Documentos de Académico
Documentos de Profesional
Documentos de Cultura
B ienv enidos!
(Pupils Book pages 625)
Unit/topic
Key Framework
Objectives
PoS
1 Hola!
(pp. 67)
Asking a friends name
Giving your name
Greeting someone
Asking how someone is
7W1
7S4
7L1
7C5
2 En la mochila
(pp. 89)
Saying what you have in your
rucksack
Naming classroom items
Saying what you need
7W3
7W4
7S5
7S8
1b
3a
3e
5a
Numbers 110
Gender
Indefinite article
Tienes un cuaderno?
No tengo una regla.
2d initiate/develop
conversations
5a communicating in the
target language
Numbers 1120
Cuntos aos tienes?
Tengo quince aos
Luis tiene 14 aos.
4 Feliz cumpleaos!
(pp. 1213)
Talking about dates
Saying when your birthday is
Months
Numbers 2131
Cundo es tu cumpleaos?
Mi cumpleaos es el trece
de julio.
El cumpleaos de Marcus
es el siete de marzo.
5 En clase
(pp. 1415)
Classroom instructions
Classroom objects
Days of the week
7W2 High-frequency
words (L)
7S2 Sentence gist (L)
7L6 Improving speech (L)
6 Cmo se escribe?
(pp. 1617)
The Spanish alphabet
Spelling your name
More classroom phrases
Cmo se escribe tu
nombre?
No comprendo.
Puede repetir?
Djame un libro, por favor.
Me hace falta.
Necesito.
7 Conctate!
(pp. 1819)
Naming parts of a computer
Phrases for using a computer
el ratn
la pantalla
Busca en la red.
Entra al sistema.
Salva el trabajo.
Resumen y Preprate
(pp. 2021)
Pupils checklist and practice
test
7W1
7W3
7S4
7S9
3a memorising
3d use reference materials
3e develop their independence
Te toca a ti
(pp. 116117)
Self-access reading and
writing at two levels
14
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1 Hola!
(Pupils Book pages 67)
Main topics
Key language
Resources
Cassette A, side 1
CD 1 track 2
Cuaderno A and B, page 2
Starter 2 Resource and Assessment File, page 10
Other aims
Suggestion
Introduce Hola! Cmo te llamas? Me llamo using
puppets or dolls in a variety of different voices. Some
pupils who are already familiar with these structures
may like to meet the puppets and be asked their name.
All pupils can be given an opportunity to greet the
rest of the class and introduce themselves by
chaining this structure around the classroom: this
activity will work best if pupils are seated or standing
in a horseshoe or circle.
Bien.
Mal.
Regular.
Fatal.
Buenos das.
Buenas tardes.
Buenas noches.
Tapescript
Tapescript
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Alicia
Andrs
Camila
Carlos
Carmen
Elena
Eva
Francisco
Javier
Luca
Jorge
Luis
Patricia
Ral
Sergio
Sol
15
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Bienvenidos!
Tapescript
Hola, me llamo Patricia.
Hola, me llamo Carlos.
Cmo te llamas?
Me llamo Luis. Y t?
Me llamo Sol.
Cmo te llamas?
Me llamo Andrs.
Cmo te llamas?
Me llamo Camila.
Adis, Camila. Hasta maana.
Adis, hasta maana.
b2
c4
d1
Tapescript
3a Con tu compaero/a, elige un nombre
espaol. (AT2/2) [W1,2; S4,9; C5]
Speaking and interacting with others Level C
Speaking. Working in pairs, pupils choose a Spanish
name and practise the conversation on page 6 of the
Pupils Book with their partner. Before attempting
this activity, teachers may prefer to chain this
dialogue round the class, with each pupil saying
Hola. Me llamo Y t?
16
Bienvenidos!
Tapescript
1
Buenos das.
Buenos das.
Buenas tardes.
Buenas tardes.
Buenas noches.
Buenas noches.
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Cuaderno A, page 2
1 Elige las frases apropiadas para los globos.
(AT3/2) [W1; S4,9; C5]
Knowing about language
Reading. Pupils choose the correct sentences for the
speech bubbles.
Answers
1
2
3
4
5
6
f Me llamo Toms. Y t?
c Qu tal?
e Bien. Y t?
a Adis.
b Cmo te llamas?
d Hola!
2 buenos das
4 buenos das
6 buenos das
Plenary
Ask pupils in groups to prepare three questions on
what they have learnt in the module to test other
groups. Try to encourage a variety of questions that
look at pronunciation, punctuation or spelling, as
well as meaning. Pupils then take turns to ask
different groups a question each. Reward
interesting and inventive questions with points.
Cuaderno B, page 2
1 Elige las frases apropiadas para los globos.
(AT3/2) [W1; S4,9; C5]
Knowing about language
Reading. Pupils choose the correct sentences for the
speech bubbles.
Answers
1
2
3
4
5
6
f Me llamo Toms. Y t?
c Qu tal?
e Bien. Y t?
a Adis.
b Cmo te llamas?
d Hola!
17
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Bienvenidos!
2 buenos das
4 buenos das
6 buenos das
18
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2 En la mochila
(Pupils Book pages 89)
Main topics
Grammar
Key language
Tienes un cuaderno?
No tengo una regla.
En mi mochila, tengo
un lpiz
una agenda
un libro
un bolgrafo
una pluma
una carpeta
una regla
un cuaderno
un sacapuntas
un diccionario
dos/unos cuadernos
un estuche
tres/unas gomas
una goma
Numbers 110: uno, dos, tres, cuatro, cinco, seis,
siete, ocho, nueve, diez
Resources
Cassette A, side 1
CD 1 track 3
Cuaderno A and B, page 3
Starter 2, Resource and Assessment File, page 10
Grammar 1, Resource and Assessment File, page 6
OHTs 1 and 2: indefinite article
Tapescript
Tengo una mochila, un cuaderno, un libro, un bolgrafo,
un lpiz, un sacapuntas, una goma, una pluma, una regla,
un diccionario, un estuche, una agenda y una carpeta.
Suggestion
The teacher could take to the lesson a bag containing
all the items mentioned in activity 1a. The words are
introduced to the class using the structure Tengo
un/una
Alternatively, the items could be introduced using
pictures (either flashcards or on OHP) which could be
grouped according to gender (un/una) with all the
items which go with un on one side of the board, and
those which go with una on the other.
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Bienvenidos!
Tapescript
Qu tienes en tu mochila?
A ver, en mi mochila tengo un libro y tengo un cuaderno
pero no tengo una carpeta. Necesito una carpeta.
Tienes bolgrafos?
S, tengo unos bolgrafos y unos lpices pero no tengo
ni sacapuntas ni goma. Me hacen falta un sacapuntas
y una goma.
Tienes una agenda?
S, tengo una agenda y un diccionario pero no tengo una
regla. Necesito una regla
Tienes un estuche?
No, no tengo estuche ni pluma. Necesito una pluma.
20
Tapescript
uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez
uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez
uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez
2 nueve
7 seis
3 tres
8 ocho
4 diez
9 dos
5 diez
10 nueve
Bienvenidos!
Tapescript
Ejemplo
Uno ms uno son?
Dos.
1 Tres ms cuatro son?
2 Cuatro ms cinco son?
3 Seis menos tres son?
4 Nueve ms uno son?
5 Ocho ms dos son?
6
7
8
9
10
OJO!
The recording contains a short additional
pronunciation activity (which does not appear in the
Pupils Book), focusing on the letters g and j.
Tapescript
Gema, Javier, Sergio, Juan
Gema, Sergio, Jaime, Jos, Juan
Eduard: rucksack a
Literacy activity
Shared writing. This technique is one of many
suggested in the National Literacy Strategy. Teachers
should check that their department has a copy. Shared
writing is a good way of developing pupil autonomy for
extended writing. The picture of the contents of
rucksack c could be used as a stimulus, and pupils
asked to suggest phrases, which the teacher edits and
writes on the board. The final resulting draft could act
as a stimulus for the pupils own writing for activity 6.
ICT activities
There are a number of ICT activities that could
be attempted using software loaded on most
school networks.
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Plenary
Spot the mistake. Write out or say different
sentences on the topic. Pupils have to spot the
mistakes (gender, singular or plural, etc.), e.g.
Tengo una cuaderno; En mi mochila hay dos libro.
Then ask pupils, in pairs, to write one incorrect
sentence and one correct sentence. These are then
read aloud to the class, who have to spot the
incorrect sentence and explain why it is incorrect.
Cuaderno A, page 3
1 Empareja las palabras con las cosas en la foto.
(AT3/1) [W1,2,3]
Knowing about language
Reading. Pupils match up the words with the items
in the photo.
Answers
1 a 2 k 3 b 4 c 5 d 6 e 7 f 8 m 9 g 10 i 11 l 12 j
No tengo un cuaderno.
Tengo un bolgrafo.
Tengo un estuche.
No tengo una carpeta.
Tengo un sacapuntas.
6
7
8
9
10
Tengo un diccionario.
No tengo un libro.
Tengo una agenda.
Tengo una regla.
No tengo una mochila.
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Bienvenidos!
Cuaderno B, page 3
1 Empareja las palabras con las cosas en la foto.
(AT3/1) [W1,2,3]
Knowing about language
Reading. Match the words with the items in the photo.
Answers
1 a 2 k 3 b 4 c 5 d 6 e 7 f 8 m 9 g 10 i 11 l 12 j
No tengo un cuaderno.
Tengo un bolgrafo.
Tengo un estuche.
No tengo una carpeta.
5
6
7
8
Tengo un sacapuntas.
Tengo un diccionario.
No tengo un libro.
Tengo una agenda.
22
una agenda, f, s
un sacapuntas, m, s
unos lpices, m, p
un bolgrafo, m, s
un cuaderno, m, s
una regla, f, s
unas plumas, f, pl
h
i
j
k
l
m
un lpiz, m, s
unos libros, m, pl
una carpeta, s, f
una goma, s, f
un diccionario, m, s
un estuche, m, s
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Main topics
Grammar
Key language
Other aims
Pronunciation practice:
c + e/i
c + a/u/o
Resources
Cassette A, side 1
CD 1 track 4
Cuaderno A and B, page 4
Starter 2, Resource and Assessment File, page 11
Tapescript
cinco, once, doce, trece
catorce, cuatro, cinco
Teachers may wish to highlight a common difficulty
encountered by learners of Spanish, mixing dos and
tres with doce and trece.
Suggestion
Before introducing the new numbers 1120, recap the
numbers 110, and see if any pupils already know, or
can deduce, any of the new numbers.
Tapescript
once, doce, trece, catorce, quince, diecisis, diecisiete,
dieciocho, diecinueve, veinte
OJO!
The recording contains a short additional
pronunciation activity, focusing on the
combinations c + e/i and c + a/u/o.
Neus
15
11
14
19
Eduard
20
17
12
18
16
23
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Bienvenidos!
Tapescript
2 12, 15
3 12, 13
Tapescript
1 Cuntos aos tienes?
Tengo trece aos. Y t?
Tengo catorce aos.
2 Cuntos aos tienes?
Tengo doce aos. Y t?
Tengo quince aos.
3 Cuntos aos tienes?
Tengo doce aos. Y t?
Tengo trece aos.
4 Cuntos aos tienes?
Tengo trece aos. Y t?
Tengo quince aos.
5 Cuntos aos tiene usted?
Tengo veinte aos. Y usted?
Tengo diecinueve aos.
4 13, 15
5 20, 19
24
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Bienvenidos!
Answers
1
2
3
4
5
6
Tapescript
1 Cuntos aos tienes, Miguel?
Tengo 15 aos.
2 Y t, Sara, cuntos aos tienes?
Tengo 14 aos.
3 Cuntos aos tienes, Juan?
Pues, tengo 18 aos.
4 Aurora, cuntos aos tienes?
16, tengo 16.
5 Y t, Antonio, cuntos aos tienes?
Tengo 13 aos.
6 Cuntos aos tienes, Margarita?
Tengo 15 aos.
The new structure tiene should be exploited before
activity 8 is attempted. Pupils should already be
confident with tengo and tienes: make the link to
tener explicit now by referring to the Gramtica box.
Teachers may wish to refer back to the young people
in activity 7 to practise tiene by asking Cuntos aos
tiene Miguel? etc.
Jos 1.11.90
Merceditas 6.6.87
Fernando 15.10.91
gata 20.8.89
Luis 28.2.96
Cuaderno A, page 4
1a Busca los nmeros. (AT3/1) [W1,7]
Knowing about language
Reading. Pupils find the numbers in the grid.
Answers
d
e c
n u e v e d q
n h x k q s n
u
e s m o h
e a p x
o n
t
q a d v
s u c
a e d
p y
q c w r w c e o n n v n
v d o c e o o c h o
e o e
s e c o d q e
e a k a
s s d c
d g e o
z d
u c u a
d a c a
e c e o
n c
e y h s g
e c
o u s
v g b
c e s
s y
e z
Plenary
Throw-and-catch game using a soft ball or object.
Throw it to a student, asking a question in Spanish
from those introduced so far. Students answer and
25
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Bienvenidos!
Cuaderno B, page 4
Answers
Answers
e c
n u e v e d q
n h x k q s n
u
e s m o h
e a p x
o n
t
q a d v
s u c
a e d
p y
e o e
s e c o d q e
e a k a
s s d c
d g e o
z d
u c u a
d a c a
e c e o
n c
e y h s g
e c
o u s
v g b
c e s
s y
e z
26
2 19
3 14
4 13
5 12
6 15
q c w r w c e o n n v n
v d o c e o o c h o
1 11
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4 F eliz cumpleaos!
(Pupils Book pages 1213)
Main topics
Grammar
Key language
Resources
Cassette A, side 1
CD 1 track 5
Cuaderno A and B, pages 56
Hoja de trabajo 1, Resource and Assessment File,
page 4
Cundo es tu cumpleaos?
Mi cumpleaos es el trece de julio.
Tapescript
enero, febrero, marzo, abril, mayo, junio, julio, agosto,
septiembre, octubre, noviembre, diciembre
Tapescript
Uno de enero
Dos de febrero
Tres de marzo
Cuatro de abril
Cinco de mayo
Seis de junio
Siete de julio San Fermn.
A Pamplona, hemos de ir
Con una media, con una media.
A Pamplona, hemos de ir, con una media y un calcetn.
Cultural note Teachers may want to explain the origins
of this popular song which refers to the 7th of July, the
start of the famous bullfights in Pamplona, Spain.
Tapescript
veinte, veintiuno, veintids, veintitrs, veinticuatro,
veinticinco, veintisis, veintisiete, veintiocho, veintinueve,
treinta, treinta y uno
27
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Bienvenidos!
Answers
3b
2f
julio, noviembre
Tapescript
1c
Answers
5j
6i
7a
8e
9d
10 h
Tapescript
1 Cundo es tu cumpleaos?
Mi cumpleaos es el diecinueve de marzo.
2 Cundo es tu cumpleaos?
Mi cumpleaos es el cinco de mayo.
3 Cundo es tu cumpleaos?
Mi cumpleaos es el veintiuno de junio.
4 Cundo es tu cumpleaos?
Mi cumpleaos es el dos de noviembre.
5 Cundo es tu cumpleaos?
Mi cumpleaos es el diecisis de abril.
6 Cundo es tu cumpleaos?
Mi cumpleaos es el catorce de octubre.
Qu da es hoy?
Hoy es el catorce de octubre.
Feliz cumpleaos!
28
Bienvenidos!
11a Haz un sondeo. Pregunta a cinco
compaeros/as de clase. Copia y rellena el
cuadro. (AT2/2) [W1,2; S4,9]
Speaking and interacting with others Level D
Speaking. Pupils copy the grid and carry out a survey
of the class, filling in names and birthdays. They
should ask at least five classmates.
Plenary
A discussion on listening skills. There are five
listening activities on pages 1213 of the Pupils
Book and pupils have now completed a whole range
of these. Ask pupils to decide what is hard or easy
about listening exercises, why they are important
and any ideas for improving listening skills. If there
is time, ask pupils to close their eyes for 30 seconds
and ask about the noises/sounds/words, etc. they
heard during that time.
Cuaderno A, pages 56
1a Mira la clave y descrifra los nombres. (AT3/1)
[W1]
Reading for enjoyment
Reading. Pupils use the code to work out the names.
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Answers
1 Jennifer Lpez
3 Harry Potter
5 Robbie Williams
2 Lisa Simpson
4 Antonio Banderas
6 Victoria Beckham
Cuaderno B, pages 56
1a Mira la clave y descrifra los nombres. (AT3/1)
[W1]
Reading for enjoyment
Reading. Pupils use the code to work out the names.
Answers
1 Jennifer Lpez
3 Harry Potter
5 Robbie Williams
2 Lisa Simpson
4 Antonio Banderas
6 Victoria Beckham
29
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Bienvenidos!
el treinta de agosto
el tres de marzo
el catorce de octubre
el once de noviembre
2 el diecisiete de enero
4 el diecisiete de junio
6 el dos de septiembre
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5 En clase
(Pupils Book pages 1415)
Main topics
Grammar
Key language
la mesa
la puerta
la ventana
la pizarra
la silla
el ordenador
Tapescript
1
2
3
4
Resources
Cassette A, side 1
CD 1 track 6
Cuaderno A and B, page 7
Hoja de trabajo 2, Resource and Assessment File,
page 5
Skills 1, Resource and Assessment File, page 8
OHTs 3 and 4: definite article
5
6
7
8
9
10
11
12
31
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Bienvenidos!
Tapescript
1
2
3
4
5
6
7
8
9
10
11
la ventana
la pizarra
la mesa
la silla
la mesa del profesor
el libro
los libros
el cuaderno
los cuadernos
el ordenador
la puerta
32
Tapescript
lunes, martes, mircoles, jueves, viernes, sbado, domingo
lunes, martes, mircoles, jueves, viernes, sbado, domingo
lunes, martes, mircoles, jueves, viernes, sbado, domingo
Plenary
Ask pupils to write down five nouns they have
learned in the lesson. Individuals reveal their
answers and the rest of the class judges by giving a
thumbs up or thumbs down, depending on whether
the words they have chosen are, indeed, nouns.
Narrow down the search and ask pupils to identify
two masculine singular nouns and two masculine
plural nouns and then the same with the feminine.
Cuaderno A, page 7
1 Completa el crucigrama. (AT4/1) [W1,3]
Knowing about language
Writing. Pupils do the crossword.
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Bienvenidos!
Answers
1
Answers
L L A
P
5
E
7
P
I
O R D E N A D O R
1g
2f
3h
4e
5d
6b
7c
8a
Answers
M E S A
1
2
3
4
Escuchad la cinta.
Tira el chicle en la papelera.
Trabajad en los ordenadores.
Mirad la pizarra.
Answers
a2
b4
c5
d1
e3
f6
Cuaderno B, page 7
P
I
L L A
P
5
U
E
7
O R D E N A D O R
T
M E S A
33
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6 Cmo se escribe?
(Pupils Book pages 1617)
Main topics
No comprendo.
Puede repetir?
Me hace falta papel.
Necesito un bolgrafo.
Djame un libro, por favor.
Resources
Cassette A, side 1
CD 1 track 7
Cuaderno A and B, page 8
Starter 2, Resource and Assessment File, page 11
Skills 2, Resource and Assessment File, page 9
Key language
Cmo se escribe tu nombre?
Cmo se dice biro en espaol?
Tapescript
A ah, B beh, C theh, Ch cheh, D deh, E eh,
F efeh, G heh, H acheh, I ee, J hota, K kah,
L eleh, Ll elyeh, M emeh, N eneh, enyeh, O oh,
P peh, Q cuh, R ere, Rr erre, S eseh, T teh,
U uuh, V uuveh, W uuveh dobleh, X ekis,
Y ee griegah, Z theta
Salma Hayek
Ral
Prncipe Felipe
Enrique Iglesias
Conchita Martnez
Tapescript
1
2
3
4
5
S-A-L-M-A H-A-Y-E-K
R-A- (con acento)-L
P-R- (con acento) N-C-I-P-E F-E-L-I-P-E
E-N-R-I Q-U-E I-G-L-E-S-I-A-S
C-O-N-C-H-I-T-A M-A-R-T- (con acento)-N-E-Z
34
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Bienvenidos!
Writing. Pupils make up an alphabet of Spanish
words. This will require some teacher assistance in
the use of the glossary at the back of the Pupils Book,
or a dictionary.
ICT activity
Teachers may wish to ask pupils to word-process
their alphabet of Spanish words.
Tapescript
1 Cmo se dice paper en espaol?
Papel.
No comprendo. Puede repetir?
Papel. P-A-P-E-L.
2 Seorita, necesito un bolgrafo. Djame un bolgrafo,
por favor.
Toma.
Gracias.
3 Me hace falta un libro. Djame un libro, por favor.
Tome.
Gracias.
4 He terminado. Qu hago ahora?
Plenary
From the language introduced on page 17 of the
Pupils Book, say and spell out words and phrases
to pupils. They must stand up if they spot a
deliberate mistake or stay seated if you have
spelled words correctly. Then select pupils
randomly to tell you the meaning of the
words/phrases in English. If time allows, pupils
can then do this together in groups or pairs.
Cuaderno A, page 8
1 Completa los globos con las palabras
apropiadas. (AT3/2) [W1,3; S4,9]
Knowing about language
Reading/Writing. Pupils choose the correct words for
the speech bubbles.
Answers
1 f, escribe, g, repetir
3 h, falta, i, Djame, d, Gracias
5 c, No, e, libro
2 b, dice
4 a, hago
2e
3g
4c
5d
6a
7b
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Bienvenidos!
Cuaderno B, page 8
1 Elige las frases apropiadas para los globos.
(AT3/2) [W1,3; S4,9]
Knowing about language
Reading. Pupils choose the correct phrases for the
speech bubbles.
Answers
1 e, f
2b
3 g, a
4c
5d
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7 Conctate!
(Pupils Book pages 1819)
Main topics
el nmero de identidad
el ordenador
la pantalla
el ratn
la tecla
el teclado
Busca en la red.
Entra al sistema.
Sal del sistema.
Mete el disco compacto/el disquete.
Salva el trabajo.
Imprime el trabajo.
Escribe la direccin.
Envia un correo electrnico.
Grammar
Resources
Key language
los auriculares
la contrasea
el disquete
Cassette A, side 1
CD 1 track 8
Cuaderno A and B, page 9
Starter 2, Resource and Assessment File, page 12
Grammar 2, Resource and Assessment File, page 7
el botn
el disco compacto
el micrfono
Suggestion
Teachers could use the Say IT in Spanish brochure,
available from BECTa, to help develop pupils
confidence when using Spanish in the IT room.
Qu es e?
e son los auriculares.
Qu es f?
f es el nmero de identidad.
Qu son g y h?
g es la contrasea y h es la pantalla.
Qu es i?
i es la tecla.
Qu es j?
j es el teclado.
Qu son k y l?
Son el disquete y el botn.
Tapescript
Qu es a?
a es el ratn.
Qu es b?
b es el disco compacto.
Qu son c y d?
c es el micrfono y d es el ordenador.
disquete
2 ratn
botn
5 ordenador
tecla
8 pantalla
contrasea 11 micrfono
3
6
9
12
auriculares
disco compacto
teclado
nmero de identidad
37
mdulo
Bienvenidos!
2f
3d
4c
5a
6h
7e
8g
3h
4b
5a
6e
Tapescript
1
2
3
4
5
6
7
8
Busca en la red.
Mete el disco compacto.
Entra al sistema.
Escribe la direccin.
Sal del sistema.
Salva el trabajo.
Imprime el trabajo.
Escribe un correo electrnico.
38
ICT activities
1 Use a word-processing or desk-top publishing
package to produce a Spanish users guide for the
school computers.
2 Use e-mail to send the message prepared for
activity 5 to a Spanish-speaking friend. Most schools
now have e-mail addresses for their pupils: teachers
should see the schools IT co-ordinator if they are not
sure. If the school does not have a partner school in a
Spanish-speaking country, the best starting place is
the Windows on the World website which can be
accessed through www.heinemann.co.uk/hotlinks
which will help teachers to find a partner school, as
well as case studies and advice on funding.
Plenary
At the beginning of the lesson explain to two
students (of similar ability) that you will be asking
them to summarise the main points of the lesson
at the end of the class. They take it in turns to
cover what has been learned, using the board or an
OHP. The rest of the class discusses the summary,
corrects any mistakes and adds any information
that was omitted.
Cuaderno A, page 9
1 Busca diez palabras. (AT3/1) [W1,2,3,7]
Reading for enjoyment
Reading. Pupils find ten words in the word snake.
Answers
1c
7f
8g
Answers
contrasea, ratn, auriculares, botn, micrfono,
ordenador, disquete, pantalla, teclado, tecla
mdulo
Bienvenidos!
Answers
a
c
e
g
i
k
la pantalla
el botn
el disco compacto
el nmero de identidad
la contrasea
la tecla
b
d
f
h
j
l
los auriculares
el ratn
el disquete
el ordenador
el teclado
el micrfono
Cuaderno B, page 9
1 Empareja las palabras con los dibujos. (AT3/1)
[W1,2,3]
Knowing about language
Reading. Pupils match up the words with the pictures.
llamarse
to be called
ser
to be
tener
to have
me llamo
soy
tengo
You
te llamas
eres
tienes
He
se llama
es
tiene
She
se llama
es
tiene
It
se llama
es
tiene
Answers
a
c
e
g
i
k
la pantalla
el botn
el ratn
el nmero de identidad
el micrfono
el disco compacto
b
d
f
h
j
l
los auriculares
la tecla
el teclado
la contrasea
el ordenador
el disquete
2 Answers
a usted
b t
c t
d usted
e t
b1
c2
d3
e4
f7
g6
h5
39
mdulo
Resumen
Preprate
Cassette A, side 1
CD 1 track 9
Cuaderno A and B, Repaso (previously Extra!)
pages 1011; Gramtica pages 1213
Resources
Tapescript
Answers
a5
b1
c3
d6
e4
f2
Answers
3, 4, 8, 6, 2, 7, 1, 5
Tapescript
2e
3d
4c
5a
mdulo
Bienvenidos!
Cuaderno B, pages 1011
Answers
o
r
e
n
e
e
j
u
e
v
e
s
v
y
m
d
a
r
m
a
r
z
o
z
e
e
a
l
s
o
d
a
b
s
q
a
p
r
m
b
u
q
h
r
a
d
y
a
o
t
b
k
h
p
n
k
t
b
o
j
g
r
i
m
s
v
o
b
e
e
r
m
u
o
e
e
e
o
i
y
j
q
s
w
i
l
s
r
m
i
q
e
g
u
z
g
b
n
i
t
b
b
c
a
r
x
n
g
m
z
g
o
o
e
r
i
v
n
l
i
r
b
a
o
k
x
f
e
d
s
e
l
o
c
r
i
m
j
e
j
w
w
s
k
p
m
u
e
r
b
u
t
c
o
n
o
v
i
e
m
b
r
e
m
f
d
k
y
m
d
a
r
m
a
r
z
o
z
e
e
a
l
s
o
d
a
b
s
q
a
p
r
m
b
u
q
h
r
a
d
y
a
o
t
b
k
h
p
n
k
t
b
o
j
g
r
i
m
s
v
o
b
e
e
r
m
u
o
e
e
e
o
i
y
j
q
s
w
i
l
s
r
m
i
q
e
g
u
z
g
b
n
i
t
b
b
c
a
r
x
n
g
m
z
g
o
o
e
r
i
v
n
l
i
r
b
a
o
k
x
f
e
d
s
e
l
o
c
r
i
m
j
e
j
w
w
s
k
p
m
u
e
r
b
u
t
c
o
n
o
v
i
e
m
b
r
e
m
f
d
k
b veinticinco
e cinco
c veintids
f treinta y uno
c catorce
d cinco
h uno
41
mdulo
Bienvenidos!
Answers
a pizarras
e lpices
b botones
f mesas
c auriculares
g ordenadores
d estuches
h disquetes
b el
c el
d los
e las
f la
Answers
Gramtica
c un
d unos
e unas
f una
b te llamas
e Tengo
c se llama
f tiene
Answers
42
b un
Gramtica
a llamo
d tienes
a una
b te llamas
e Tengo
c se llama
f tiene
Bienvenidos!
mdulo
Answers
a pizarras
e lpices
b botones
f mesas
c auriculares
g ordenadores
d estuches
h disquetes
b el
c el
d los
e las
f la
b un
c un
d unos
e unas
f una
43
mdulo
Main topics
Resources
Cassette A, Side 1
CD 1 track 10
Starter 1, Resource and Assessment File, page 12
Starter 2, Resource and Assessment File, page 13
Tapescript
1 Hola, Eduard! Qu tal?
Mal terrible No tengo los deberes No tengo
la carpeta
2 Buenos das.
3 Silencio, por favor! Sentaos y abrid los libros.
4 No tengo el libro.
5 Toma.
Gracias.
6 Escribid en los cuadernos.
7 Tienes un bolgrafo?
S, toma.
8 Hola!
Tenemos una alumna nueva.
9 Hola, Eduard! Qu tal?
Bien fenomenal!
44
b Buenos das
e los
h Bien
c por favor
f bolgrafo
i me llamo
2 Teacher
5 Miguel
3 Eduard
6 Eduard
Bienvenidos!
Starter 2: Reordering text [T1,5] (any time after
reading the photo story)
Aims: To develop memory, reading and prediction
skills (missing words: Buenos das, por favor, tengo,
los, bolgrafo, Hola!, Bien, me llamo). As this is a
longer activity, it could be used instead of or in
addition to Leer 2a and 2b. (Timing: 15 minutes)
Resources: Resource and Assessment File, page 13
(Starter 2)
Activity: Make sets of cards using the sheet
provided. Pupils read the photo story on page 22 of
the Pupils Book. It is important to set a time limit
of two minutes. Give pupils a set of cards and in
groups or pairs they must try to order the
conversation. Some parts are numbered in order to
make the exercise possible. When pupils have
finished, ask them to check their answers and
discuss what made the exercise difficult or easy.
mdulo
Plenary
Ask pupils to use the Resumen section on page 20
of the Pupils Book to test each other on the
language that has been introduced during the
module. Pupils can award each other a point for
each correct answer. Pupils with the most points
after three minutes can take up the challenge of
the hot seat, where they have to accurately answer
questions asked by the teacher and/or other
students in order to stay in the seat.
Answers
Escribid en los cuadernos.
No tengo la carpeta.
Tienes un bolgrafo?
45
mdulo
Te toca a ti
A Reinforcement
B Extension
Answers
1 j 2 i 3 g 4 k 5 f 6 h 7 c 8 e 9 d 10 a 11 b
Answers
c, i, f, b, g, d, a, j, h, e
Answers
Answers
2i
3c
4b
5g
6h
7f
8d
9a
46
1
2
3
4
5
Nombre
Jaime
Susana
Vicente
ngela
Jos Carlos
Edad
14
16
15
16
14
Cumpleaos
15/11
6/6
7/1
19/10
25/8
mdulo
T y yo
(Pupils Book pages 2643)
Unit/topics
Key Framework
Objectives
PoS
1 De dnde eres?
(pp. 2627)
Country names
Saying your nationality
Saying where you are from
Country names
Nationalities, masculine and
feminine singular
De dnde eres?
Soy de (Escocia/Madrid).
Cul es tu nacionalidad?
Soy (escocs/escocesa).
2 Dnde vives?
(pp. 2829)
Saying where you live
Saying what languages
you speak
2c ask/answer questions
2f adapt language for
different contexts
Dnde vives?
Vivo en Barcelona.
Qu idiomas hablas?
Hablo espaol e ingls.
3 Tienes hermanos?
(pp. 3031)
Talking about your family
7L2
7L3
7S4
7S8
Tienes hermanos?
S, tengo un hermano y dos
hermanas.
No, no tengo hermanos. Soy
hija nica/hijo nico.
Cmo se llama/se llaman?
Mi madre se llama Clara.
Mi padre se llama Rafael.
Mi hermana tiene 5 aos.
4 Tienes un animal
en casa?
(pp. 3233)
Talking about pets
7C4
7W4
7W6
7L1
6 Cmo eres?
(pp. 3637)
Describing your size
Describing your colouring
Cmo eres?
Soy/Es alto/a.
Soy/Es bajo/a.
Soy/Es de talla mediana.
Soy/Es moreno/a.
Resumen y Preprate
(pp. 3839)
Pupils checklist and
practice test
3a memorising
3d use reference materials
3e develop their
independence
5i working in a variety of
contexts
Te toca a ti
(pp. 118119)
Self-access reading and
writing at two levels
47
mdulo
1 De dnde er es?
(Pupils Book pages 2627)
Main topics
Cul es tu nacionalidad?
Soy (escocs/escocesa).
Australia
australiano/a
Escocia
escocs/escocesa
Espaa
espaol/espaola
Estados Unidos
estadounidense
Gales
gals/galesa
Inglaterra
ingls/inglesa
Irlanda
irlands/irlandesa
Jamaica
jamaicano/a
Mxico
mexicano/a
Nigeria
nigeriano/a
Paquistn
paquistan
Country names
Saying your nationality
Saying where you are from
Grammar
Resources
Cassette A, Side 2
CD 1 track 11
Cuaderno A and B, page 15
OHTs 5 and 6: Countries, nationalities
Key language
De dnde eres?
Soy de (Escocia/Madrid).
Suggestion
The TLF inititative (Teaching and Learning Foundation
subjects) will have a significant impact on the
relationship between MFL and humanities subjects.
This topic is an ideal opportunity to reinforce links
between Spanish and Geography in your school. Do
not overestimate your pupils ability to name countries,
much less say where they are on a map. It would be a
good idea to find out from the Geography department
what countries your pupils will be familiar with and use
these as a starting point. You may even be able to work
together on delivering a cultural awareness unit: a
number of case studies will be available. CILT and
Canning House, as well as the embassies of Hispanic
countries, are able to provide a wide variety of
information. Better still, use the Internet!
You may wish to introduce your students to the
Spanish-speaking world using the Extra! Se habla
espaol section on pages 4041.
48
2 Mxico
5 Escocia
8 Espaa
11 Australia
3 Jamaica
6 Gales
9 Nigeria
Tapescript
T y yo
Speaking. In pairs, pupils practise saying the names
of the countries.
2 a
mdulo
3 e
4 c
5 d
Tapescript
1 Hola, cmo te llamas?
Me llamo Kristy.
De dnde eres?
Soy de Estados Unidos.
Cul es tu nacionalidad?
Soy estadounidense.
2 Cmo te llamas?
Me llamo Declan.
De dnde eres?
Soy de Irlanda. Soy irlands.
3 Hola, cmo te llamas?
Me llamo Chanelle.
De dnde eres, Chanelle?
Soy de Jamaica. Soy jamaicana.
4 Hola, me llamo Antonio.
Cul es tu nacionalidad?
Soy espaol.
5 Hola, me llamo Lizzie. Soy de Edimburgo en Escocia.
Soy escocesa.
49
mdulo
T y yo
2
Answers
Nombre
Mariana
Robert
Callum
Sinead
Jorge
Anwen
Meha
Pas
Espaa
Inglaterra
Escocia
Irlanda
Espaa
Gales
Inglaterra
Nacionalidad
espaola
ingls
escocs
irlandesa
espaol
galesa
inglesa
b gals
e estadounidense
c espaola
f jamaicano
Cuaderno B, page 15
Plenary
a Escocia
d Paquistn
g Irlanda
j Mxico
b
e
h
k
Jamaica
Espaa
Nigeria
Australia
c Estados Unidos
f Inglaterra
i Gales
Cuaderno A, page 15
1 Escribe los nombres de los pases.
(AT3/1, AT4/1) [W1]
Knowing about language
Reading/Writing. Pupils match up the labelled
countries on the map with their names.
Answers
a escocesa
d ingls
b gals
e estadounidense
c espaola
f jamaicano
Answers
a Escocia
d Paquistn
g Irlanda
j Mxico
b
e
h
k
Jamaica
Espaa
Nigeria
Australia
c Estados Unidos
f Inglaterra
i Gales
50
T y yo
mdulo
51
mdulo
Main topics
Key language
Dnde vives?
Vivo en Barcelona.
Qu idiomas hablas?
Hablo espaol e ingls.
el idioma
el francs
el alemn
el gals
el cataln
el ingls
el espaol
el italiano
Grammar
Resources
Cassette A, Side 2
CD 1 track 12
Cuaderno A and B, page 16
Starter 1, Resource and Assessment File, page 30
Starter 2, Resource and Assessment File, page 31
Listening/Reading. Pupils listen to the recording and
look at the map. They write down the names of the
cities in the order in which they are mentioned.
Answers
Tapescript
Suggestion
A map of Spain can be used to introduce the principal
cities highlighted on page 28. Teachers may wish to
talk to their pupils about the cultural diversity of
Spain, as well as the policy of regionalism, which since
the death of Franco and the dawn of democracy in the
last 30 years, has seen the encouragement of regional
autonomy and a rebirth of languages such as Basque
and Catalan. It is also worth pointing out to pupils
that Spain covers an area twice the size of Great
Britain, and therefore these cities are very far apart,
and have completely different climates. Seville in the
south has a dry, hot Mediterranean climate, and, as in
all of Andaluca, has evidence of its links with North
Africa in the architecture, food, place names and
music. Bilbao, on the other hand, is on the Atlantic
coast, with a wet climate more similar to Britain.
52
1 Dnde vives?
Vivo en Madrid.
2 Dnde vives?
Vivo en Sevilla.
3 Dnde vives?
Vivo en Bilbao.
4 Dnde vives?
Vivo en Barcelona.
5 Dnde vive Ud?
Vivo en Valencia.
T y yo
Answers
1 (Vive en Bilbao.)
4 (Vive en Valencia.)
Tapescript
Hola! Me llamo Mateo. Vivo en Bilbao.
Me llamo Juan. Vivo en Barcelona.
Me llamo Arturo. Vivo con mi hermana Susana
en Barcelona.
Me llamo Ana. Vivo en Sevilla.
mdulo
Tapescript
1 Cmo te llamas?
Me llamo Sara.
Dnde vives, Sara?
Vivo en Swansea.
Qu idiomas hablas?
Hablo ingls, gals y espaol un poco.
2 Hola, cmo te llamas?
Me llamo Elena.
De dnde eres?
Soy de Mxico pero vivo en Londres.
Qu idiomas hablas?
Hablo espaol e ingls.
3 Cmo te llamas?
Me llamo Dieter.
Dnde vives, Dieter?
Vivo en Pars pero soy de Alemania.
Qu idiomas hablas?
Hablo alemn, francs y un poco de espaol.
4 Hola, me llamo Mart.
Y yo me llamo Nuria.
Dnde vivs?
Vivimos en Barcelona.
Qu idiomas hablis?
Hablamos cataln, claro, y tambin hablamos
castellano, es decir, espaol.
Cataln y espaol?
S, eso es.
53
mdulo
T y yo
3a Verdad () o mentira ()? (AT3/2) [W1,5]
ICT activity
Pupils could create a spreadsheet based on the
results of their survey and use the chart wizard
function to produce a pie chart or bar graph of the
languages spoken in the class.
Plenary
In pairs, pupils choose a Spanish city from one of
the five shown on the map of Spain on page 28 of
the Pupils Book. Ask pupils to invent as many
sentences about themselves, imagining that they
live there, e.g. vivo en Madrid, me llamo Ral,
tengo diecisiete aos, soy espaol, hablo espaol y
ingls, no vivo en Londres, etc.
R For lower-ability students, this could be done as a
whole-class revision activity, or with some of the
verbs required written on the board to start them off.
Cuaderno A, page 16
1 Escribe el idioma apropiado para cada pas.
(AT4/1) [W1]
Knowing about language
Writing. Pupils write the language spoken in each of
the five countries listed.
Answers
a alemn
b espaol
c francs
d ingls
e italiano
Cuaderno B, page 16
1a Busca cinco idiomas. (AT3/1) [W1,7]
Reading for enjoyment
Reading. Pupils find five languages in the wordsearch.
Answers
I
A
Q
B
I
C
O
D
E
T
R
F
R
A
N
C
A
P
E
F
I
G
U
H
P
L
J
M
L
Y
V
W
T
A
I
I
N
G
L
S
S
A
S
N
Z
A
E
B
R
O
N
O
A
L
E
M
N
L
O
T
P
Q
D
C
F
G
H
54
2b
3d
4a
b espaol
c francs
d ingls
e italiano
T y yo
mdulo
2b
3d
4a
55
mdulo
Main topics
Grammar
Key language
Resources
Cassette A, Side 2
CD 1 track 13
Cuaderno A and B, page 17
Skills 1 and 2, Resource and Assessment File, pages
28 and 29
OHTs 7 and 8: Introducing the family
Tienes hermanos?
S, tengo un hermano y dos hermanas.
Tapescript
1 Tienes hermanos?
S, tengo un hermano.
2 Tienes hermanos?
Tengo un hermano y una hermana.
3 Tienes hermanos?
No, no tengo hermanos. Soy hija nica.
4 Tienes hermanos?
S, tengo una hermana.
56
5 Tienes hermanos?
S, tengo tres hermanas.
6 Tienes hermanos?
No, no tengo hermanos. Soy hijo nico.
2 no
6 no
Tapescript
1 Tienes hermanos?
S, tengo un hermano y una hermana.
2 Tienes hermanos?
No, no tengo hermanos, soy hijo nico.
3 Tienes hermanos?
S, tengo una hermana.
4 Tienes hermanos?
S.
Cuntos tienes?
Tengo cuatro hermanos: dos hermanas y dos hermanos.
5 Tienes hermanos?
S, tengo un hermano.
6 Tienes hermanos?
No, soy hija nica, no tengo hermanos. Pero tengo
muchos amigos!
T y yo
3 Lee y empareja las frases con las fotos.
(AT3/2) [W4; S2]
Reading for information and instructions
Level D
Reading. Pupils read the descriptions and match
them up with the appropriate photo.
Answers
1 d
2 a
3 b
4 c
mdulo
b Clara
c Adrin
d Elisa
e Daniel
Tapescript
ICT activity
Pupils may use PowerPoint to write out the interview
and then present it to the rest of the class using an
interactive whiteboard. They could also record sound
clips as part of the presentation instead of reading it
back to the class.
57
mdulo
T y yo
Cuaderno B, page 17
Plenary
Ask pupils in groups to prepare three questions on
what they have learned in this module, to test other
groups. Try to encourage a variety of questions that
look at pronunciation, punctuation or spelling, as
well as meaning. Pupils then take turns to ask
different groups a question each. Reward
interesting and inventive questions with points.
Cuaderno A, page 17
1 Elige una frase para cada dibujo. (AT3/2)
[W1,4,5; S5]
Knowing about language
b 1
c 2
d 3
Answers
Answers
a 4
b 1
c 2
d 3
a llamo
58
b hermana
c hermano
d llama
e madre
b hermana
c hermano
d llama
e madre
mdulo
Main topics
un perro
un ratn
un conejo
una tortuga
un cobayo
Es grande/pequeo/a.
De qu color es/son?
blanco/a
rojo/a
negro/a
marrn
atigrado/a
azul
dorado/a
verde
amarillo/a
gris
Grammar
Resources
Cassette A, Side 2
CD 1 track 14
Cuaderno A and B, page 18
Starter 1, Resource and Assessment File, page 31
Hojas de trabajo 1 and 2, Resource and Assessment
File, pages 24 and 25
Grammar, Resource and Assessment File, page 27
OHTs 9 and 10: Pets and how to describe them
(adjectives)
Key language
Tienes un animal en casa?
S, tengo un perro/dos gatos.
Tengo seis peces dorados.
Se llama/Se llaman
No, no tengo un animal.
un caballo
un gato
un pjaro
un pez
Tapescript
un pez, un conejo, un cobayo, un perro, un pjaro,
un caballo, un gato, una tortuga, un ratn
As tapescript
Tapescript
1
2
3
4
un cobayo
un caballo
un conejo
una tortuga
59
mdulo
2
5
6
7
8
9
T y yo
+ This could be extended to a class survey to
un pjaro
un gato
un pez
un ratn
un perro
2 un caballo
4 seis peces
6 no tengo animales
Tapescript
1 Carmen, Tienes animales en casa?
S, tengo un pjaro. Es un canario.
Cmo se llama?
Se llama Kiki.
2 Tienes un animal, Lola?
S, tengo un caballo.
Un caballo en casa!
Vivo en una granja.
Ah!
3 Tienes animales en casa, Juan?
Tengo dos conejos.
Dos conejos?
S, tambin tengo un gato.
4 Tienes animales en casa, verdad, Pepe?
S, tengo peces.
Cuntos tienes?
Tengo seis.
5 Merche, Tienes animales en casa?
S, tengo un perro y una gata.
Cmo se llaman?
Se llaman Toto y Blanca.
6 Javi, Tienes animales en casa?
No, no tengo. Mis padres no los permiten.
60
Tapescript
Un caballo blanco
Una tortuga verde
Un gato atigrado
Un perro negro
Un conejo gris
Un pez dorado
Un pjaro amarillo
Un cobayo marrn
Un pjaro azul
Un ratn grande y un ratn pequeo
T y yo
Answers
Rosa
gata
9 aos
marrn
y blanca
Descripcin atigrada
Animal
Aos
Color
Manolito
perro
1 ao
negro
Carmela
caballo
12 aos
gris
Oscar
pjaro
5 meses
azul
pequeo
muy
grande
muy
pequeo
Tapescript
1 Tienes animales en casa, Rosa?
Tengo una gata.
De qu color es tu gata?
Es marrn y blanca. Es atigrada.
Cuntos aos tiene?
Tiene 9 aos.
2 Tienes animales en casa, Manolito?
S, tengo un perro.
De qu color es?
Es negro. Es pequeo.
Cuntos aos tiene?
Tiene un ao.
3 De qu color es tu caballo, Carmela?
Es gris y muy grande.
Cuntos aos tiene?
Tiene 12 aos.
4 De qu color es tu pjaro, Oscar?
Es azul. Es un periquito muy pequeo. Slo tiene
cinco meses.
mdulo
b un ao
d pequeo
f en el corral
Tapescript
En casa tengo un animal.
Es un perro muy genial.
Es pequeo, blanco y negro
Y de edad de slo un ao.
En mi casa tengo un gato,
Negro y blanco, atigrado.
Es un gato muy inteligente.
Y tambin es muy prudente.
En casa tengo un pjaro
Es pequeo y canario.
Y tambin tengo tres peces,
Un conejo y dos serpientes.
En casa tengo un animal
Que vive bien en el corral,
Mi mascota es un caballo
Es pequeo y castao.
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T y yo
Cuaderno B, page 18
1 Empareja los animales con los adjetivos
apropiados. (AT3/1, AT4/1)
Plenary
Cuaderno A, page 18
1a Completa el crucigrama. (AT4/1) [W1,7]
Knowing about language
Writing. Pupils do the crossword, inserting the names
of the animals.
Answers
1
G A T O
4
O
5
R R O
U
G
8
C O N E
C A B A
J O
A
L O
N
1b Lee las frases y colorea los animales en 1a.
(AT3/2) [W1,4,5]
Reading for information and instructions
Level C
Reading/Writing. Pupils read the descriptions and
colour in the animals in activity 1a appropriately.
Color: gris
Edad: 7 aos
62
c blanco
f blanco y negro
Answers
Answers
En casa tengo un caballo. Se llama Zar. Es gris.
Tiene siete aos.
b atigrado
e pequeo
2 d
3 a
4 b
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T y yo
1b
Cmo te llamas?
Qu idiomas hablas?
Tienes un animal en casa?
Tienes hermanos?
Answers
Singular
Plural
un perro peque
un gato negr
o
o
un conejo blanc
un pez dorad
os
os
os
dos peces dorad os
dos caballos blanc os
dos tortugas peque as
dos conejos blanc
un caballo blanc
2 [W5]
Answers
eres
a De dnde ?
Hablo
b
ingls.
Vive
c
en Mxico.
1a [W4]
llama
d Cmo se
tu madre?
Answers
a un perro
blanco
blanca
blancos
blancas
b un gato
atigrado
atigrada
atigrados
atigradas
c una tortuga
negro
negra
negros
negras
d tres peces
dorado
dorada
dorados
doradas
e dos conejos
pequeo
pequea
pequeos
pequeas
verde
verde
verdes
verdes
dos pjaros
Tienes
e
hermanos?
tengo
No
hermanos.
Soy
hija nica.
63
mdulo
Main topics
castao
rubio
negro
pelirrojo
largo
rizado
liso
ondulado
corto
ni largo ni corto
Tengo pecas.
Llevo barba y bigote.
Llevo gafas.
Key language
Resources
Cassette A, Side 2
CD 1 track 15
Cuaderno A and B, page 19
Hoja de trabajo 3, Resource and Assessment File,
page 26
OHTs 11 and 12: describing facial features
Tapescript
1
2
3
4
64
Tapescript
T y yo
2b Con tu compaero/a, pregunta y contesta.
Qu dicen las personas en 2a? (AT2/2) [W2,5;
S4; L4]
Speaking to convey information Level D
Speaking. Working in pairs, pupils ask and answer
questions on what the people in activity 2a say.
mdulo
Tapescript
2 d
3 c
4 a
5 f
6 e
Plenary
Throw-and-catch game, using a soft ball or object.
Throw it to a pupil and ask a question about them
in Spanish from those introduced previously
(Cmo te llamas?, etc.) and then questions from
this unit (De qu color son/es ? Tienes un animal
en casa?, Tienes hermanos?). Pupils answer and
throw the ball back to you. When you have asked
the questions a number of times a pupil can replace
you and throw the ball and ask the questions.
Eventually the ball can be thrown to a pupil who
will answer a question and then pose another
question, throwing the ball to another pupil.
65
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T y yo
Cuaderno A, page 19
Answers
a 2
b 1
c 3
d 5
e 4
Answers
a brown eyes, brown hair
c brown eyes, fair hair
2 c Alba
3 b Carina
4 a David
Cuaderno B, page 19
1 Lee las descripciones. Colorea los ojos.
Dibuja y colorea el pelo. (AT3/2) [W1,5; S2,5,6]
Reading for information and instructions
Level D
Reading. Pupils read the descriptions in order to
colour the eyes and draw in and colour the hair.
Answers
a brown eyes, long wavy brown hair
b brown eyes, medium-length curly fair hair
c blue eyes, short red hair
66
mdulo
6 Cmo er es?
(Pupils Book pages 3637)
Main topics
de talla mediana
blanco/a
moreno/a
negro/a
Soy/Es
pelirrojo/a
rubio/a
Resources
Cassette A, Side 2
CD 1 track 16
Cuaderno A and B, page 20
Starter 1, Resource and Assessment File, page 32
Key language
Cmo eres?
alto/a
Soy/Es
bajo/a
2 Miguel
5 Beatriz
3 Luis
6 Francisco
Tapescript
1
2
3
4
5
6
67
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T y yo
Tapescript
Soy rubia.
Soy moreno.
Soy negra.
Soy blanca.
Soy pelirrojo.
68
b 1
c 4
ICT activity
Pupils could use desk-top publishing software, such
as MS Publisher, to produce a wanted poster.
Plenary
Ask pupils to use the Resumen section on page 38
of the Pupils Book to test each other on the
language that has been introduced during the
module. Pupils can award each other a point for
each correct answer. Pupils with the most points
after three minutes can take up the challenge of
the hot seat, where they have to accurately answer
questions asked by the teacher and/or other
students to stay in the seat.
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T y yo
Cuaderno A, page 20
1 Escribe las palabras que faltan. (AT4/1) [W4]
Knowing about language
Writing. Pupils fill in the missing words, giving the
masculine or feminine form of the adjectives.
Answers
b Pepe
e Elvira
c Nuria/Elvira
f Nuria
Answers
a Soy alto y negro.
c Soy bajo y rubio.
b Elvira
d Nuria
Cuaderno B, page 20
1 Escribe las palabras que faltan. (AT4/1) [W4]
Knowing about language
Writing. Pupils fill in the missing words, giving the
masculine or feminine form of the adjectives.
Answers
baja, blanco, moreno, negra, pelirroja, rubio
69
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Resumen
Preprate
Cassette A, side 2
CD 1 track 17
Cuaderno A and B, Repaso (previously Extra!)
pages 2122; Gramtica page 23
Resources
Answers
2d
3a
4c
5e
2e
3b
4d
5a
b Jennifer Lpez
2 Inglaterra
5 Espaa
3 Gales
6 Paquistn
6f
70
c Penlope Cruz
Tapescript
1
2
3
4
5
a Michael Owen
mdulo
Resumen y Preprate
Reading. Pupils complete the sentences about famous
people and characters with the appropriate word.
Answers
a hijo
b padre
c hermana
d hermano
e madre
2a
3d
4f
5e
6g
7c
b padre
c hermana
d hermano
e madre
Answers
2 Inglaterra
5 Espaa
3 Gales
6 Paquistn
1 b
2 a
3 f
4 d
5 g
6 e
7 h
8 c
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T y yo
Cuaderno A, page 23
Gramtica
b Mis
c Mi
d Mi
e Mi
f Mis
b son
c son
d es
e es
f son
2 vives
5 llaman
3 Tengo
6 tiene, tiene
Cuaderno B, page 23
Gramtica
72
b tu
c Mis
d tus
e Mi
f Mi
Answers
a es b son c son d es e es f es g son h es
mdulo
Main topics
Suggestion
The TLF inititative (Teaching and Learning
Foundation subjects) will have a significant impact
on the relationship between MFL and humanities
subjects. This topic is an ideal opportunity to
reinforce links between Spanish and Geography in
your school. Teachers should not overestimate their
pupils ability to name countries, much less say
where they are on a map. Also, they should not be
surprised if their pupils think that Spanish is spoken
in the strangest places! It may even be possible to
work together on delivering a cultural awareness unit:
a number of case studies will be available. CILT and
Canning House, as well as the embassies of Hispanic
countries, are able to provide a wide variety of
information. Better still, the Internet can be used.
The real point to emphasise here is the importance of
Spanish as a world language.
This is also a good starting point for comparing
cultures, which will enhance both the Citizenship
and Sprirtual Moral Social and Cultural (SMSC)
delivery of Schemes of Work. There are a number of
charities who work with Spanish-speaking countries
and produce some excellent resources.
Resources
Cassette A, Side 2
CD 1 track 18
b Argentina
e Chile
c America
f Spain
Tapescript
Se habla espaol en Mxico.
Se habla espaol en Mxico y Cuba.
73
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T y yo
Plenary
In groups, ask pupils to invent four sentences in
Spanish, either true or false, concerning Spanish
and the countries and places that speak it. Each
group presents the sentences to the class and
other students must decide if the statements are
true or false, and justify their answers. You could
draw students attention to the sentence structures
of exercises 2 and 4 on page 41 of the Pupils Book
to help them.
For lower-ability classes, ask students to invent
the four true or false sentences in English.
R
74
Aims
To develop reading and thinking skills; to help
pupils think laterally; to revise pets, brothers and
sisters and description language. (Timing: 40
minutes)
Resources
Resource and Assessment File, page 33 (Thinking
Skills)
mdulo
Te toca a ti
A Reinforcement
B Extension
Answers
1 f, l
2 e, g
3 b, h
4 c, k
5 a, j
6 d, i
Answers
1 d, B
Penlope Cruz
espaola
hermana, Mnica, Eduardo
ojos
2
4
6
8
veintiocho
hermana, un
Aitana
castao
2 c, A
3 a, D
4 b, C
2 a
3 c
4 d
5 e
75