Module 4

Unit 1 – Asking and saying where you live.

By the end of this unit it is expected that all students will be able to ask and say where they and others (3rd person singular) live; type of house and location.
Most students will be able to use the verb ‘vivir’ in full.
Some learners will have progressed further and will be able to include previously researched vocabulary on more types of houses and opinions into their speaking and writing.

Key vocabulary: ¿Dónde vives? = Where do you live? Vivo/vive en…= I,he,she lives in… una casa,un piso/ un chalet/una granja = a house/a flat/a detached house/villa/a farm; una ciudad = a town; un pueblo = a villaje; un barrio = a neighbourhood; el centro = the centre; las afueras = the outskirts; el campo = the country; la costa = the coast; el norte/sur/oeste/este = the north/south/west/east.

Unit 2 – Describing your house and giving an opinion.

By the end of this unit it is expected that all students will be able to ask for and give basic descriptions of their house/flat and and a basic opinion.
Most students will be able to use qualifiers (bastant/muy..) and to give opininons and justifications using ‘porque es…’ = because it is….
Some learners will have progressed further and will be able to write a prapgraph of about 50-70 words describing where they live their house, giving opinions and justifications and using a wider range of adjectives e.g. ‘acoedor/a/ reformado/a bonito/a’.

Key vocabulary: ¿Cómo es tu casa? = What is your house like? ¿De cuántas plantas es? How many floors has it got? ¿Cuántas habitaciones tiene? How many rooms has it? ¿Te gusta? = Do you like it? Mi casa/piso es grande/ pequeña/o; nueva/o; antiguo/a = My house/flat is big/small/new/old; es de tres plantas/ adosada = has three floors/detached; tiene cinco habitaciones = has five rooms

Unit 3 – Describing the rooms in your house and on which floor they are.

By the end of this unit it is expected that all students will be able to Can give basic sentences saying which room are in their house on which floor.
Most students will be able to say more rooms of the house, including garden, garage etc., more floors e.g. el sótano/ático, the plural forms. And to write a paragraph on this.
Some learners will have progressed further and will be able to write a paragraph describing their dream house in the present tense).

Key vocabulary: En mi casa/piso/la planta baja/la primera planta hay…. = In my house/flat/ on the ground floor/ first floor there is/are…; una cocina/un salon/un comedor/un cuarto de baño/un despacho/un dormitorio = a kitchen/living room/dining room/bathroom/ study/bedroom.

Unit 4 – Describing your bedroom using prepositions.

By the end of this unit it is expected that all students will be able to use some basic prepositions and words for bedroom furniture to describe their bedroom.
Most students will be able  to understand a more extensive text on bedroom description and use more prepositions and furniture vocabulary to describe their room.
Some learners will have progressed further and will be able to know when to use ‘ser’ and ‘estar’ and to describe their own and other people’s bedrooms.

Key vocabulary: ¿Qué hay en tu dormitorio? = What is in your bedroom? ¿Qué hay al lado de/ enfrente de/ encima de/en…? =What is next to/opposite/on/in the…. Delante de/ detras de debajo de/ entre = in front of/ behind/below/between ; la mesa/la silla/la cama/la lámpara/ = the table/chair/bed/lamp; el armario = the wardrobe; las estanterías = the shelves

Unit 5 – Talking about your daily morning routine; time markers; reflexive and radical changing verbs.

By the end of this unit it is expected that all students will be able to ask the above questions and give some basic sentences on daily morning routine.
Most students will be able to write a paragraph on the above for themselves using connectives like ‘primero, entonces, después, más tarde..’
Some learners will have progressed further and will be able to also talk about other people’s morning routine, using the 3rd person singular and have the grammatical understanding of reflexive and radical changing verbs in the present tense.

Key vocabulary: ¿ A qué hora…/ At what time…? Te despiertas/te levantas/te duchas/te vistes /te lavas los dientes/ desayunas? Do you..wake up/get up/have a shower/get dressed/ brush your teeth/ have breakfast? Me despierto/me levanto/ me ducho/me visto… I wake up/I get up/I have a shower/ I get dressed…

Unit 6 – Talking about what you do after school; 2 more reflexive verbs.

By the end of this unit it is expected that all students will be able to to use the above words to create short basic sentences; e.g. ‘Ceno una pizza; Hago los deberes a las cuarot y media, me diviertido con mis amigos…’
Most students will be able to write a paragraph by using connectives and time expressions and to include an opinion e.g. ‘¡ Me encanta la pizza!’
Some learners will have progressed further and will be able to write about  a normal day during the week using also morning routine phrases.

Key vocabulary:  Ceno = I  have supper; como = I eat; hago = I do; me acuesto = I go to bed; me divierto = I have a good time; meriendo = I have a snack;  me diviertido = I have a good time; tengo = I have; veo la television = I watch TV

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.