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Listos 1 Teacher’s Guide new PoS information Covering the Programmes of Study 1

Listos 1 Teacher’s Guide new PoS information Covering the Programmes of Study 1. Key concepts There are a number of key concepts outlined in the QCA Programmes of Study, which underpin the study of languages. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. These are addressed in all modules of ¡Listos! 1, so are not included in the tables below, but are listed here for reference. a. Linguistic competence a developing the skills of listening, speaking, reading and writing in a range of situations and contexts b applying linguistic knowledge and skills to understand and communicate effectively b. Knowledge about language a understanding how a language works and how to manipulate it b recognising that languages differ but may share common grammatical, syntactical or lexical features c. Creativity a using familiar language for new purposes and in new contexts b using imagination to express thoughts, ideas, experiences and feelings d. Intercultural understanding a appreciating the richness and diversity of other cultures b recognising that there are different ways of seeing the world, and developing an international outlook The table below indicates where in ¡Listos! 1, pupils have the opportunity to progress in the Key processes, Range and content, and Curriculum opportunities prescribed in the QCA Programmes of Study. For each area we have indicated where these appear in the core units of the Pupil’s Book. There are further opportunities both in the Pupil’s Book and the supplementary components. More detail is provided in the grids at the beginning of each module in this Teacher’s Guide. 2. Key processes These are the essential skills and processes in languages that pupils need to learn to make progress. 2.1 Developing language-learning strategies – pupils should be able to: a identify patterns in the target language Module 2 Unit 1, Module 3 Unit 2, Module 5 Unit 1 b develop techniques for memorising words, phrases and spellings Module 1 Unit 2, Module 1 Unit 6, Resumen (all modules) c use their knowledge of English or another language when learning the target language Module 2 Unit 2, Module 4 Unit 1, Module 6 Unit 1 d use previous knowledge, context and other clues to work out the meaning of what they hear or read Module 2 ¡Extra!, Module 4 Unit 4, Module 5 Unit 4 e use reference materials such as dictionaries appropriately and effectively Module 1 Resumen, Module 4 Unit 2, Module 4 Unit 6 2.2 Developing language skills – pupils should be able to: a listen for gist or detail Module 2 Unit 3, Module 3 Unit 4, Module 5 Unit 2 b skim and scan written texts for the main points or details Module 3 ¡Extra!, Module 5 Unit 5, Module 6 Unit 5 c respond appropriately to spoken and written language Module 1 ¡Extra!, Module 2 Te Toca a ti, Module 5 Prepárate d use correct pronunciation and intonation Module 1 Unit 1, Module 2 Unit 4, Module 4 Unit 2 e ask and answer questions Module 1 Unit 6, Module 2 unit 4, Module 4 Unit 6 f initiate and sustain conversations Module 2 unit 3, Module 4 Unit 5, Module 6 Unit 4 g write clearly and coherently, including an appropriate level of detail Module 2 Unit 4, Module 3 Unit 2, Module 5 Unit 2 h redraft their writing to improve accuracy and quality Module 3 Unit 3, Module 4 Unit 3, Module 6 Unit 6 i re-use language that they have heard or read in their own speaking and writing Module 2 Unit 5, Module 3 Te Toca a ti, Module 5 Unit 4 j adapt language they already know in new contexts for different purposes Module 3 Unit 2, Module 4 Unit 6, Module 6 Unit 4 k deal with unfamiliar language, unexpected responses and unpredictable situations Module 4 Unit 6, Module 5 Unit 5, Module 6 ¡Extra ! 3. Range and content This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. The study of languages should include: a the spoken and written form of the target language All modules b the interrelationship between sounds and writing in the target language Module 1 Unit 4, Module 2 Unit 3, Module 3 Unit 1 c the grammar of the target language and how to apply it Module 2 Unit 3, Module 3 Unit 2, Module 4 Unit 5 d a range of vocabulary and structures Module 4 Unit 6, Module 5 Unit 5, Module 6 Unit 3 e learning about different countries and cultures Module 3 Unit 3, Module 5 ¡Extra!, Module 6 ¡Extra! f comparing pupils’ own experiences and perspectives with those of people in countries and communities where the target language is spoken Module 3 Unit 4, Module 4 Extra!, Module 6 ¡Extra! 4. Curriculum opportunities During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for pupils to: a hear, speak, read and write in the target language regularly and frequently within the classroom and beyond All modules b communicate in the target language individually, in pairs, in groups and with speakers of the target language, including native speakers, where possible, for a variety of purposes Module 2 Unit 5, Module 3 Unit 2, Module 6 Unit 4 c use an increasing range of more complex language Module 4 ¡Extra !, Module 5 Extra !, Module 6 Unit 6 d make links with English at word, sentence and text level Module 1 Unit 7, Module 3 Unit 1, Module 4 ¡Extra ! e use a range of resources, including ICT, for accessing and communicating information Module 1 Unit 7, Module 2 Unit 6, Module 5 ¡Extra! f listen to, read or view a range of materials, including authentic materials in the target language, both to support learning and for personal interest and enjoyment Module 2 unit 4, Module 3 ¡Extra !, Module 6 ¡Extra! g use the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum Module 3 ¡Extra !, Module 5 ¡Extra !, Module 6 Unit 4 Listos 1 Teacher’s Guide Replacement pages 1 ¡Bienvenidos ! (Pupil’s Book pages 6-25) Unit Learning targets Key framework objectives PoS Grammar and key language 1 ¡Hola! (pp. 6-7) Asking a friend’s name Giving your name Greeting someone Asking how someone is Unchanged – please refer to original edition 2.2d pronunciation and intonation 2.2e ask and answer questions 3b sounds and writing 4b communicate in pairs etc. Unchanged – please refer to original edition 2 En la mochila (pp. 8-9) Saying what you have in your rucksack Naming classroom items Saying what you need 2.1b memorising 2.2a listen for gist / detail 2.2d pronunciation and intonation 3c apply grammar 4b communicate in pairs etc. 4f language for interest / enjoyment 3 ¿Cuántos años tienes? (pp. 10-11) Saying how old you are Asking someone their age 2.2a listen for gist / detail 2.2d pronunciation and intonation 2.2f initiate / sustain conversations 3b sounds and writing 4b communicate in pairs etc. 4 ¡Feliz cumpleaños! (pp. 12-13) Talking about dates Saying when your birthday is Months 2.1c knowledge of language 2.2e ask and answer questions 2.2g write clearly and coherently 3b sounds and writing 3c apply grammar 5 En clase (pp. 14-15) Classroom instructions Classroom objects Days of the week 2.1a identify patterns 3b sounds and writing 3c apply grammar 4b communicate in pairs etc. 4d make links with English Listos 1 Teacher’s Guide Replacement pages Unit Learning targets Key framework objectives PoS Grammar and key language 6 ¿Como se escribe? (pp. 16-17) The Spanish alphabet Spelling your name More classroom phrases Unchanged – please refer to original edition 2.1b memorising 2.2e ask and answer questions 3b sounds and writing 4b communicate in pairs etc. 4f language for interest / enjoyment Unchanged – please refer to original edition 7 ¡Conéctate! (pp.18-19) Naming parts of a computer Phrases for using a computer 2.2d pronunciation and intonation 3d use a range of vocab / structures 4b communicate in pairs etc. 4d make links with English 4e use a range of resources Resumen y Prepárate (pp. 20-21) Pupils’ checklist and practice test 2.1b memorising 2.1e use reference materials 2.2i reuse language they have met ¡Extra! Se llama Neus (pp. 22-23) Optional extension unit: a school photo story 2.1d work out meaning 2.2a listen for gist / detail 2.2c respond appropriately 3d use a range of vocab / structures 4f language for interest / enjoyment Te Toca a ti (pp. 116-117) Self-access reading and writing at two levels 2.1d work out meaning 2.2g write clearly and coherently 2.2i reuse language they have met Listos 1 Teacher’s Guide Replacement pages 2 Tú y yo (Pupil’s Book pages 26-43) Unit Learning targets Key framewor k objectives PoS Grammar uploads/Ingenierie_Lourd/ listos1-teacher-guide 1 .pdf