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SCHOOL:

YEAR:

DATE:
CLASS:

Listos! 2 Rojo
Mdulo 2 La comida

Unidad 1 pp.24-25 Qu comes?

Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study
revised in 2007)

Contexts
Learning outcomes
Listening and
responding
Speaking
Reading and
responding
Writing
Key language

ICT Opportunities
Extension (B)
Resources

Homework
Notes

AT1/3-4
AT2/3
AT3/4
AT4/4

Activity
no.

Saying what you eat and when; expressing opinions.


Launch: 8W1 (Adding abstract words); 8W2 (Connectives).
Reinforcement: 8S6 (Substituting and adding)
Starter 1: Write down two likes and two dislikes.
Starter 2: Food vocabulary: missing vowels game.
Discuss ways to make writing more complex / interesting.
Me encanta(n) / (No) Me gustan / Odio
2.1e use reference materials
3a
2.2b skim and scan
3a
2.2d pronunciation and intonation
1b, 2b
2.2k deal with unfamiliar language
3a
3b sounds and writing
1a
3f compare experiences
3a, 3c
4e use a range of resources
3a, 3c
A Everyday activities
Identify various food items and understand people
1a, 2a
outlining their likes/dislikes.
Say what food you like/dislike/usually eat for each meal. 1b, 2b
Understand an email about a typical Spanish diet and
3a
mealtimes.
Give information about your diet and mealtimes.
3b, 3c
Qu desayunas/comes/cenas/tomas?
Desayuno /Como/Ceno/Tomo
Te gusta ?
normalmente
(de) primer plato
Me encanta(n)
siempre
(de) segundo plato
Me gusta(n)(mucho)
a veces
(de) postre
No me gusta(n) nada
el arroz
la fruta
la tarta
los mariscos
la ensalada
la carne
el helado los huevos
las verduras
las salchichas
el pollo
la sopa
el pescado
Cuaderno B, p.13
Cassette A, side 2 or CD1, tracks 18 and 19
Starter 2, Resource and Assessment File, p.24,
Hojas de trabajo, Resource and Assessment File, pp.26 and 27
OHTs 7 and 8, Flashcards 1-7 and 15, 18 (Listos! 1)

SCHOOL:
YEAR:

Listos! 2 Rojo
Mdulo 2 La comida
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study
revised in 2007)

Contexts
Learning outcomes
Listening and
AT1/3-4
responding
Speaking
AT2/3-4
Reading and
AT3/3
responding
Writing
AT4/4
Key language

DATE:
CLASS:

Unidad 2 pp.26-27 Qu te gusta comer?

Activity
no.

Saying what type of food you like and why.


Launch: 8L4 (Extending sentences) Reinforcement: 8W4 (Word endings)
Starter 1: Match the definite article with the noun.
Starter 2: Categorise adjectives according to gender.
Complete sentences with adjectives.
Agreement of adjectives
soler
2.1a identify patterns
Gramtica
2.1c knowledge of language
1a
2.2a listen for gist / detail
1a, 2a
2.2e ask and answer questions
1b, 2b
2.2j adapt previously learned language
3c
3c apply grammar
3c
4b communicate in pairs etc.
1b, 2b
A Everyday activities; E The international world
Understand people explaining why they like / dislike different
cuisines / dishes.
Say why you like certain foods and ask others .
Understand opinions about different cuisines.

1a, 2a
1b, 2b
3a

Write sentences about different cuisines and explain your own 3b, 3c
likes / dislikes.
Qu tipo de comida te gusta? Me gusta / Prefiero la comida
caribea / china / india / vegetariana / italiana / mexicana / rpida
Por qu? Porque es (est) / son (estn)
delicioso/a(s) / dulce(s) / grasiento/a(s) / nutritivo/a(s) / rico/a(s) /
sabroso/a(s) / salado/a(s) / sano/a(s) / picante(s)
Cul es tu plato preferido? Mi plato preferido es
las chuletas / el flan / las gambas / los perritos calientes / las salchichas

ICT Opportunities
Extension (B)
Resources
Homework
Notes

Sueles comer ? S, suelo comer / No, no suelo comer


Using Excel, draw bar graph / pie chart to show results of survey in 1b
Cuaderno B, p.14
Cassette A, side 1 or CD1, tracks 20 and 21,
Starter 2, Resource and Assessment File, p.24 , Grammar, Resource and
Assessment File, p.28, Flashcards 8-11

SCHOOL:
YEAR:

DATE:
CLASS:

Listos! 2 Rojo
Mdulo 2 La comida

Unidad 3 pp.28-29 De compras

Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study
revised in 2007)

Contexts
Learning outcomes
Listening and
responding
Speaking
Reading and
responding
Writing
Key language

ICT Opportunities
Extension (B)
Resources

Homework

Notes

Activity
no.

Talking about the weights and prices () of fruit and vegetables


Reinforcement: 8W1 (Adding abstract words); 8L3 (Relaying gist and
detail); 8S6 (Substituting and adding).
Starter 1: Fruit and vegetable vocabulary: matching game.
Starter 2: Numbers (100-500): listening game.
Brainstorm on the euro.
2.2a listen for gist / detail
1a, 2a, 3a
2.2d pronunciation and intonation
1b
2.2e ask and answer questions
2b, 3b
2.2f initiate / sustain conversations
3b
3b sounds and writing
1a, 1b
A Everyday activities

AT1/1-3
AT2/3
AT3/AT4/4

Identify fruits and vegetables, weights and prices in


euros.
Buy fruit and vegetables from a market stall and ask
about prices.
-

1a, 2a, 3a

Write a dialogue between the holder of a fruit and


vegetable stall and a customer.
Qu desea?
las cebollas
las lechugas
Deme un kilo de / un cuarto kilo
las manzanas
de / medio kilo de / un kilo y medio las naranjas
de / dos kilos de
las patatas

1b, 2b, 3b
-

las peras
los pltanos
los tomates
las uvas
las zanahorias

Cunto cuesta(n) ?
Algo ms?
Cuesta(n) euro(s).
Nada ms, gracias.
Cuaderno B, p.15
Cassette A, side 2 or CD1, tracks 22, 23, 24 and 25
Starter 1, Resource and Assessment File, p.25
Hojas de trabajo, Resource and Assessment File, pp.26 and 27
OHTs 9 and 10
Flashcards 12-16

SCHOOL:
YEAR:

DATE:
CLASS:

Listos! 2 Rojo
Mdulo 2 La comida

Unidad 4 pp.30-31 Cien gramos de


jamn y una barra de pan

Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study
revised in 2007)

Contexts
Learning outcomes
Listening and
responding
Speaking
Reading and
responding
Writing
Key language

ICT Opportunities
Extension (B)
Resources

Homework

Notes

AT1/1-4
AT2/1-4
AT3/3
AT4/1-3

Activity
no.

Buying food and drink in a shop


Reinforcement: 8W1 (Adding abstract words); 8L1 (Listening for
subtleties); 8L3 (Relaying gist and detail).
Starter 1: Numbers: gap-filling board activity.
Starter 2: Numbers: listening game.
Discuss number patterns.
Numbers 31-1000
2.2a listen for gist / detail
1a. 2b. 2c
2.2d pronunciation and intonation
1c
2.2f initiate / sustain conversations
3
3b sounds and writing
1a
3d use a range of vocab / structures
3, 4
A Everyday activities
Identify numbers up to 1000; recognise grocery items,
1a, 1c, 2b,
prices and quantities.
2c
Correctly pronounce numbers up to 1000; ask for what
1c, 3
you want in a grocery shop.
Recognise numbers and quantities up to 1000; identify
2a
different food items and containers.
Write a shopping list.
4
cero
noventa
una barra de pan
diez
cien
una botella de limonada
quince
ciento diez
una caja de pasteles
veinte
doscientos
un cartn de leche
veinticinco
trescientos
una docena de huevos
treinta
cuatrocientos
una lata de sardinas
treinta y cinco
quinientos
un paquete de galletas
cuarenta
seiscientos
doscientos gramos de queso
cincuenta
setecientos
doscientos cincuenta gramos de
sesenta
ochocientos
chorizo
setenta
novecientos
quinientos gramos de jamn
ochenta
mil
Cuaderno B, p.16
Cassette A, side 2 or CD1, tracks 26, 27 and 28
Hojas de trabajo, Resource and Assessment File, pp.26 and 27
OHTs 9 and 10
Flashcards 18-25

SCHOOL:
YEAR:

DATE:
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Listos! 2 Rojo
Mdulo 2 La comida

Unidad 5 pp.32-33 Que aproveche!

Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study
revised in 2007)

Contexts
Learning outcomes
Listening and
responding
Speaking
Reading and
responding
Writing
Key language

ICT Opportunities
Extension (B)
Resources
Homework

Notes

AT1/4
AT2/4
AT3/3-4
AT4/-

Activity
no.

Say that you are hungry / thirsty and order tapas and drinks.
Launch: 8T1 (Meanings in context); 8C5 (Colloquialisms); 8W5
(Verbs [future]). Reinforcement: 8T6 (Text as model and source); 8L1
(Listening for subtleties)
Starter 1: Pronunciation game (g, j, ll) or revision of tener.
Starter 2: Brainstorm expressions using tener (pairwork).
Recap Para m / ti / l etc. Discuss memorising techniques.
Phrases with tener
Pronouns with prepositions
2.1b memorising
2
2.2e ask and answer questions
2
2.2j adapt previously learned language
3
3c apply grammar
2, 3
3e different countries / cultures
1a
4e use a range of resources
1a
4f language for interest / enjoyment
1a, 2
A Everyday activities
Understand people saying whether they are
1a, 1c
hungry/thirsty; identify different drinks and tapas.
Order tapas and drinks.
2
Recognise tener hambre / sed and identify items on a
1b, 3
tapas and drinks menu.
Tienes hambre/sed ?
las aceitunas
agua con / sin gas
Tengo hambre/sed.
los calamares
la cerveza
No tiene mucha
el chorizo
la naranjada
hambre.
las gambas
Qu va(n) a tomar?
el jamn serrano
el flan
Qu va(n) a beber?
las patatas bravas
el helado de vainilla /
Para m / l / ella,
la tortilla espaola fresa / chocolate
Va(n) a tomar algo ms?
La cuenta, por favor.
Create a tapas bar menu using a graphics / desktop publishing package.
Cuaderno B, p. 17
Cassette A, side 2 or CD1, tracks 29 and 30
OHTs 11 and 12, Flashcards 5, 10, 11, 17 and 19, 21 (Listos! 1)

SCHOOL:
YEAR:

DATE:
CLASS:

Listos! 2 Rojo
Mdulo 2 La comida

Unidad 6 pp.34-35 La comida sana

Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills (Programmes of Study
revised in 2007)

Contexts
Learning outcomes
Listening and
responding
Speaking
Reading and
responding
Writing
Key language

ICT Opportunities
Extension (B)
Resources
Homework

AT1/4
AT2/4
AT3/4
AT4/4

Talking about healthy eating.


Launch: 8T3 (Language and text types). Reinforcement: 8W5 (Verbs
[present]); 8S5 (Negative forms and words).
Starter 1: Conjugation of comer and beber.
Starter 2: Expressions of frequency: jumbled sentence game.
Quick-fire conjugation of comer and beber; discussion about er verbs.
Present tense singular of comer and beber
Expressions of frequency (una vez al ao, algunas veces a la semana).
2.2h redraft to improve writing
4b
4c use more complex language
4b
4d make links with English
1a
4e use a range of resources
1a, 4a
4f language for interest / enjoyment
1a, 4a
4g use TL for engaging topics
4b
A Everyday activities
Identify major food groups and expressions of
2
frequency.
Ask how often someone eats a particular food.
3
Understand a more complex text about healthy eating;
1, 4a
understand short texts about dietary preferences.
State how often you eat certain foods.
4b
Con qu frecuencia comes carne (roja)?
una vez a la semana / al ao
algunas veces a la semana / al mes
todos los das
Comes pescado?
No como (carne) y no bebo (leche).
No me gusta(n) mucho (las verduras)
Prefiero el pan integral.
Using Excel, draw bar graph or pie chart to show results of survey in 3.
Cuaderno B, p.18
Cassette A, side 2 or CD1, track 31

Notes

SCHOOL:
YEAR:

Activity
no.

DATE:
CLASS:

Activity
no.

Listos! 2 Rojo
Mdulo 2 La comida

Unidad 7 pp.38-39 Extra! Feliz Navidad!

Learning objectives
Framework objectives

Understand a longer text about Christmas in Spain.


Launch: 8W7 (Dictionary detail); 9L4 (Questions/text as stimulus to
talk). Reinforcement: 8W1 (Adding abstract words); 9W8 (Using
grammar to understand words); 9T1 (Understanding complex
language); 9T3 (Authentic texts as sources).
Starter 1: Christmas vocabulary: glossary / dictionary practice.
Starter 2: Finding words in the text.
A volunteer explains the function of the passive.
2.1d work out meaning
1
2.2h redraft to improve writing
3b
3e different countries / cultures
1
3f compare experiences
1, 3b
4c use more complex language
3a, 3b
4f language for interest / enjoyment
1
C The world around us

Starters
Plenary
Grammar
Skills (Programmes of Study
revised in 2007)

Contexts
Learning outcomes
Listening and
responding
Speaking
Reading and
responding
Writing
Key language
ICT Opportunities
Extension (B)
Resources
Homework

Notes

AT1/4
AT2/4
AT3/4
AT4/4

Understand a conversation describing Christmas


celebrations in the UK.
Ask and answer questions about a festival celebrated at
home.
Recognise familiar vocabulary relating to food, gifts etc.
and deduce meaning of new words.
Write sentences describing a festival celebrated at home.
Cassette A, side 2 or CD1, tracks 33 and 34

2
3a
1
3b