Unit 1 – Asking and saying which school subjects you do or don’t like.
By the end of this unit it is expected that all students will be able to most of the subjects with their gender and to say whether they like them or not.
Most students will be able to say all subjects and to ask the question.
Some learners will have progressed further and will be able to use qualifiers like very, quite and connectives like but, also, and.
Key vocabulary: las asignaturas = the school subjects; las ciencias, matemáticas = sciences, maths; el francés, el inglés, el español = French, English, Spanish; la tecnología, educación física, geografía, historia, informática, música, la religión; ¿Te gusta la historia/ Te gustan las ciencias? = Do you like history/sciences? (No) me gusta el francés/ Me gustan las ciencias = I (don’t) like French/ I like science
Unit 2 – Giving opinions on school subjects; revision of the verb’ser’ and adjective endings; conjugation of radical changing verbs ‘pensar’ and ‘prefer’.
By the end of this unit it is expected that all students will be able to at least seven of the adjectives, using the correct ending when describing the school subjects and the correct form of ‘ser’.
Most students will be able to use the verbs ‘pensar’ and ‘prefer’ in all persons singular and to conduct a short dialogue by adapting a model.
Some learners will have progressed further and will be able to conjugate the radical changing verbs in full
Key vocabulary: …es/son = is/are; aburrido/a/s, divertido/a/s, bueno/a/s; fácil/s; difícil/s, útil/es, inteligente/s, interesante/s, relajante/s, simpático/s = boring, fun, good, easy, difficult, useful, intelligent, interesting, relaxing, nice; Pienso/piensas/piensa que… = I think/you think/he,she thinks that….; prefiero/prefieras/prefiera…I prefer/you prefer/ he,she prefers
Unit 3 – Asking and saying the time and understanding a/talking about school timetables.
By the end of this unit it is expected that all students will be able to tell the time and understand basic information on a timetable.
Most students will be able to write a basic text about school by changing underlined word in a model.
Some learners will have progressed further and will be able to write a more creative text by adapting the model slightly further
Key vocabulary: ¿Qué hora es? = What is the time? Es la una = it is one o’clock; son las dos/tres; cuatro y cinco, seis y cuarto, siete y veinticinco; cuatro y media = it is two/three o’clock, five past four, quarter past six, twenty-five past seven, half past four; son las doce menos cinco, once menos diez, diez menos cuarto, nueve menos veinte = it is five to twelve, ten to eleven, quarter to ten, twenty to nine, empieza(n); termina(n), después, tenemos = start, end, after, we have
Unit 4 – Asking and saying what you have to eat and drink at break and lunch; time expressions.
By the end of this unit it is expected that all students will be able to ask and say what they eat and drink at break times and to use different time expressions.
Most students will be able to say what others eat and drink.
Some learners will have progressed further and will be able to understand and say some more food and drink vocabulary, all different meal times in a day and at what time they have breakfast, lunch and dinner (p.51 Listos 1).
Key vocabulary: Normalmente = normally; generalmente = usally; siempre = always; a veces = sometimes; nunca = never; como/bebo/tomo = I eat/drink/take; un bocadillo = a sandwich; una ensalada = a salad; unos espaguetis = some spaghetti; unas patatas fritas = some chips; un aqua mineral = mineral water; un zumo de naranja = an orange juice; una limonada = a limonade
Unit 5 – Describing your school, rooms/facilities; what kind of school; if you wear a uniform.
By the end of this unit it is expected that all students will be able to say what kind of school it is and to say most of the key vocabulary, including the negative.
Most students will be able to say what facilities other school have and to ask/say where they study what subjest e.g. ¿Dónde estudias historia? Estudio historia en el aula de historia.
Some learners will have progressed further and will be able to adapt a model text in order to describe their school, using more extensive language, like adjectives and opinions.
Key vocabulary: (no) hay = there is/are (not); un instituto masculino/feminino/mixto = a boys/girls/mixed school; hay/no hay uniforme = there is(n’t) a uniform; aulas/laboratorios/pistas polideportivas/servicios = classrooms/labs/sports’ pitches/toilets; una biblioteca/una sala de profesores/un comedor/ un gimnasio/un patio = a library/a staff room/ a dining hall/a gym/a school yard; estufio = I learn/study..
Unit 6 – Saying/asking how and when you get to school
By the end of this unit it is expected that all students will be able to ask and say when and how you and others arrive at school.
Most students will know all forms of the verb llegar.
Some learners will have progressed further and will be able to write a text at what time and how different members of their family get home in the afternoon/evening.
Key vocabulary: ¿A qué hora llegas/llega al instituto? = When do you arrive does he,she arrive at school? Llego/llega a las 8.30/a tiempo/pronto/tarde = I,he,she arrive(s) on time/early/late; ¿Cómo llegas? How do you arrive? En autobús/bici/coche/metro/moto/tren/a pie = by bus/bike/car/metro/train/walk.
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.