Module 2

Unit 1 – Naming some countries. Asking and saying where you are from and which nationality you are.

By the end of this unit it is expected that all students will be able to say 10 different countries and to say where they live and what nationality they are.
Most students will be able to ask a friend where he/she lives and what nationality they are.
Some learners will have progressed further and will be able to say all of the above and some more countries, nationalities and talk about other people’s nationalities. They can conjugate the verb “ser” in the singular.

Key vocabulary: Australia, Inglaterra, Escocia España, México…. Australia, England Scotland, Spain, Mexico… ¿De dónde eres? = Where are you from? Soy de…= I am from… ¿Cuál es tu nacionalidad? = What is your nationality? Soy ingles/inglesa, escocés/ escocesa, español.española…= I am English, Scottish, Spanish masc./fem.

Unit 2 – Saying where you live and what language you speak; ar-, er- and ir-verbs.

By the end of this unit it is expected that all students will be able to ask and say where they live and what language they speak and they know the endings for I and You.
Most students will be able to ask and say where other people live and what language they speak and they can conjugate and use the verbs from the vocabulary list in all persons, singular.
Some learners will have progressed further and will be able to conjugate and use the verbs from the vocabulary list in full.

Key vocabulary: ¿Dónde vives/vive? = Where do(es) you/he, she live? Vivo/vive en Madrid… I live/he,she lives in Madrd. ¿Qué idiomas hablas? = What languages do you speak? Hablo/Habla alemán, ingles, francés, español, italiano… I speak/he, she speaks german, English, French, Spanish,Italian,… hablar: = to speak Hablo, hablas, habla = I spek, you speak, he/she speaks. Beber = to drink: Bebo, bebes bebe = I drink, you drink,he.she drinks; vivir = to live: vivo,vives, vive = I live, you live he/she lives .

Unit 3 – Asking and saying whether you have brothers and sisters. Giving information about members of your family (names, ages, where they live); How to say “my, your, his, her”.

By the end of this unit it is expected that all students will be able to ask and whther they have siblings and give names of siblings/parents.
Most students will be able to understand texts giving more detailed information of families and to ask for names; they may research mor family member vocabulary and use these in their writing/speaking.
Some learners will have progressed further and will be able to ask and give further information e.g. What languages members of the family speak, where they live, where they are from and they can speak about other people’s families using possessive adjectives.

Key vocabulary: ¿Tienes hermanos? = Do you have siblings? Si, tengo un hermano, una hermana. = Yes, I have one/a brother, one/a sister. No, tengo hermanos. Soy hijo/hija único/a = No, I don’t have siblings. I am an only child. Tengo dos/ tres hermanos/as = I have two/three brotehs/sisters. Mi madre/padre se llama = My mother/father is called; mis padres se llaman = My parents are called

Unit 4 – Asking and saying whether you have pets. Describing pets (size and colour).

By the end of this unit it is expected that all students will be able to name eight pets and colours and to ask and say what pets they have.
Most students will be able to understand description of pets and to describe some pets themselves using singular and plural forms and the colours accurately.
Some learners will have progressed further and will be able to understand and answer more detailed questions on pets and research and use more animal vocabulary and use this in their speaking and writing.

Key vocabulary: ¿Tienes animales en casa? = Do you have pets at home? Si, tengo un gato, un perro, un cobayo, un conejo, un pez, un ratón, un pájaro, un caballo una tortuga. = Yes, I have one/a cat, dog, guinea pig, rabbit, fish, mouse, bird, horse tortoise. No, no tengo un animal = No, I don’t have an animal. ¿De qué color es tu animal? = What colour is your pet? Es blanco/a (os/as); amarillo/a, dorado/a, negro/a rojo/a marrón (marrones) azul, verde, gris = It is White, yellow, golden, black, red, brown, blue, green, grey. Tengo un gato negro y grande, una tortuga negra y pequeña, dos peces pequeños y azules…= I have a black, big cat, a black, small tortoise, two small, blue fish.

Unit 5 – Asking and saying what you/ others look like (eyes/hair/size)

By the end of this unit it is expected that all students will be able describe themselves (hair, eyes, size) using basic vocabulary.
Most students will be able to understand physical descriptions and use the above vocabulary to describe themselves and others.
Some learners will have progressed further and will be able to understand and answer more detailed questions on pets and research and use more vocabulary in order to describe themselves and other people, e.g. to creat a “Wanted” poster.

Key vocabulary: ¿De qué color son tus ojos? = What colour are your eyes? Tengo los ojos azules, negros, marrones, verdes = I have blue, black, brown, green eyes. De qué color es tu pelo? Tengo el pelo castaño, pelirrojo, rubio, negro = I have Brown, ginger, blond/fair,black hair. Tengo /tiene el pelo largo, corto, rizado, liso, ondulado = I have/he, she has long, short, curly, straight wavy hair. Tiene pecas = He, she has got freckles. Llevo/Lleva barba, bigote, gafas = I/ he, she have/has got a beard, a moustache, glasses. Soy/Es (bastante/muy) alto/a, bajo/a, de talla mediana = I am/ He, she is ( quite, very) tall, small, medium sized.

Unit 6 – Asking and saying what other people are like (characteristics), some time expressions. Verbs estar and ser.

By the end of this unit it is expected that all students will be able describe themselves and someone else using basic vocabulary. They understand when to use estar and ser.
Most students will be able to understand character descriptions and use the above and some more vocabulary (list p134) to describe themselves and others.
Some learners will have progressed further and will be able to learn and use more vocabulary in order to describe themselves and others.

Key vocabulary: Creo que soy/es…. pero soy/es un poco…. = I think that I am/ he, she is… but I am, he/she is a little…. No soy nunca… I am never… Es siempre… He. She is always…. A veces estoy/ está …. Sometimes I am, he,she is….. abierto/a=open agradable = pleasant alegre = cheerful/happy, comprensivo/a = understanding, tonto/a = stupid/crazy, triste = sad (see vocabulary list p134 Logo 3 rojo)

Key assessments

There are regular vocabulary and grammar tests throughout the unit. Students are assessed on their writing, speaking, reading and listening skills.

How to help your child

Please use the vocabulary on this unit under the homework on the website to support your child’s work at home. Please test your child on the related vocabulary, orally and/or in writing.  Encourage your child to use the sound files underneath the vocab files.  They should listen and repeat several times.  Please encourage your child to do learning on a little and often basis as this is the most effective strategy for learning vocab. 

Please encourage your child to use a dictionary or online dictionary such as www.wordreference.com to check the meaning of words in their homework book and NOTE this on the text. Encourage your child not to rush their written work but to check all language carefully, using model texts and a dictionary. 

It is best not to leave homework until the night before it is due in, in case there are difficulties or questions the teacher could answer.  Useful supporting material can be found on http://www.bbc.co.uk/languages/  and on http://www.zut.org.uk/index.html,  a free online resource available after 4pm and before 9am and weekends.