Students learn how to describe a past holiday. Vocabulary includes how they got there, what they did, expressing an opinion and who they went with.
Revision of present tense.
Past tense is introduced.
Near future will also be used.
English: correct grammatical terms.
GV1 Tenses (preterite)
LC3 Conversation
LC6 Reading comprehension
Listening (including dictation)
Writing
How?
I went to
What did you do?
How was it?
Who did you go with?
Weird
OK
Tasty
Awesome
What a shame!
Pupils need to show humility when working in groups and compassion when doing Peer Assessment. Pupils work to help each other learn and complete tasks such as dialogues.
Students are encouraged to embrace ‘difference’ at all stages of their linguistic development and accept ideas which may be ‘alien’ to them, as culturally significant. Students are encouraged to discuss and challenge stereotypes.
Students learnt to say about their likes and dislikes, phones, music, tv and other activities.
Grammar: present, comparatives, preterite
Grammar: present tense of regular -ar, -ir, -er verbs, full paradigm (revision)
present tense of stem-changing verbs (revision)
Using negatives
Using a wider range of opinions
Learning about Hispanic singers
Writing the profile of a singer
Responding to what people say
Using direct object pronouns
GV3 Developing vocabulary
LC3 Conversation
Listening (including dictation)
Translation
How often do you....?
To chat
To share
To download
To read
To send
Every day
Never
From time to time
Soap opera
Social education in MFL concerns communicating for a purpose with people from other cultural and social backgrounds. The social element of language learning comes both from learning about other societies and learning together in the classroom.
Cultural education is achieved through pupils valuing all languages and therefore learning to understand and respect other people. Moreover, students’ cultural knowledge is broadened through the study of other countries’ cultural priorities and traditions
Students revise time, food vocab and learn new vocab for daily routines and focus on reflexive verbs.
Grammar: reflexive verbs.
Use negatives
Use usted/ustedes
Use the near future
Use three tenses together
Use copying strategies when speaking
Use direct object pronouns
Learning about food in other countries.
GV3 Opinions and discussions
LC2 Transcription
LC8 Writing creatively
Speaking (including reading)
Writing
Next (week, year)
Place
Last
Day
I hate
I don't know
To have breakfast
To have lunch
To have dinner
To have an afternoon snack
Social education in MFL concerns communicating for a purpose with people from other cultural and social backgrounds. The social element of language learning comes both from learning about other societies and learning together in the classroom.
Cultural education is achieved through pupils valuing all languages and therefore learning to understand and respect other people. Moreover, students’ cultural knowledge is broadened through the study of other countries’ cultural priorities and traditions
Students are going to learn to arrange how to go out, to make excuses, talking about clothes and other activities that they might do during the weekends.
Grammar points: Grammatical structures (me gustaría + infinitive)
Using reflexive verbs
Saying this/these
Using three tenses
Describing a fancy dress outfit
Writing about a problem
GV2 Grammatical structures (me gustaría + infinitive)
LC5 Accurate pronunciation and intonation
LC6 Translation into English
Reading comprehension
Translation
Too much/too many
I would like
Where do we meet up?
I am sorry
How do you get ready?
I have a bath
I have a shower
I wash my face
To wear
I agree
I brush my hair
Social education in MFL concerns communicating for a purpose with people from other cultural and social backgrounds. The social element of language learning comes both from learning about other societies and learning together in the classroom.
Cultural education is achieved through pupils valuing all languages and therefore learning to understand and respect other people. Moreover, students’ cultural knowledge is broadened through the study of other countries’ cultural priorities and traditions
Students learn how to describe a holiday, describing holiday activities, holiday home, asking for directions, talking about summer camps and discussing holiday destinations.
Vocabulary includes how they got there, what they did, expressing an opinion and who they went with.
Grammar points:
Discovering more about the comparative
Using the superlative
All tenses will also be used.
Imperative is introduced.
Tackling challenging listening
Using mejor and peor.
Describing a town in your area.
House
Flat
Sea view
You can...
Yesterday
Today
Tomorrow
Tomorrow morning
Last weekend
Next summer
Social education in MFL concerns communicating for a purpose with people from other cultural and social backgrounds. The social element of language learning comes both from learning about other societies and learning together in the classroom.
Cultural education is achieved through pupils valuing all languages and therefore learning to understand and respect other people. Moreover, students’ cultural knowledge is broadened through the study of other countries’ cultural priorities and traditions
-Revision of key vocab and tenses (present, preterite and near future for top sets).
-Revision of vocab (using translations).
-Using techniques to overcome difficulties in the speaking exam.
Listening (including dictation)
Writing
Speaking (including reading)