered. There is a
Resumen page in the R & A Pack.
Encourage them to look back
at the module and to use the
grammar section to revise what

(Pupils Book pages 3435)

they are unclear about. You can

also use the Resumen as a useful
plenary at the end of each unit.

Preprate

Resources
CD1, track 35
R & A Pack, Module 2: Resumen,
Prueba, I can

These revision tests can be used

for pupils to practise prior to the
assessment tasks in the R & A
Pack.

1 Escucha y pon los dibujos en el

orden correcto. (AT1.5) 9W5

2 Con tu compaero/a, pregunta y

contesta. (AT2.5) 9S4

Listening. Pupils listen to Marco talking about his

school and write down the letters of the pictures
(ai) in the order he mentions them.

Speaking. In pairs: pupils take it in turn to ask and

answer questions on their school and what they
are going to do next year. The questions and the
answer openings are supplied for support.

Audioscript

Track 35

Me llamo Marco y voy al instituto Simn Bolvar en Caracas.

3 Lee el texto. Pon las normas en el

orden correcto. (AT3.4) 9T1

Me gusta mucho mi instituto. Hay un patio muy grande

donde juego al ftbol.

Reading. Pupils read the text and then put the

pictures of rules in the order mentioned.

Estudio espaol, matemticas, ciencias, informtica, ingls

e historia. Me gusta mucho el ingls porque es muy til y es
fcil.

Answers
c, a, e, d, b, f

El ao que viene voy a estudiar francs. Tambin voy a

estudiar diseo.

4 Escribe un prrafo sobre tus

actividades extraescolares. (AT4.5)

No hay muchos clubs, pero los jueves voy al club de ajedrez.

Me gusta mucho jugar al ajedrez porque es difcil. En el
recreo voy a la biblioteca y juego un poco con el ordenador.

9W5 9T7

Writing. Using the picture prompts supplied, pupils

write a paragraph on the extra-curricular activities
they usually do and what they did yesterday at
school.

Answers
b, f, h, d, e, i, c, g, a

63

El instituto

3 Los profesores
21 Extra!

(Pupils Book pages

(Pupils3637)
Book pages 2829)

Learning objectives

Key language

Resources

Festivals and language to do with

celebrating

CD1, tracks 3637

Cuaderno Verde, pp. 1718

Learning about festivals

through the year
Learning how to check your
work

Framework objectives
9C5 Region of a country
(launch)
8W7 Dictionary detail
(reinforce)

Cross-curricular
Citizenship: Information about
other cultures
English: Verb tenses
ICT: Internet research; emailing
a Spanish school

Audioscript

Launching teaching objectives

1
2
3
4

El uno de enero es el Ao Nuevo.

El seis de enero es el da de los Reyes Magos.
En febrero hay Carnaval.
En marzo o a veces en abril tenemos vacaciones de
Pascua. Es la Semana Santa.
5 Las vacaciones de verano empiezan en junio y terminan
en septiembre.
6 En diciembre y enero tenemos las vacaciones de
Navidad.

9C5 Use exercise 2 to launch region of a country.

Starter 1 9C4
Aim
To revise the months of the year.
Write up the months of the year in code (code
= number of the letter of the alphabet + 3, so
a = 4, b = 5, etc.). Give pupils three minutes
working in pairs to write them out in Spanish,
and then to write out the rest of the months
from memory. If they need support, give them a
clue: e = 8 or enero as the first answer.
1
2
3
4
5
6
7
8
9
10
11
12

Track 36

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

2 Escucha y lee el texto. Luego

empareja el espaol y el ingls.
(AT1.6 AT3.6) 9W8 9T1 9C5

8 17 8 21 18
9 8 5 21 8 21 18
16 4 21 29 18
4 5 21 12 15
16 4 28 18
13 24 17 12 18
13 24 15 12 18
4 10 18 22 23 18
22 8 19 23 12 8 16 5 21 8
18 6 23 24 5 21 8
17 18 25 12 8 16 5 21 8
7 12 6 12 8 16 5 21 8

Listening. Pupils listen to Juanita talking about

what she usually does at Christmas, what she did
last year and her plans for next year. They then
match the eight Spanish expressions with the
English translations. Some vocabulary is glossed
for support.

Audioscript

Track 37

Me llamo Juanita.
La Navidad es una fiesta muy importante para mi familia.
En mi casa normalmente decoramos el rbol de Navidad y
ponemos un beln. La casa est muy bonita con guirnaldas
y luces.

Suggestion
With a confident class, you could first get pupils to
do exercise 1 using the book only, and then use the
recording to check their answers.

En Nochebuena ceno ternera asada y en la cena navidea

del da 25 como pavo y bebo cava, que es un tipo de
champn.

Otherwise, read through together the vocabulary

box in exercise 1 to check comprehension before
playing the exercise 1 recording.

El da 6 de enero es importante. Es el da de los Reyes

Magos. Los Reyes traen regalos a los nios buenos y a los
nios malos carbn!

1 Escucha y empareja las fechas con

las fiestas. (16) (AT1.3) 9W8

El ao pasado en Navidades fui a Santa Cruz de Tenerife.

El da 25 de diciembre fui a un concierto al aire libre de la
Orquesta Sinfnica de Tenerife. Fue guay!

Listening. Pupils listen to the recording and match

each picture/date with the correct festival.

64

Extra!

El instituto

6 Comprueba las respuestas de tu

compaero/a. (AT3.6) 9W5 9T7

El ao que viene voy a pasar la Navidad con mi abuela en

Manchester. Voy a decorar el rbol con mi abuela y mi
hermana y tambin voy a comer un pudn de Navidad ingls.
Va a ser genial.

Reading. In pairs: pupils swap the texts they wrote

in exercise 5 and check each others work. They
should use the checklist given as a reference.
Encourage them to make suggestions on how their
partner could improve his/her paragraph.

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

Pupils choose another festival from the list

in exercise 1 or another one they know of
and research how it is celebrated (using website
information). They produce a simple summary in
Spanish. If you have email contact with a Spanish
school, pupils could also exchange details on
typical Spanish/UK celebrations.

3 Lee el texto otra vez. Termina las

frases en ingls. (AT3.6) 9S7 9W8
Reading. Pupils re-read the text in exercise 2, then
complete the eight English sentences to summarise
it.

Plenary

Answers
1 In Juanitas family, Christmas is a very important
celebration.
2 In their house, they have a tree and a crib.
3 On Christmas Eve, they eat roast beef.
4 On Christmas Day they eat turkey.
5 The Three Kings come on the 6th of January.
6 Last year, Juanita went to Santa Cruz de Tenerife.
7 On Christmas Day she listened to a concert.
8 Next year, Juanita is going to spend Christmas with
her grandmother in Manchester.

Ask pupils to review when the present, preterite

and near future tenses are used, giving an
example of time expressions that could
accompany each of them.
Then put the class into teams. Ask them to
imagine a Spanish Christmas and describe it in
short sentences in the first person: they can talk
about what usually happens, what happened
last year or what is planned for next year. Award
1 point for each correct sentence featuring
the present tense and 2 points for each correct
sentence featuring either the preterite or the
near future tense. Give teams three minutes
working together to come up with as many
sentences as they can. They then swap answers
with another team, check each others work and
tally each others scores.

4 Con tu compaero/a, habla de la

Navidad. (AT2.56) 9W5
Speaking. In pairs: pupils discuss what they usually
do at Christmas, what they did last year and what
they are going to do next year. They take it in turn
to ask and answer the questions. The questions and
sample answers are supplied for support.
Encourage pupils, once they are feeling
comfortable with the language, to close their books
and try the dialogue without using references.

5 Escribe tus respuestas del

ejercicio 4. (AT4.6) 8W7 9W5 9T4 9T5

9T7

Writing. Pupils write their replies to the questions

in exercise 4, to form a paragraph about Christmas.
A checklist is supplied, to help them assess and
redraft their own work. They should:
include three tenses, using them appropriately
include connectives (such as porque)
include at least two opinions
check spelling, punctuation and accents
Before they start, ask them what resources they will
use to check their work.

65

Extra!

El instituto

Cuaderno Verde, page 17

Cuaderno Verde, page 18

Cuaderno Verde

Extra! pages 3637

El instituto

Extra! pages 3637 (continuacin)

1 Lee los textos. Empareja las estas con los dibujos.

El instituto

3 Escoge una esta de la pgina 17 para cada persona.

Read the description of the festivals. Match the festivals to the pictures.

Choose a festival from page 17 for each person.

Remember you dont need to know every word to understand the text.
You can often work out or guess the meaning of new words
from the context (what the text is about)
from cognates (words that are similar to English)
by using logic

Esta esta es para m porque me

gusta la msica y bailar. Voy a llevar un
disfraz de Drcula.

Pedro

El ao que viene quiero tener buena

suerte. Voy a comer doce uvas con el resto
de la familia a medianoche.

Descubre las fiestas de Espaa

Alicia

Quiero ver las procesiones religiosas

porque me gustan las tradiciones.
Voy a sacar muchas fotos.

Paloma

1 El 6 de enero es un da importante para todos los nios espaoles porque

reciben muchos regalos de los Reyes Magos. Tambin se come un pastel
tpico delicioso: el Roscn de Reyes. Es una celebracin muy especial.
2 Los espaoles celebran la Nochevieja, el 31 de diciembre, con la familia y
los amigos. Comen las doce uvas de la suerte y beben cava.
3 Las Fallas se celebran en Valencia el 19 de marzo. Por la noche hay fuegos
artificiales de colores increbles, son muy ruidosos y espectaculares.
4 En Sevilla se celebran procesiones durante la Semana Santa.
Es una fiesta tradicional y religiosa.
5 El Carnaval se celebra en febrero. Es una fiesta muy antigua.
La gente lleva ropa de colores y disfraces, canta y baila por las calles con las
bandas de msica. Es una fiesta muy alegre.
6 La Tomatina se celebra en el pueblo de Buol en agosto.
Es una batalla de tomates en la plaza. Es una fiesta loca y divertida.

Cuaderno Verde

Voy a ir a esta esta porque me

encantan los fuegos articiales.
Va a ser fenomenal!

Antonio

4 Completa el texto con las palabras correctas.

Complete the text with the correct words.

difcil

hamburguesa tres

bailan

manzana

ingleses tradicional

mayo
queso

El ao pasado fui a la carrera del (1) queso

en Gloucester. Es una esta (2)
celebra en (3)

muy antigua. Se
. La gente corre detrs

de un queso de (4)

kilos. Es muy
coger el queso porque va muy rpido. Fui

(5)

con mis padres y mi hermana Laura. No corrimos porque es peligroso.

b

uvas de la suerte = grapes

(for a happy new year)
disfraces = fancy dress
pastel = cake

2 Busca estas palabras en el texto. Find these words in the above text .
1 a small town

4 a type of sparkling wine

2 fireworks

5 the Three Kings

3 gifts

6 New Years Eve

carrera = race

Comimos una (6)

y patatas fritas y bebimos

zumo de (7)
Mira! Pearson Education Limited 2008

Mira! Pearson Education Limited 2008

natural, qu rico! Por la tarde

conoc a unos chicos (8)

Ellos (9)

, Amy y Tom.
Morris Dance, el baile tpico ingls.

Es muy guay. Aprend a bailar Morris Dance y lo pas fenomenal. Abel

5 Cul de las estas espaolas preeres? Por qu?

Which of the Spanish festivals is your favourite? Why?

Mi fiesta favorita es porque

17

18

1 (AT3.4) 9S2 9C4 9T1

3 (AT3.5) 9W8

1 d

1 c

2 f

3 a

4 e

5 c

6 b

2 (AT3.4 AT4.2) 9S2 9W8

1 pueblo 2 fuegos artificiales 3 regalos
5 los Reyes Magos 6 Nochevieja

2 e

3 f

4 a

4 (AT3.3 AT4.4) 9T1

4 cava

1 queso 2 tradicional 3 mayo 4 tres 5 difcil

6 hamburguesa 7 manzana 8 ingleses 9 bailan

5 (AT4.4) 9W2

66

El instituto

21

Gramtica

(Pupils Book pages 3839)

Activities practising the grammar points covered in Module 2

When pupils are doing this section, remind them to use the Gramtica section
at the back of the book as a reference, as it explains in detail the points practised here.

1 Translate these questions into

Spanish. (AT4.3) 9W4

Answers
1 El ao que viene voy a estudiar ingls.
Next year I am going to study English.
2 El ao que viene voy a estudiar francs.
Next year I am going to study French.
3 El ao que viene voy a estudiar diseo.
Next year I am going to study design.
4 Qu vas a estudiar el ao que viene?
What are you going to study next year?
5 El ao que viene voy a estudiar teatro.
Next year I am going to study drama.

Writing. Pupils translate the six English questions

into Spanish. The first word of each is supplied for
support.
Answers
1
2
3
4
5
6

Cmo se llama tu instituto?

Cuntos alumnos hay?
Cuntas clases hay al da?
Cuntos profesores hay?
Te gusta tu instituto?
Llevas uniforme?

4 Read this conversation. Decide

whether the sentences are in the
present tense (P) or the near future
tense (F). (AT3.5) 9W5

2 Choose the correct word. Write

out the sentence and then translate
it into English. (AT3.4) 9W4

Reading. Pupils read the eight sentences in the

conversation and decide whether each sentence
features the present tense or the near future tense.

Reading. Pupils write out the sentences, completing

each one by choosing the correct word from
the two options given. They then translate the
sentences into English.

Answers
1P 2P 3P 4P 5F 6F 7F 8P

Answers

5 Complete the rules with the

correct infinitives. (AT3.2) 9S2

1 Te gusta el espaol? Do you like Spanish?

2 No me gusta el espaol porque es aburrido. I dont
like Spanish because it is boring.
3 Te gustan las matemticas? Do you like maths?
4 Me gustan mucho las matemticas porque son
interesantes y divertidas. I really like maths
because its interesting and enjoyable/fun.
5 Te gusta la msica? Do you like music?

Reading. Pupils complete the gap-fill sentences

using the words supplied in random order.
Answers
1
2
3
4
5
6
7
8

3 Write out the near future-tense

sentences correctly. Then translate
them into English. (AT4.3) 9W5
Reading. Pupils write out the five sentences
contained in the word snakes, then translate them
into English.

No se debe llevar zapatillas de deporte.

No se debe comer chicle.
No se debe correr en los pasillos.
No se debe usar el mvil en clase.
Se debe escuchar en clase.
Se debe hacer los deberes.
Se debe llegar a tiempo.
Se debe llevar uniforme.

6 Put the verbs in brackets into the

preterite tense. (AT3.5) 9W5 9T1
Reading. Pupils work out the words to complete the
gap-fill text.

67

El instituto

Gramtica
7 Copy out the table and put the
verbs in blue in the following text
into the correct column. (AT3.5)

Answers
Ayer (1) llegu a las ocho de la maana y (2) fui a la clase
de ingls. (3) Escuch al profesor de ingls. La clase
(4) fue muy interesante. En la hora de comer (5) com
ensalada y (6) beb agua. Luego (7) cant en el coro. Mas
tarde, en la clase de espaol, (8) estudi mucho.
(9) Escrib un poco y (10) trabaj con el ordenador.
Despus del colegio (11) jugu al voleibol en el patio con
mis amigos.

9W5 9T1

Reading. Pupils read the text. They copy out and

complete the table with the verbs shown in blue in
the text.
Answers
Preterite

Present

jugu

Me llamo

fue

voy

toqu

me gusta

habl

tengo

fui

me gustan

com

es

beb

68

El instituto

21

Te toca a ti

(Pupils Book pages 116117)

Self-access reading and writing at two levels.

A Reinforcement

B Extension

1 Write a summary of Ibrahims

school in English. (AT3.4)

1 True (T), false (F) or not

mentioned (NM)? (AT3.5) 9W5 9S7

Reading. Pupils read the text about Ibrahims school

and write a summary of the details in English.

Reading. Pupils read Letizias text about her school

and read the six statements, saying whether they
are true (T), false (F) or the information is not
mentioned in the text (NM).

Answers
Name of school: San Benito school
Number of teachers: 25
Number of pupils: 500
Number of lessons: 6
Uniform: No
Ibrahims opinion: doesnt like it/its a bit boring

Answers
1 F 2 F 3 NM 4 NM 5 T 6 F

2 Copy out the text and complete

it with words from the box. (AT3.4)

9W5 9S7

2 Write out the sentences in the

wordsnakes correctly, then match
them up to the correct set of
pictures. (AT3.4) 9S2

Reading. Pupils copy and complete the gap-fill text

using the words supplied.
Answers

Reading. Pupils write out the six sentences

contained in the wordsnakes, then match them to
the pictures.

1 fui 2 hice 3 jugu 4 fui 5 toqu 6 cant

3 Write out which clubs these

pupils went to yesterday. (AT4.4)

Answers

9W5

1 Me gusta mucho el ingls porque es muy til y es

fcil. b
2 Me gusta la tecnologa porque es muy interesante y
no es difcil. d
3 No me gusta nada la historia porque es difcil. f
4 No me gustan nada las matemticas porque son
aburridas y difciles. c
5 Me gusta mucho el teatro porque es creativo y
divertido. e
6 No me gusta mucho la geografa porque no es
interesante. a

Writing. Pupils write Spanish sentences saying

what clubs the three pupils went to yesterday, using
the picture prompts supplied.
Answers
1 Yolanda: Ayer fui al club de teatro en la hora de comer
y despus del colegio fui a la biblioteca.
2 Enrique: Ayer fui al club de informtica durante el
recreo y despus del colegio fui al club de ajedrez.
3 Raquel: Ayer toqu en el orquesta en la hora de
comer y despus del colegio jugu al voleibol.

3 Write out the rules for this

school. (AT4.3) 9S6
Writing. Pupils write out the rules using the picture
prompts supplied.
Answers
No se debe llevar maquillaje.
No se debe llevar zapatillas de deporte.
No se debe llevar maquillaje.
No se debe comer chicle.
No se debe usar el mvil en clase.
Se debe escuchar (en clase).
Se debe llevar uniforme.
Se deber llegar a tiempo.

69