MID-TERM CURRICULUM PLAN

Transcription

1 MID-TERM CURRICULUM PLAN Unit Of Work: SPANISH Home and Local Area HT2 Year: 7 Term: Autumn 2 Aim: To understand and provide information and opinions about one s lifestyle and that of other people. Duration: HT2 (7 weeks) Week Topic Relationships with Family and Friends Relationships with Family and Friends extended. Key Learning Objectives Introducing Grandparents, Uncles, Aunts, Cousins etc. Best Friend/s and their families. Reflexive verbs 1 Reflexive verbs 2 Possessive Adjectives Extended Family tree Guess who? Activities Presentation about self, family and friends Completing and presenting presentation about self, family and friends in Spanish Plan Presentation. Learn new Vocabulary. Grammar Worksheets reinforcing learning. created

2 3. 4. Jobs to help around the home Assessment Week Gustar/Encantar/Odiar Making an opinion Present tense ar/er/ir verbs Listening Reading List of house chores/jobs Design a Wanted advert for a cleaner Learning verb endings in present tense Describing your house Assessment Week (Baseline Assessment) Draw a birdseye view plan of your house, label it in Spanish using all new vocabulary. Learn all new vocabulary. Revision created Writing 5. Daily Routines Recap present tense ar/er/ir verbs Voy + a + infinitive Identify modes of transport to and from school Identify typical daily routines, i.e. morning; wake up, brush teeth etc Learn New Vocabulary for test. Connectives Additional routines i.e. walking the dog Transport Extended sentences when describing a situation using connectives Presentation on daily routines

3 6. Future Plans Voy a +infinitive Future tense ar/er/ir verbs Likes/Dislikes Jobs types Identifying and learning new vocab and verb structures Writing piece using the future tense Developing opinions Learning job types and be able to describe/talk about these Tenses Revision. (Present/Future) created 7. Unit Overview Recap previous learning from start of term Recap vocab/verb endings/tenses Writing piece bringing all learning together describing life at home, including routines, jobs, future plans Half Term Mira Workbooks. Assessment: Reading, Listening and Writing (Nov 2015) Baseline Assessment.

4 Language for Learning and Literacy: Tú/Usted; Nouns; Plural/Singular; Masc./Fem.; Possessive Adj.; Verb endings; Tener; Ser; Writing techniques; Opinions; Describing; Cognates; Connectives; Present/Future tense; Voy a + infinitive SMSC: Awareness of contributions to home life / social issues. Awareness of different types of work. Considering experiences of cultural differences. Linking learning to own lifestyle, respecting others ideas and opinions. Numeracy: Numbers; Time; Routines; Chores. Use of Technology: Software and Mira CD resources; Linguascope interactive activities (online). Student presentations. Outcomes Listening Reading Writing Speaking All Pupils will be able to: I can understand a few familiar words and I can understand clear speech. I may need a lot of help. I can understand a range of familiar I may need some words or phrases to be repeated. I can recognise and read out a few familiar words and phrases in a familiar context. I might need visual clues. I understand familiar written I can read aloud familiar words and I can use books or glossaries to find out the meaning of new words. I can write or copy simple words or symbols correctly. I can label items and select words to complete short phrases or sentences. I can write one or two short sentences following a model. I can label items and write familiar short phrases correctly. My spelling might contain some mistakes. I can say single words and short, single I might need supports from a spoken model and visual clues. I copy correct pronunciation with some success. I can answer simple questions and give basic information. I give short responses and use set My pronunciation shows an awareness of sound patterns and the meaning is clear.

5 More able pupils will be able to: I understand the main points from short spoken passages made up of familiar language. I can identify and note personal responses. I may need short sections to be repeated. I understand the main points and personal responses in short written texts, made up of familiar language, in simple sentences. I am starting to read independently, selecting simple texts. I use a bilingual dictionary or glossary to find out the meaning of new words. I can write a few short sentences, with support, using learned expressions. I can express personal responses. I can write short phrases from memory. I can ask and answer simple questions. I can take part in short prepared tasks. I can use short phrases to express personal responses. I might use memories language and occasionally change one or two words to vary questions or statements. The most able pupils will be able to: I understand the main points and some detail from passages made up of familiar language in simple sentences. I may need some repetition. I understand the main points and some detail in short written texts from familiar contexts. As well as using a bilingual dictionary or glossary, I am starting to use context to find out the meaning of unfamiliar words. I can write short texts on familiar topics using mainly memorised language. I am beginning to use my knowledge of grammar to adapt and change individual words and set I am beginning to use dictionaries or glossaries. I can take part in simple conversations and express opinions. I am beginning to use my knowledge of grammar to adapt single words and My pronunciation and intonation is generally accurate.