Unit 2A, Mi Semana Scheme of Work 2A.1 El Tiempo, Pages 56-57

Unit 2A, Mi semana Scheme of work
2A.1 El tiempo, pages 56-57
SCHOOL: YEAR: CLASS: WEEK:
About this unit

Students work in the context of sport and leisure activities. They talk about the weather and learn to recognise
and use idioms with the verb hacer. They say what they do in the morning, after school and at the weekend.
Students learn how to use radical-changing verbs as well as reflexive verbs and the verb ir. The unit also
provides tips on language learning techniques.
Cultural focus
Spanish sports and sports people
Please see the Teacher Book for the structure of the two- and three-year routes.
Objectives Resources
 Vocabulary: talk about the weather Students’ Book, pages 56–57
 Grammar: use the radical-changing verb CD 2, tracks 2–4
jugar (ue) Foundation Workbook, page 32
 Skills: recognise and use idioms with the Higher Workbook, page 32
verb hacer Foundation Workbook audio, CD 3, track 58
Higher Workbook audio, CD 4, track 33
Zoom español 1 Kerboodle, Unit 2A
Copymasters 40–47
Assessment, Unit 2A
Video clip 2A
Key language Video
buen tiempo; mal tiempo; frío; calor; sol; viento Video clip 2A: José is showing Marisa around. They
Hay… tormenta/niebla/nubes/llueve/nieva arrive at the Camp Nou, Barcelona’s football stadium -
la primavera; el verano; el otoño; el invierno José is a big fan of the football team and plays football
el fútbol; el golf; el baloncesto; el tenis; el ciclismo; el himself. He asks Marisa what she likes doing in her
atletismo; el boxeo; la pelota; vasca; el windsurf; el spare time and he finds out that she’s quite different
voleibol to Eva… She says she likes to do normal things like
watching football, going to the cinema, meeting
friends. He says she’s quite different to Eva who gets
up early to do yoga and then practices her oboe every
day!
See Teacher Book page 9 for information on how to

use the Zoom videos.
See Teacher Book pages 93-94 for activity 1 using the

video.
Renewed framework references
L&S 1.1, 1.4; R&W 2.1, 2.4, 2.5; IU 3.1, 3.2; KAL 4.1,
4.3, 4.5; LLS 5.4, 5.5
PLTS
Activity 4: Creative thinkers
Challenge: Reflective learners; Creative thinkers
See Teacher Book page 10 for more information on

PLTS in Zoom español.
Starters Plenaries
• Display some of the key vocabulary from the • Display some simple idiomatic phrases in Spanish
spread. Next to this display the English translations from this and previous units and ask students to
but in jumbled order. Give students a time limit to translate these. Volunteers then say what the phrases
match the Spanish to the English. Check answers as a mean. Remind students that it is not possible to
© Oxford University Press 2014

page 1 of 10
www.oxfordsecondary.co.uk/acknowledgements
class. translate idiomatic phrases literally.
• Practice talking about sport in Spanish. Start by • Choose a confident volunteer to think of a season.
asking a student if they play a certain sport, e.g. He/She mustn’t tell the rest of the class. He/She then
¿Juegas al golf/al fútbol/al tenis? He/She replies as describes this season without mentioning the season
appropriate, e.g. No, no juego al golf pero sí juego al itself, e.g. En […] normalmente hace buen tiempo; hace
baloncesto. and then asks another student if he/she calor y sol. Students put up their hand to guess which
plays a certain sport, and so on around the class. season it is. The student who guesses first then has a
Encourage students to use conjunctions to make their go at describing a season.
sentences more interesting, e.g. pero, también, sin
embargo, en cambio. As a general rule, invite students to review and reflect
on their learning to evaluate progress and set targets
for next lesson.
Learning outcomes by attainment target
Listening AT1.2-4 Students will be able to understand descriptions of weather.
Speaking AT2.2-3 Students will be able to say what weather it is (using the verb hacer). They will also be
able to say what sports they play (and in what weather/season) using the radical-
changing verb jugar.
Reading AT3.3 Students will be able to understand short sentences about sports played during
different seasons. They will be able to answer comprehension questions in English
about them.
Writing AT4.2-3 Students will be able to write about what sports are played in each season and why.
Extension and reinforcement Homework/Self-study

Challenge activity • Students write about a season they haven’t yet
 Students practise what they have learnt in written about in Activity 6. They could also illustrate it
this spread. They list all of the sports they accordingly and students’ work could be displayed
can think of in Spanish under the headings around the classroom. Provide less able students with
given. They then choose four of the sports a model sentence with gaps for them to fill in a
listed and write a sentence about when you season/month/type of weather. You could also provide
would play each one (weather and season), a list of seasons, etc. in Spanish for them to choose
and why. from.
Labolengua 2A.6 pages 66-67 Gramática: More able students write a couple of
Extra Star 2A.7 page 68 sentences using the structure, jugar a.... Less able
Extra Plus 2A.7 page 69 students copy out the verb jugar in the present tense
Leer 2A page 155 again paying attention to the spellings.
See Teacher Book for Think activities
Assessment opportunities
Zoom español 1 Student Book Unit 2A Prueba page, page 70; Zoom español 1 Kerboodle Assessment, Unit 2A
ICT opportunities
Zoom español 1 Kerboodle Resources, Unit 2A and Zoom español 1 Kerboodle Assessment, Unit 2A

page 2 of 10
2A.2 Tiempo libre, pages 58-59
About this unit

Cultural focus
 Vocabulary: talk about what you do in your Students’ Book, pages 58–59
free time CD 2, tracks 2, 5–6
 Grammar: use gustar + verb Foundation Workbook, page 33
 Skills: recognise and learn patterns in Higher Workbook, page 33
radical-changing verbs Zoom español 1 Kerboodle, Unit 2A
Copymasters 40–47
Assessment, Unit 2A
Video clip 2A
Key language Video
jugar al ajedrez; tocar la guitarra; ir al cine; montar a Video clip 2A: José is showing Marisa around. They
caballo; bailar salsa; jugar con videojuegos; me arrive at the Camp Nou, Barcelona’s football stadium -
gusta; me encanta; me apasiona; me interesa; me José is a big fan of the football team and plays football
flipa; me mola; no me gusta; me aburre; me molesta; himself. He asks Marisa what she likes doing in her
me fastidia spare time and he finds out that she’s quite different
to Eva… She says she likes to do normal things like
day!


video.
L&S 1.1, 1.4; R&W 2.4, 2.5; IU 3.1, 3.2; KAL 4.1, 4.2,
4.3, 4.5; LLS 5.1, 5.3
PLTS
Gramática (2): Reflective learners
Think: Independent enquirers
Challenge: Creative thinkers

Starters Plenaries
• Display a list of hobbies in Spanish and the English • Display the list of hobbies from Starter Activity 1.
translations for these jumbled up next to them. Give Challenge students to write three sentences, using a
students a time limit to match the Spanish to the different hobby each time, and to say if they like or
English. Can they add any more hobbies to the list? dislike each one. Remind them of the different verbs
• Display the list from Starter Activity 1 along with they could use and encourage them to use

page 3 of 10
the following verbs: me gusta; me encanta; me conjunctions, e.g. Me gusta tocar la guitarra pero me
apasiona; me interesa; me flipa; me mola; no me aburre la tele.
gusta; me aburre; me molesta; me fastidia. Call out a • Students play a memory game on the theme of
hobby and make either a ‘thumbs up’ sign (like) or a hobbies/weather. You start, e.g. Si hace sol prefiero
‘thumbs down’ (dislike). Pick a student to make up a jugar al tenis. The next person must repeat your
sentence using the hobby you have chosen and an sentence and add a similar one of their own, e.g. Si
appropriate verb. hace sol prefiero jugar al tenis. Si hay viento puedo
hacer windsurf. And so on.
As a general rule, invite students to review and reflect

for next lesson.
Listening AT1.2-4 Students will be able to understand hobbies and opinions about them.
Speaking AT2.2-3 Students will be able to say what hobbies they like doing, using gustar + verb, and
why.
Reading AT3.3 Students will be able to understand short sentences about hobbies and opinions
about them. They will understand more opinion words that work the same as gustar +
verb. They will understand spelling change patterns in radical-changing verbs.
Writing AT4.2-4 Students will be able to write what hobbies they and what someone else likes doing,
and why. They will be able to use gustar + verb correctly.
Challenge activity Gramática: Students write a couple of sentences using
 Students list five of their favourite hobbies gustar with a verb. They should try to use a different
and sports and give a reason why you like ‘person’ each time. Provide less able students with
each one. Remind students that they can some sentences to complete, e.g. Me gusta ... música
embellish to make their writing more pop. Les gusta ... salsa. Te gusta … de música pop. etc.
interesting and to use a variety of verbs and It is up to you whether you want to provide the
structures. missing words, i.e. escuchar; bailar; los conciertos, etc.
Labolengua 2A.6 pages 66-67 Students adapt the tweets from Activity 6 to make
Extra Star 2A.7 page 68 them relevant to them. With less able students,
Extra Plus 2A.7 page 69 brainstorm possible activities they could use and list
Leer 2A page 155 them.
See Teacher Book for Think activities Think: Students add these words to their vocabulary
list, highlighting differences between the Spanish and
the English. They practise pronouncing the Spanish
words.
ICT opportunities

page 4 of 10
2A.3 Por la mañana, pages 60-61
About this unit

Cultural focus
 Vocabulary: say what you do in the morning Students’ Book, pages 60–61
 Grammar: use reflexive verbs CD 2, tracks 2, 7–8
 Skills: explain patterns in verbs Foundation Workbook, page 34
Higher Workbook, page 34
Foundation Workbook audio, CD 3, track 59
Copymasters 40–47
Assessment, Unit 2A
Video clip 2A
Key language Video
desayuno; me ducho; me lavo los dientes; me Video clip 2A: José is showing Marisa around. They
levanto; me peino; me pongo (el uniforme) arrive at the Camp Nou, Barcelona’s football stadium -
José is a big fan of the football team and plays football
himself. He asks Marisa what she likes doing in her
spare time and he finds out that she’s quite different
to Eva… She says she likes to do normal things like
day!


video.
L&S 1.1, 1.4; R&W 2.1, 2.4; IU 3.1, 3.2; KAL 4.3, 4.4,
4.5; LLS 5.1
PLTS
Activity 1: Creative thinkers
Gramática (2): Reflective learners
Think: Independent enquirers; Reflective learners
Challenge: Creative thinkers

Starters Plenaries
• Display a list of reflexive pronouns and one of • Students write a few sentences describing their
personal pronouns and ask students to match them morning routine. They should include the time they do

page 5 of 10
up. Check answers as a class. Next, display a list of each activity. They then compare their morning
the reflexive verbs from this spread and ask students routine with that of their partner.
to write out at least two of these verbs in full. • Students pretend to be a famous person and write a
Compare answers as a class. paragraph describing their morning routine. Encourage
• Display the verbs from Activity 5 and challenge them to make it as interesting as possible. Volunteers
students to write five sentences using each of them. then read their paragraph to the class.

for next lesson.
Listening AT1.2-4 Students will be able to understand a description of a daily routine.
Speaking AT2.3-4 Students will be able to talk about their daily routine. They will be able to conjugate
reflexive verbs correctly in the present tense.
Reading AT3.2 Students will be able to understand a description of a daily routine.

Challenge activity Think: Students use this verb in a sentence to say
 Students create a dialogue with a partner when they, and others, have lunch. Depending on the
about their daily routine. They should ask level of the class, you may find it useful to brainstorm
about times and try to use all of the verbs possible times. More able students could also add
from this spread. Remind students that they places, e.g. en la cantina.
can embellish to make their dialogue more Challenge: Students write out the dialogue they made
interesting. They should use a variety of up with a partner.
verbs and structures.
Labolengua 2A.6 pages 66-67
Extra Star 2A.7 page 68
Extra Plus 2A.7 page 69
Leer 2A page 155
ICT opportunities

page 6 of 10
2A.4 Por la tarde, pages 62-63
About this unit

Cultural focus
 Vocabulary: talk about what you do after Students’ Book, pages 62–63
school CD 2, tracks 9–11
 Grammar: use the full verb ir – to go Foundation Workbook, page 35
 Skills: use sequencing to add interest and Higher Workbook, page 35
cohesion to what you write and say Foundation Workbook audio, CD 3, track 60
Copymasters 40–47
Assessment, Unit 2A
Video blog 2A
Key language Video
descansar; merendar (ie); ver la tele; pasear al perro; Video blog 2A: Sports and sports personalities
hacer los deberes; cenar; acostarse (ue); dormirse
en punto; a eso de See Teacher Book page 9 for information on how to

video.
L&S 1.1, 1.4; R&W 2.1, 2.4, 2.5; KAL 4.2, 4.3, 4.4, 4.5;
LLS 5.1
PLTS
Gramática: Reflective learners; Self-managers
Think: Creative thinkers; Reflective learners
Challenge: Creative thinkers; Self-managers

Starters Plenaries
• Display a list of irregular verbs students have met. • Students write a paragraph describing what they do
Each student says a sentence using one of the after school. They should use as much vocabulary from
irregular verbs listed. the spread as possible.
• Go round the class asking students to say one • Display a list of sequencing words and challenge
sport they like and one they don’t. Depending on the students to use them in at least five sentences on the
ability of the class, they could give reasons why. theme of the spread.

for next lesson.

page 7 of 10
Listening AT1.3-4 Students will be able to understand a description of what someone does after school.
Speaking AT2.2 Students will be able to say what time it is using both the 12-hour and the 24-hour
clock.
Reading AT3.4 Students will be able to understand a description of what someone does after school.
Writing AT4.3-4 Students will be able to write about what they do after school, drawing on the
grammar and vocabulary they have met in the spread. They will include sequencing
words and the time of day.
Challenge activity Gramática: Students find as many examples of
 Students write a blog about what they do sentences containing ir as they can. More able
after school. They then swap papers with a students can also write a sentence of their own using
partner and ask questions about what is ir in the present tense.
written seeing how much they can answer Students write sentences containing the sequencing
from memory. They should use sequencing words from the Think box. They can use Manuela and
words and times of day. Students should Rebeca’s texts as models. Provide less able students
draw on the grammar and vocabulary they with possible activities they could include in their
have met in the spread. sentences.
Leer 2A page 155
ICT opportunities

page 8 of 10
2A.5 El fin de semana, pages 64-65 (for students following the 3-year route)
About this unit

Cultural focus
 Vocabulary: talk about weekend activities; Students’ Book, pages 64–65
recognise and use additional vocabulary on CD 2, track 12
sports and hobbies Foundation Workbook, page 36
Higher Workbook, page 36
Foundation Workbook audio, CD 3, track 61
Assessment, Unit 2A
Key language Renewed framework references
¿Qué te gusta hacer los sábados? ¿Qué te fastidia de L&S 1.1, 1.4; R&W 2.1, 2.4, 2.5; KAL 4.2, 4.3, 4.4, 4.5;
los sábados? ¿Qué te flipa? ¿Qué odias? LLS 5.4
PLTS
Think: Creative thinkers; Independent enquirers
Challenge: Self-managers; Creative thinkers

Starters Plenaries
• Go round the class asking each student to give an • Students write a paragraph similar to that in Activity
activity that you could do at the weekend. List these. 3 saying what they like/dislike doing at the weekend.
• Display the list from Starter Activity 1 and explain They should use as much vocabulary from the spread
that you are going to play a memory game as a class. as possible and draw upon the grammar from the unit.
You start by saying one of the activities, e.g. Practico Volunteers could read their paragraph to the class.
ciclismo. The student nearest to you continues by Who do the class think does the most interesting
repeating your activity and adding one of his/her things over the weekend?
own, e.g. Practico ciclismo y me acuesto tarde and so
on until somebody forgets one of the activities. As a general rule, invite students to review and reflect
for next lesson.
Listening AT1.4 Students will be able to understand a description of a daily routine at the weekend.
Speaking AT2.2-3 Students will be able to talk about what they like and dislike doing at the weekend.
Reading AT3.3-4 Students will be able to read and respond to a text about daily routines at the
weekend and on family occasions.
Writing AT4.4 Students will be able to write about what they do on Sundays or on family occasions
in detail and giving reasons. They should use the vocabulary and grammar from this
spread and the rest of the unit.

page 9 of 10
Challenge activity Activity 2: Students write out their answers to the
 Students write a blog about what like to do questions. More able students should use full
best on Sundays or on family occasions. sentences and include sequencing words. Less able
They should draw on what they have learnt students could use note form.
on this spread. They can embellish to make
their writing more interesting and should
use as much vocabulary from the spread as
possible.
Leer 2A page 155
ICT opportunities

page 10 of 10

Unit 2A, Mi Semana Scheme of Work 2A.1 El Tiempo, Pages 56-57

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Unit 2A, Mi semana Scheme of work

2A.1 El tiempo, pages 56-57

SCHOOL: YEAR: CLASS: WEEK:

About this unit

See Teacher Book page 9 for information on how to

See Teacher Book pages 93-94 for activity 1 using the

See Teacher Book page 10 for more information on

© Oxford University Press 2014

Extension and reinforcement Homework/Self-study

© Oxford University Press 2014

SCHOOL: YEAR: CLASS: WEEK:

About this unit

See Teacher Book page 9 for information on how to

See Teacher Book pages 95-96 for activity 1 using the

See Teacher Book page 10 for more information on

© Oxford University Press 2014

As a general rule, invite students to review and reflect

© Oxford University Press 2014

SCHOOL: YEAR: CLASS: WEEK:

About this unit

See Teacher Book page 9 for information on how to

See Teacher Book pages 97-98 for activity 3 using the

See Teacher Book page 10 for more information on

© Oxford University Press 2014

As a general rule, invite students to review and reflect

Extension and reinforcement Homework/Self-study

© Oxford University Press 2014

SCHOOL: YEAR: CLASS: WEEK:

About this unit

See Teacher Book pages 99-100 for activity 5 using the

See Teacher Book page 10 for more information on

As a general rule, invite students to review and reflect

© Oxford University Press 2014

© Oxford University Press 2014

SCHOOL: YEAR: CLASS: WEEK:

About this unit

See Teacher Book page 10 for more information on

© Oxford University Press 2014

© Oxford University Press 2014

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