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2nd Edition
JUNIOR CYCLE SPANISH
TEACHER’S RESOURCE BOOK
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First published 2022 The Educational Company of Ireland Ballymount Road Walkinstown
www.edco.ie A member of the Smurfit Kappa Group plc
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© Maria Fenton, 2022
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Dublin 12
Project editor: Tess Tattersall Editor: Linda Byrne
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All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior permission of the publishers or a licence permitting restricted copying in Ireland issued by the Irish Copyright Licensing Agency, 63 Patrick Street, Dún Laoghaire, Co. Dublin.
Layout: Carole Lynch
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Cover design: Ailbhe Hooper
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Proofreaders: Jaime Veiga-Perez and Linda Byrne
Interior design: Ailbhe Hooper
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Illustrations: Beehive
Photograph acknowledgements:
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Shutterstock, Alamy
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While every care has been taken to trace and acknowledge copyright, the publishers tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to come to a suitable arrangement with the rightful owner in each case. Web references in this book are intended as a guide for teachers. At the time of going to press, all web addresses were active and contained information relevant to the topics in this book. However, The Educational Company of Ireland and the authors do not accept responsibility for the views or information contained on these websites. Content and addresses may change beyond our control and pupils should be supervised when investigating websites.
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Table of Contents
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Introduction
Welcome to ¿Qué Pasa? 2 ......................................................................................................... 1
Methodology .............................................................................................................................. 1
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¿Qué Pasa? 2 and the Eight Key Skills for Junior Cycle ........................................................... 2 Learning Outcomes for Junior Cycle Modern Foreign Languages ....................................... 2
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Assessment for Learning .......................................................................................................... 5 Target Language Support ......................................................................................................... 6
Planning
Planning: Preparing a Scheme of Work (term plan) .............................................................. 9
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Planning: Sample Learning Units ........................................................................................... 11
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Extension Activities: Worksheets Unit 1 ......................................................................................................................................... 15
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Unit 2 ......................................................................................................................................... 18 Unit 3 ......................................................................................................................................... 23 Unit 4 ......................................................................................................................................... 27
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Unit 5 ......................................................................................................................................... 30
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Unit 6 ......................................................................................................................................... 32 Unit 7 ......................................................................................................................................... 35
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Unit 8 ......................................................................................................................................... 39
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Unit 9 ......................................................................................................................................... 47 Unit 10 ....................................................................................................................................... 49 Unit 11 ....................................................................................................................................... 52 Unit 12 ....................................................................................................................................... 55
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¿Qué Pasa? 2
Digital Resources Unit 1 ......................................................................................................................................... 57 Unit 2 ......................................................................................................................................... 58
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Unit 4 ......................................................................................................................................... 60
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Unit 3 ......................................................................................................................................... 59
Unit 5 ......................................................................................................................................... 61 Unit 6 ......................................................................................................................................... 62 Unit 7 ......................................................................................................................................... 63
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Unit 8 ......................................................................................................................................... 64 Unit 9 ......................................................................................................................................... 65
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Unit 10 ....................................................................................................................................... 66 Unit 11 ....................................................................................................................................... 67 Unit 12 ....................................................................................................................................... 68
Assessment of Learning: End of Unit Tests Unit 1 ......................................................................................................................................... 70
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Unit 2 ......................................................................................................................................... 72
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Unit 3 ......................................................................................................................................... 74 Unit 4 ......................................................................................................................................... 76
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Unit 5 ......................................................................................................................................... 78 Unit 6 ......................................................................................................................................... 80
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Unit 7 ......................................................................................................................................... 82 Unit 8 ......................................................................................................................................... 84
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Unit 9 ......................................................................................................................................... 86 Unit 10 ....................................................................................................................................... 88
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Unit 11 ....................................................................................................................................... 90
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Unit 12 ....................................................................................................................................... 92
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Audio Transcripts Unit 1 ....................................................................................................................................... 104 Unit 2 ....................................................................................................................................... 106 Unit 3 ....................................................................................................................................... 110 Unit 4 ....................................................................................................................................... 114 iv
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Table of Contents Unit 5 ....................................................................................................................................... 117 Unit 6 ....................................................................................................................................... 121 Unit 7 ....................................................................................................................................... 123
Unit 9 ....................................................................................................................................... 130
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Unit 10 ..................................................................................................................................... 133
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Unit 8 ....................................................................................................................................... 127
Unit 11 ..................................................................................................................................... 138 Unit 12 ..................................................................................................................................... 142
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Solutions – Textbook
Unit 1 ....................................................................................................................................... 148
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Unit 2 ....................................................................................................................................... 151 Unit 3 ....................................................................................................................................... 153 Unit 4 ....................................................................................................................................... 156 Unit 5 ....................................................................................................................................... 159 Unit 6 ....................................................................................................................................... 164
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Unit 7 ....................................................................................................................................... 167
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Unit 8 ....................................................................................................................................... 171 Unit 9 ....................................................................................................................................... 176
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Unit 10 ..................................................................................................................................... 180 Unit 11 ..................................................................................................................................... 185
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Unit 12 ..................................................................................................................................... 191
Solutions – Learning Diary Tests
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Unit 1 ....................................................................................................................................... 195 Unit 2 ....................................................................................................................................... 195
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Unit 3 ....................................................................................................................................... 195
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Unit 4 ....................................................................................................................................... 195
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Unit 5 ....................................................................................................................................... 196 Unit 6 ....................................................................................................................................... 196 Unit 7 ....................................................................................................................................... 196 Unit 8 ....................................................................................................................................... 196 Unit 9 ....................................................................................................................................... 197
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¿Qué Pasa? 2 Unit 10 ..................................................................................................................................... 197 Unit 11 ..................................................................................................................................... 197
Solutions – Extension Activities
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Unit 2 ....................................................................................................................................... 199
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Unit 1 ....................................................................................................................................... 198
Unit 3 ....................................................................................................................................... 201 Unit 4 ....................................................................................................................................... 203 Unit 5 ....................................................................................................................................... 204
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Unit 6 ....................................................................................................................................... 204 Unit 7 ....................................................................................................................................... 204
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Unit 8 ....................................................................................................................................... 206 Unit 9 ....................................................................................................................................... 207 Unit 10 ..................................................................................................................................... 207 Unit 11 ..................................................................................................................................... 208 Unit 12 ..................................................................................................................................... 209
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Solutions – End of Unit Tests
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Unit 1 ....................................................................................................................................... 210 Unit 2 ....................................................................................................................................... 210
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Unit 3 ....................................................................................................................................... 211 Unit 4 ....................................................................................................................................... 211
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Unit 5 ....................................................................................................................................... 212 Unit 6 ....................................................................................................................................... 212
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Unit 7 ....................................................................................................................................... 212 Unit 8 ....................................................................................................................................... 213
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Unit 9 ....................................................................................................................................... 213
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Unit 10 ..................................................................................................................................... 214
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Unit 11 ..................................................................................................................................... 214 Unit 12 ..................................................................................................................................... 214
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Welcome to ¿Qué Pasa?
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Introduction
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Welcome to ¿Qué Pasa,? 2, the second of a two-book series for Junior Cycle Spanish. ¿Qué Pasa? takes a communicative approach to language learning with the aim of developing language skills to the A1/A2 level of the Common European Framework of Reference for Languages. The ¿Qué Pasa? series actively engages students in communicative activities and tasks which integrate the five skills – listening, spoken production, spoken interaction, reading and writing. Units 1–11 of ¿Qué Pasa? 2 have a strong cultural focus, which introduces students to facts, traditions, customs and behaviours of the Spanish-speaking world. Students discover Spanish food, regional languages and festivals and find out about travel, tourism and holidays in Spain and Spanish-speaking countries. Learners will be encouraged to consider how life and culture in Ireland compare to life and culture in the Spanish-speaking world, and to appreciate similarities and differences between cultures. Unit 12 is an exam preparation unit packed with material to help students prepare for the CBAs and the Assessment Task, hints and tips for the written and listening exams, sample answers and numerous practice exam questions.
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The ¿Qué Pasa? 2 student textbook is accompanied by a free student e-book, a Learning Diary (Diario de Aprendizaje), and a bank of digital resources. These include editable PowerPoint presentations for classroom use and a series of unique videos. The interactive student website (www.edco.ie/quepasa2) offers language activities such as picture match-ups, gap-fill quizzes and multiple choice activities to reinforce learning. Ready-made Quizlet.com sets of vocabulary and grammar flashcards are also available via the website for students to study the vocabulary from each unit of ¿Qué Pasa? 2 and practise the vocabulary through Quizlet’s different activities and word games. Teachers can access the ¿Qué Pasa? 2 digital resources, which include worksheets based on the videos, the audio tracks in digital format, transcripts for the audio material, editable planning documents and solutions to activities via the ¿Qué Pasa? 2 free interactive e-book, which is available online at www.edcolearning.ie.
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Methodology
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The ¿Qué Pasa? series gives students the opportunity to actively participate in language learning and to develop understanding of written and spoken language. Emphasis is placed on the communicative skills of students, with a variety of activities including role-plays, games, pair and groupwork to practise the five language skills. Grammar is presented in an integrated manner, helping students to develop their capacity to use appropriate structures in written and oral communication. Guided questioning allows students to explore patterns in Spanish to understand the structure of the language. The Learning Diary (Diario de Aprendizaje) that accompanies ¿Qué Pasa? 2, allows students to keep a portfolio of their written work and monitor their progress as language learners. The ¿Qué Pasa? series comprehensively covers all the Learning Outcomes in the three strands of the Specification for Junior Cycle Modern Foreign Languages: Communicative Competence, Language Awareness, Socio-Cultural Knowledge and Intercultural Awareness. ¿Qué Pasa? also fosters development of the eight Key Skills for Junior Cycle. 1
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¿Qué Pasa? 2
¿Qué Pasa? 2 and the Eight Key Skills for Junior Cycle The following table gives some examples of how the content of the ¿Qué Pasa? 2 textbook and Diario de Aprendizaje develop the eight Key Skills of Junior Cycle.
Element
Example from ¿Qué Pasa? 2
Being creative
Stimulating creativity using digital technology
Page 133. Exercise A.11. Imagine you are a weather forecaster. Create a weather forecast video.
Working with others
Learning with others Page 124. Write and perform a role-play asking for and giving directions.
Communicating
Performing and presenting
Page 241. Exercise D.10. Make a presentation about a Spanish festival.
Being literate
Exploring and creating a variety of texts
Page 231. Exercises B.11 and B.12. Read greeting cards and write a greeting card in Spanish.
Being numerate
Expressing ideas mathematically
Page 295. Exercise C.8. Carry out a class survey on household chores and draw a bar chart with the results.
Managing myself
Being able to reflect on my own learning
Diario de Aprendizaje. Fill in the autoevaluación section at the end of each unit.
Staying well
Being confident
Managing information and thinking
Being curious
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Key Skill
Diario de Aprendizaje page 91 – Reflexión 8. Identify the piece of work you are most proud of that best showcases your ability. Diario de Aprendizaje page 12. Find a recipe that you like from a Spanish-speaking country.
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Learning Outcomes for Junior Cycle Modern Foreign Languages
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Each section of ¿Qué Pasa? 2 opens with a short list of the learning outcomes that will be focused on in that section. These learning outcomes (displayed in the table below) are from the Specification for Junior Cycle Modern Foreign Languages. The 39 learning outcomes represent outcomes for learners after three years of study and are therefore not focused on a particular unit, theme or activity, but continue to support the students’ learning over the three years of Junior Cycle. The outcomes are aligned with the A1/A2 band of the Common European Framework of Reference for Modern Languages. ¿Qué Pasa? identifies the relevant learning outcomes at the beginning of each learning unit to show students the link between the content they are studying and the Specification.
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Learning Outcomes for Junior Cycle Modern Foreign Languages
STRAND 1: Communicative Competence Listening
1.1 identify the general topic of a conversation on familiar topics when it is expressed clearly
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1.3 identify specific information in texts related to familiar topics such as announcements, conversations, simple news items
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1.2 recognise frequently used words and phrases related to areas of immediate relevance and experience, including the language of routine classroom interactions
1.4 source, select and share audio stimuli such as songs, conversations, advertisements through appropriate digital technologies
Reading
1.5 recognise the meaning of familiar words and phrases to include everyday signs and notices in public places
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1.6 understand the general sense of a text on familiar topics
1.7 identify specific information in a range of texts dealing with familiar topics
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1.8 source and use authentic texts to explore topics of relevance through a range of media
Spoken production
1.9 pronounce words accurately enough to be understood, with appropriate intonation 1.10 convey simple descriptions, presentations or announcements on familiar topics
Spoken interaction
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1.11 interact in routine exchanges with pronunciation and intonation which is clear enough to be understood and with appropriate non-verbal language
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1.12 use simple polite forms in formal and informal situations such as greetings, thanks, introductions, and respond appropriately 1.13 ask and answer questions and exchange ideas, emotions and information on familiar topics in everyday situations
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1.14 understand and use numbers as appropriate in everyday situations such as shopping, exchanging numbers, sequencing events
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1.15 take part in routine classroom interactions such as pair and groupwork, asking questions, language games and activities, asking for help and repetition where necessary
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Writing
1.16 communicate orally with others using digital technologies such as social media
1.17 write words and create short sentences using various media (emails, letters, blogs, postcards...) on everyday topics with accuracy 1.18 write a series of phrases and sentences linked with simple connectors such as but, and, or, as 1.19 create texts about aspects of their lives and topics that interest them such as family and friends, school, holidays, leisure activities, fashion, sport, celebrities 1.20 write short descriptions of present, past and future events, activities and personal experiences, as well as imaginative texts 1.21 fill out forms relevant to their age group and experience 1.22 produce and edit texts and interact with others in writing using appropriate digital technologies
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¿Qué Pasa? 2
STRAND 2: Language Awareness Reflecting on how 2.1 recognise, describe and use language patterns such as word order, the verbal system, nouns, adjectives, spelling and punctuation conventions the target language works 2.2 apply all language learning to creative activities such as producing simple poems, posters, presentations, games and drama
Comparing the target language with other languages they know
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2.3 recognise how gender and social conventions influence target language usage
2.4 identify similarities and differences between the pronunciation, intonation and rhythm of the target language and that of other languages they know 2.5 compare grammar and vocabulary of the target language with that of other languages they know, making connections and distinctions as appropriate
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Reflecting on how 2.6 identify, share and explain their preferred language-learning strategies they learn target 2.7 monitor and assess their own learning, using feedback they receive to reflect on languages what they need to improve and to set goals for improvement
STRAND 3: Socio-Cultural Knowledge and Intercultural Awareness 3.2 discover and use facts and figures related to the target country/countries such as statistical data, festivals, inventions, famous people
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3.3 reflect on what they have learned about the country/countries associated with the target language 3.4 identify and explain some aspects of the target language country/countries in areas such as everyday living, interpersonal relations, customs and behaviours, social conventions
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Learning about traditions, customs and behaviours
3.1 name and describe some features of the target language country/countries such as geographical features, weather, places and landmarks, food
3.5 identify and reflect on common stereotypes about the target culture/s, including their own, and explain if and how their attitude towards the target country/countries is evolving
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Learning about relevant facts, people, places and history about the country/countries related to the target language
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3.6 select, process and present information through the appropriate use of digital technologies, and evaluate it for truth and reliability
3.7 analyse similarities and differences in relation to their peers’ lives in the target language country/countries in areas of daily life such as school, socialising, sport, eating habits
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Comparing their culture with that of the country/ countries related to the target language
3.8 compare and contrast aspects of personal interest in the target language country/countries with those in their own country and present them using a range of media 3.9 appreciate how cultural differences influence social relations, such as in greetings and eating together 3.10 compare and contrast the use of numbers in the target language country/ countries and in their own, with regard to familiar topics such as prices, age, dates, seasons
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Assessment for Learning
Assessment for Learning
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Learning outcomes are displayed at the start of every unit of learning, so students can see exactly how what they are studying is linked to the Specification for Modern Foreign Languages. Peer assessment opportunities are provided for students to give each other feedback on their progress. Self-assessment checklists at the end of each unit allow students to reflect on which aspects of the unit they know well and which aspects they need to work more on. Comment boxes are provided in the Diario de Aprendizaje, allowing teachers to give constructive comments or ‘comment only’ marking to students’ work. The Diario de Aprendizaje gives students a space to make their own grammar notes and collect pieces of work so that they can track their learning and monitor their progress, thus becoming more autonomous learners. The Diario also provides spaces for students to reflect on their learning, to consider the aspects of language and culture that they have found interesting, easy or difficult to understand.
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Activities focusing on the process of language learning encourage students to share their preferred language-learning strategies and think about what works best for their learning style.
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Pairwork and groupwork activities allow for cooperative learning.
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Success criteria are provided for activities to focus the students on task and scaffold their work. Success criteria encourage independent learning and improve understanding of the requirements of tasks. These success criteria are not exclusive and teachers may prefer to set their own success criteria – or discuss them with the learners and let them set their own success criteria.
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Learning intentions are displayed on the opening page of each unit, so learners can see exactly what they should be able to do in the target language by the end of the unit.
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¿Qué Pasa? 2 provides opportunities for both formative and summative assessment. To assess students’ learning, a test is provided for each unit (see pages 70–104). Formative assessment (or Assessment For Learning – AFL) techniques are used to motivate students to become autonomous language learners. AFL techniques are a key feature throughout ¿Qué Pasa? 2.
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¿Qué Pasa? 2
Target Language Support Phrases for the teacher
English Answer the questions.
Contestad a las preguntas.
Pregunta a tu compañero/a de clase.
Ask your classmate.
Preguntad a vuestros/as compañeros/as de clase.
¡Ten cuidado!
Be careful!
¡Tened cuidado!
Comprueba las respuestas.
Check the answers.
Comprobad las respuestas.
Elige la respuesta correcta.
Choose the right answer.
Elegid la respuesta correcta.
Cierra el libro/cuaderno.
Close your book(s)/copy(ies).
Cerrad los libros/cuadernos.
Colorea las imágenes.
Colour in the pictures.
Coloread las imágenes.
Ven a la pizarra.
Come to the board.
Venid a la pizarra.
Continúa
Continue
Continuad
Corrige los errores.
Correct the mistakes.
Corregid los errores.
Describe
Describe
Describid
Haz el ejercicio.
Do the exercise.
Haced el ejercicio.
No olvides.
Don’t forget.
No olvidéis.
Fill in the blanks.
Rellenad los espacios en blanco.
Fill in the table.
Rellenad la tabla.
Find
Buscad
Find the answer.
Buscad la respuesta.
Hand in your homework.
Entregad los deberes.
Hand out the copies.
Distribuid los cuadernos.
Levanta la mano.
Hand(s) up.
Levantad las manos.
¡Date prisa!
Hurry up!
¡Daos prisa !
Aprende
Learn
Aprended
Escucha
Listen
Escuchad
Escucha el ejemplo.
Listen to the example.
Escuchad el ejemplo.
Escucha la pista.
Listen to the track.
Escuchad la pista.
Mira la pizarra/página.
Look at the board/page.
Mirad la pizarra/página.
Busca
Look up
Buscad
Haz una lista.
Make a list.
Haced una lista.
Menciona
Mention
Mencionad
Busca Busca la respuesta.
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Entrega los deberes.
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Rellena la tabla.
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Distribuye los cuadernos.
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Contesta a las preguntas.
Rellena los espacios en blanco.
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Vosotros
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As the class teacher, you may like to have this list of instructions to use during class time. This list supports the instructions in the textbook but also provides alternative phrasing in order to extend and expand the students’ exposure to Spanish in the classroom.
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Target Language Support
Tú
English
Vosotros
Open your book(s)/copy(ies).
Abrid los libros/cuadernos.
Ordena las palabras.
Put the words the correct order.
Ordenad las palabras.
Lee el ejemplo.
Read the example.
Leed el ejemplo.
Lee el texto.
Read the text.
Leed el texto.
Siéntate
Sit down
Sentaos
Saca tu libro/cuaderno/boli.
Take out your book(s)/copy(ies)/ pen(s).
Sacad vuestros libros/ cuadernos/bolis.
Habla
Talk
Hablad
Ordena las sillas.
Tidy the chairs.
Ordenad las sillas.
Apaga la luz/tu móvil.
Turn off the light(s)/your phone(s).
Apagad las luces/vuestros móviles.
Enciende la luz/tu tableta.
Turn on the light(s)/your tablet(s).
Encended las luces/vuestras tabletas.
Subraya
Underline
Subrayad
Usa las palabras de la lista de abajo.
Use the words in the list below.
Usad las palabras de la lista de abajo.
Escribe
Write
Escribid
Escribe cinco frases.
Write five sentences.
Escribe los deberes en tu agenda.
Write the homework into your journal.
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Abre el libro/cuaderno.
Escribid los deberes en vuestras agendas.
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Escribid cinco frases.
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Phrases for the student
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The following phrases are useful to encourage students to communicate in Spanish in the classroom. They could be displayed on a key word board or on a poster, presented as part of a PowerPoint or a different section could taught at the beginning of each new term.
Hola.
¿Qué tal?
Buenos días.
Los saludos Hasta mañana.
Adiós. Hasta luego.
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¿Qué Pasa? 2
Voy a pasar lista.
Pasar lista
ndo Está habla ra feso con la pro de inglés.
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No está.
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Está en los servicios.
Señor/ Señora
De nada.
Presente/ Aquí.
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La cortesía
Por favor.
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Gracias.
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i He olvidado m bro. cuaderno/mi li
No he hecho los deberes.
He olvidado
o mi He perdid cuaderno.
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Lo siento.
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¿Me prestas un lápiz?
¿Tienes un boli ?
Necesito ayuda
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¿Qué ? os hacem
¿Has hecho los deberes?
Necesito . una goma
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Planning: Preparing a Scheme of Work
Planning: Preparing a Scheme of Work (term plan)
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Learning outcomes (taken from the specification)
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Learning intentions (what the student will be able to do/say by the end of the Unit of Learning)
¡
Assessment (How will we know they can do that?)
¡
Differentiation (How will we cater for students with different abilities?)
¡
AEN (How will we scaffold for students with additional educational needs?)
¡
Reflection (What went well in our Unit of Learning? What would we do differently?)
¡
School Self-Evaluation (Are we considering the SSE subject focus for the year? What about our Subject Improvement Plan?)
¡
Timeframe (How long will we spend on each Unit of Learning?)
Schemes of Work are specific to the school context, so there is no ‘one-size-fits-all’ Scheme of Work. The amount of time spent working through each unit will differ from school to school and class to class depending on the time allocation for Spanish in the school, the ability of the class, the resources available to the teacher, the size of the class and the amount of material that students complete for homework. The following table outlines a suggested timeframe for the Units of Learning in ¿Qué Pasa? 2 and shows the learning outcomes covered in each Unit of Learning.
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The following information can be included in a Scheme of Work:
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A Scheme of Work is an active, working, collaborative departmental document. It can be re-examined yearly depending on the needs of the student cohort, class size, additional educational needs, students’ previous knowledge and the resources available to teachers and students.
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A Scheme of Work should focus on learning, not on content, although the content can serve as a reference. This means that the focus should be on the learning outcome and the learning intention that is developed from that learning outcome. Teachers should plan with a focus on what students will be able to say by the end of a Unit of Learning rather than what ‘topic’ will be covered.
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The Scheme of Work is a series of Units of Learning. It is a working document, providing a framework for teachers showing what learning outcomes are being focused on at a particular time in the school year. The Scheme of Work should be created and shared by members of the modern foreign language department, working together to develop a scheme that covers all 39 learning outcomes from the Specification for Modern Foreign Languages, over a three-year period. Below are some points to consider:
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Sample Spanish Year Two Teaching Schedule Unit of Learning
Learning Outcomes ¿Qué Pasa? 2 Section
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TERM 1
1.7, 3.8
1A
Reflexive verbs
1.20, 2.1
1B
Spanish mealtimes
1.3, 1.7, 3.7, 3.10
1C
The present continuous tense
1.20, 2.1
1D
At the supermarket
1.7, 1.9, 2.3, 2.5, 3.10
2A
At the market
1.3, 1.9 1.15, 2.2
2B
The near future tense
1.7, 1.20, 2.1
2C
Spanish cuisine
1.13, 1.15, 3.1, 3.7
2D
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My daily routine
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¿Qué Pasa? 2
Unit of Learning
Learning Outcomes ¿Qué Pasa? 2 Section 3A
The simple future tense
1.9, 2.1
3B
At the restaurant
1.3, 1.11, 2.3, 3.7
3C
Latin American cuisine
1.8, 3.1, 3.9
3D
My uniform
1.3, 1.7, 1.9, 2.1
4A
Clothes
1.3, 1.5, 1.13, 2.2
4B
At the boutique
1.11, 1.14, 2.2, 3.10
4C
Fashion
1.3, 1.6, 2.1, 3.4
4D
Shops
1.3, 1.9, 1.14, 3.10
5A
Buildings
1.7, 1.9, 3.1
5B
My neighbourhood
1.7, 1.13, 1.17, 3.1
5C
Asking for directions
1.3, 1.15, 2.2, 3.10
5D
The weather
1.3, 1.10, 2.2, 3.1
6A
Adjectives
2.1, 3.1
6B
Countries
1.9, 1.17, 1.18
6C
1.3, 2.1, 2.3
6D
Assessment
12A
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TERM 3
Nationalities
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Preparation for CBA1
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1.7, 1.12, 1.15, 2.2
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Making a reservation
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TERM 1 contd.
Sample Spanish Year Three Teaching Schedule 1.3, 1.9, 2.5
7A
The present perfect tense
1.7, 1.20, 2.1
7B
Booking a hotel
1.3, 1.8, 1.10, 2.1
7C
1.3, 1.11, 2.2
7D
Tourism
1.7, 1.10, 1.19, 3.1
8A
The preterite tense
1.1, 1.20, 2.1
8B
Last summer
1.7, 1.9, 1.19
8C
My holiday in the mountains
1.7, 1.17, 3.1
8D
Preparation for CBA2
Assessment
12B
Preparation for the assessment task
Assessment
12C
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At the airport
Learning Outcomes ¿Qué Pasa? 2 Section
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TERM 1
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Unit of Learning
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At the train station
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Planning: Sample Learning Units
Unit of Learning
Learning Outcomes ¿Qué Pasa? 2 Section 9A
Invitations
1.7, 1.8, 1.22, 3.4, 3.9
9B
Direct object pronouns
2.1, 2.3
9C
Festivals
1.5, 1.10, 2.2, 3.2
9D
The body
1.4, 2.1, 3.4
10A
Going to the doctor
1.3, 1.7, 1.15, 2.3
10B
At the pharmacy
1.9, 1.15, 2.2
10C
Feelings and emotions
1.6, 2.1
10D
TERM 3
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1.7, 1.17, 1.20, 2.5
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TERM 2
1.3, 1.7, 1.9, 3.2
11A
What would you like to be?
1.11, 1.13, 1.15, 2.1
11B
Household chores
1.3, 1.9, 1.15, 2.2
11C
Money
1.6, 1.13, 1.17, 2.1
11D
The exam – listening comprehension
Assessment
12D
The exam – reading comprehension
Assessment
12E
The exam – writing
Assessment
12F
C
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Jobs
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Planning: Sample Learning Units
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Teachers should start their planning by selecting which learning outcomes they will focus on. Remember you do not have to cover all elements of a learning outcome in one Unit of Learning. You may prefer to focus on a part of a learning outcome, but over the course of three years all elements of all learning outcomes should be covered.
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A Scheme of Work is made up of a series of Units of Learning. Over the course of three years, your Units of Learning should cover all aspects of the 39 Learning Outcomes from the Specification for Modern Foreign Languages. Points to consider when planning a Unit of Learning:
It is best practice to select at least one learning outcome from at least two of the three strands on the Specification for Modern Foreign Languages.
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Strand 1: Communicative competence
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Strand 2: Language awareness
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Strand 3: Socio-cultural knowledge and intercultural awareness A Unit of Learning could take just one or two classes to complete or it could take several classes, depending on the scope of the material. Below are two sample Units of Learning using material from ¿Qué Pasa? 2.
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¿Qué Pasa? 2
Unit of Learning – Sample A – En la boutique Learning Outcomes in Focus:
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1.11 Interact in routine exchanges with pronunciation and intonation which is clear enough to be understood and with appropriate non-verbal language. Pair work role-play activity. 1.14 Understand and use numbers as appropriate in everyday situations such as shopping. Write a role-play in a boutique asking about sizes and prices. 2.2 Apply all language learning to creative activities such as drama. With your partner, perform the role-play for the class. 3.10 Compare and contrast the use of numbers in Spanish-speaking countries and in your own with regard to familiar topics such as prices. Find out about how prices are written in Spanish, such as the use of the euro sign, and how this compares to English.
Assessment Activity:
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In pairs, students will perform a role-play set in a clothes shop.
Possible Learning Activities:
• •
Students listen to a conversation set in a clothes shop and answer questions – exercise C.2, page 87. Students read a comic strip set in a clothes shop and listen to the dialogue – exercise C.3, page 88.
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Students read a comic strip set in a clothes shop – exercise C.1, page 86.
Focus on how prices are written in Spanish. Students listen to a series of prices and fill in the information they hear on price tags – exercise C.4, page 89.
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Students revise the vocabulary for clothes using online flashcards on the ¿Qué Pasa? Quizlet site.
Students work in pairs to write a conversation in a clothes shop using the vocabulary and phrases they have learned. Diario de Aprendizaje – exercise 13, page 16. Assessment: Students perform their role-play in pairs.
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• • •
Resources:
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Reflection:
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¿Qué Pasa? 2 e-book ¿Qué Pasa? 2 online audio tracks ¿Qué Pasa? 2 Quizlet site
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What worked well? Even better if…?
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Planning: Sample Learning Units
Unit of Learning – Sample B – El tiempo Learning Outcomes in Focus:
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1.3 Identify specific information in texts related to familiar topics such as announcements and simple news items. 1.10 Convey simple descriptions, presentations and announcements. 2.2 Apply all language learning to creative activities such as presentations. 3.1 Name and describe some features of the target language countries such as geographical features, weather and places.
Assessment Activity:
Students submit a video recording of a weather forecast bulletin for a Spanish-speaking country.
Possible Learning Activities: Presentation of the vocabulary for the weather – PowerPoint, page 128.
•
Students look at a weather map of Spain and complete a True/False activity – exercise A.5, page 130.
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Students read and listen to weather forecast reports and answer questions – exercises A.3 and A.4, pages 129 and 130.
Students look at a weather map of Argentina and answer questions – exercise A.6, page 131. Students go online to find out what the weather is like in South America and fill in a weather report. Diario de Aprendizaje – exercise 17, page 20.
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Students complete a cloze test on the topic of the weather – exercise A.7, page 132. Students listen to weather forecast reports for Spain and Mexico and fill in a table – exercises A.8 and A.9, page 132. Students work in pairs to ask and answer questions about a weather map – exercise A.10, page 133. Working in groups, students choose a Spanish-speaking country and find out what the weather is like in different parts of that country. They make a video recording of a weather forecast bulletin for that country, with each group member playing the role of a weather reporter – exercise A.11, page 133.
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Students write sentences to describe different weather images – exercise A.2, page 128.
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Students listen to and repeat the vocabulary for the weather – exercise A.1, page 127.
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Resources:
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¿Qué Pasa? 2 textbook ¿Qué Pasa? 2 online audio tracks. ¿Qué Pasa? 2 Quizlet site ¿Qué Pasa? 2 microsite
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Reflection: What worked well? Even better if…?
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Extension Activities: Worksheets
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¿Qué Pasa? 2 Photocopiable Worksheet
Unidad 4: La ropa
6. blouse
11. dress
2. jacket
7. belt
12. tracksuit
3. socks
8. shoes
13. raincoat
4. T-shirt
9. tie
14. skirt
10. shirt
15. suit
5. coat
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1. trousers
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Translate the vocabulary into Spanish, and find the words in the wordsearch.
¿Qué Pasa? 2 © Edco
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¿Qué Pasa? 2 Photocopiable Worksheet
Unidad 4: Ir de compras
Include greetings. Ask about the price. Remember correct punctuation. ¿? ¡! Check back over your work for correct spellings and verb endings.
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• • • •
Criterios de éxito
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You are out shopping. Write three short dialogues using the illustrations to help you.
22 €
Pantalón corto
30 €
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Camiseta de algodón
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En la boutique
En la panadería
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En el mercado
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Tomate maduro ....... 0,60/500g Cebolla..................... 0,69/kilo
Cruasanes
0,79 €
Tarta de chocolate
9,99 €
Pan integral
1,15 €
Judías Verdes........... 3,29/kilo Manzana roja .......... 2,99/kilo
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¿Qué Pasa? 2 © Edco
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¿Qué Pasa? 2 Photocopiable Worksheet
Unidad 4: La comprensión lectora
Read the poem and answer the questions in English.
Mi abuela es un hada
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Mi abuela Mariana, tiene una cana, cana canariera.
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Luego por la noche mi abuela me vela, un cuento me cuenta y cuando me duermo, me apaga la vela, Mariana mi abuela.
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Me enseña canciones, me ayuda a estudiar, dice poesías, solemos jugar.
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Yo la quiero mucho, yo la quiero tanto . . . Me ducha, me peina y me lleva al campo.
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Mi abuela Mariana, me cuenta los cuentos siempre a su manera.
(a) What is the relationship between Mariana and the narrator of this poem? (b) Name four things Mariana does for the narrator. (c) Identify two pieces of clothing mentioned in the poem. (d) Find two verbs in the infinitive form in the poem. (e) Find two stem-changing verbs in the present tense.
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Mi abuela Mariana, de paja el sombrero, el traje de pana, mi abuela Mariana no parece abuela, me parece un hada.
Gloria Fuertes
¿Qué Pasa? 2 © Edco
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Digital Resources
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Unidad 4: La Ropa TOPICS
TEXTBOOK REFERENCE
Student website Interactive language and grammar activities including:
• • • •
Mi uniforme La ropa En la boutique La moda
Access the interactive student website for Unit 4 via the links on pages 75 and 97 of the e-book.
• • • •
Mi uniforme La ropa En la boutique La moda
• • • •
Flashcards Spelling Multiple-choice quiz Matching
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Quizlet website Interactive language and grammar activities including:
Access the Unit 4 Quizlet website via the links on pages 75 and 97 of the e-book.
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Label the image Image match Fill in the blanks (with audio) Ordering/Sequencing
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RESOURCE AND TITLE
• • • • •
Mi uniforme La ropa En la boutique La moda
Page 81
Los adjetivos demostrativos
Page 79
Video La ropa
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La ropa
Page 95
Video worksheet Unidad 4 – La ropa
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La ropa
Access the worksheet via the e-book ‘Resources’ tab.
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PowerPoint – Vocabulary La ropa
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PowerPoint – Grammar Los adjetivos demostrativos
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Assessment of Learning: End of Unit Tests
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¿Qué Pasa? 2 Photocopiable Worksheet
UNIDAD 4 – Test your knowledge
(b)
el jersey
(c)
(d)
(f)
(i)
(j)
(g)
(h)
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(e)
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(a)
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el jersey, la camiseta, los vaqueros, los zapatos, la camisa, los guantes, el chándal, el pantalón corto, las sandalias, el abrigo, el cinturón, el vestido, la corbata, las zapatillas de deporte, el impermeable, la falda
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1. Label the items of clothing using the words below.
(l)
(o)
(p)
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(m)
(k)
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2. Complete the dialogue using the words below.
_____/15
talla, cuánto, puedo, azul marino, tarjeta, probadores ayudarle?
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Dependiente: ¿(a)
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Cliente: Sí, busco una chaqueta. Dependiente: Muy bien. ¿Cuál es su (b)
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Cliente: La 44.
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Dependiente: ¿Qué color prefiere?
Cliente: El (c)
. ¿Dónde están los (d)
?
Dependiente: Están a la derecha. Cliente: Me gusta esta chaqueta. ¿(e) Dependiente: Cuesta 79 €. ¿Quiere pagar con (f) Cliente: No, gracias. Voy a pagar en efectivo.
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cuesta? ?
_____/6
¿Qué Pasa? 2 © Edco
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¿Qué Pasa? 2 Photocopiable Worksheet
3. Fill in the blanks with the demonstrative adjectives: este/esta/estos/estas. (a)
gorras
(d)
sombreros
(b)
sombrero
(e)
bufandas
(c)
gorra
(f)
pantalones
(a) ¿Tú
(conocer) a mi hermano?
(b) Yo
(conocer) a Juan.
(c) Ellos
(conocer) la ciudad de Madrid.
(d) Nosotros
(saber) la verdad.
¿Vosotros no
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(saber) todas las respuestas. (saber) la dirección?
5. Translate the words into English. (a) el collar
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(e) Yo (f)
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4. Complete the sentences using the simple present tense of the verbs in brackets.
d
_____/6
_____/6
(d) la pulsera
(b) el anillo
(e) los pendientes
_____/5
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(c) el reloj
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6. Translate the sentences into Spanish. (a) I wear grey trousers and a blue jumper.
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(b) I don’t like my uniform.
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(c) We wear a black skirt, a white blouse and a red tie.
_____/12
Mi resultado
_____/50
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(d) How much is that green scarf?
¿Qué Pasa? 2 © Edco
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la chaqueta
la falda
el jersey
la blusa
las medias
los pantalones
la corbata
la camisa
los calcetines
Tom:
los zapatos
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Track 02.03, Page 79 A.6
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Track 02.02, Page 76 A.1
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UNIDAD 4
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Audio Transcripts
En mi colegio tenemos que llevar pantalones grises, una camisa azul, un jersey azul marino y zapatos negros.
Emma: Mi uniforme consiste en un jersey verde, una blusa blanca, una falda negra y medias negras.
Track 02.04, Page 81 B.1
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Para ir al colegio me pongo el uniforme que consiste en un pantalón negro, una camisa blanca, una chaqueta azul marino y una corbata roja.
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Mark:
el pantalón corto
las sandalias
el gorro
los vaqueros
el chándal
las chanclas
los guantes
el suéter
las zapatillas deportivas
la bufanda
el pijama
el traje de baño/el bañador
la gorra
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el vestido
la camiseta el abrigo
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el traje el impermeable
las botas
el cinturón
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Track 02.05, Page 82 B.3
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En mi colegio tenemos que llevar uniforme. El uniforme consiste en una blusa blanca, una falda azul y zapatos negros. También tenemos que llevar una corbata de color azul. Para la clase de educación física llevamos un chándal azul con zapatillas deportivas. Me gusta el uniforme porque es cómodo y bastante bonito.
©
Track 02.06, Page 83 B.5 Esta semana en la sección de ropa femenina les ofrecemos descuentos en blusas, pantalones cortos, faldas y camisetas. Además, les ofrecemos un veinticinco por ciento de descuento en vestidos. En la sección de calzado también tenemos ofertas en botas, sandalias y zapatillas deportivas. Las ofertas terminan este sábado a las nueve y media de la tarde.
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Audio Transcripts
Track 02.07, Page 87 C.2 Dependienta: ¿Puedo ayudarle?
Chica: No sé. Algo sencillo, de color negro. Dependienta: Pues aquí tenemos muchos vestidos negros. ¿Cuál es su talla? Chica: La 42. Dependienta: Bueno. ¿Le gusta éste? Está de rebajas esta semana. Chica: Sí, me gusta mucho. ¿Me lo puedo probar?
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Dependienta: Muy bien. Tenemos vestidos de todo tipo. ¿Qué estilo le gusta?
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Chica: Estoy buscando un vestido para llevar a la fiesta de cumpleaños de mi padre. Cumplirá cincuenta años este fin de semana y vamos a dar una fiesta en un restaurante.
Chica: Gracias, pero ¿cuánto cuesta? Dependienta: Tiene suerte. Con el descuento solo cuesta 53 euros.
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Chica: Muy bien, gracias. Me lo voy a probar.
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Dependienta: Claro que sí. Los probadores están ahí, al lado de los vaqueros.
Track 02.08, Page 88 C.3 Dependiente: ¿Puedo ayudarle? Felipe: Estoy buscando un chándal
Dependiente: Muy bien. Tenemos una gran selección. ¿Qué color quiere? Felipe: Quiero un chándal negro.
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Dependiente: ¿Le gusta éste? ¿Cuál es su talla?
Felipe: Sí, me gusta mucho. Mi talla es la mediana. ¿Cuánto cuesta?
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Dependiente: Cuesta 79 euros ¿Quiere pagar con tarjeta o en efectivo? Felipe: Voy a pagar en efectivo.
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Track 02.09, Page 89 C.4
Cliente: ¿Cuánto cuesta el jersey?
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Dependienta: El jersey cuesta veinte euros con cincuenta céntimos. Cliente: ¿Cuánto cuestan las zapatillas de deporte?
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Dependienta: Las zapatillas cuestan ochenta euros con noventa y nueve céntimos. Cliente: ¿Cuánto cuesta la falda? Dependienta: La falda cuesta sesenta y siete euros.
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Cliente: ¿Cuánto cuestan los vaqueros?
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Dependienta: Los vaqueros cuestan treinta y nueve euros con cuarenta céntimos. Cliente: ¿Cuánto cuesta el cinturón?
©
Dependienta: El cinturón cuesta quince euros con noventa y nueve céntimos.
Cliente: ¿Cuánto cuesta la bufanda? Dependienta: La bufanda cuesta once euros con setenta y cinco céntimos.
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¿Qué Pasa? 2
Track 02.10, Page 89 C.6 Vengan a Boutique Amelia en el centro de Lima. Estamos de rebajas. Tenemos descuentos en chaquetas, abrigos, impermeables, jerséis, pantalones y bufandas. Las rebajas continúan hasta el 31 de agosto. Vengan a vernos de lunes a sábado en la Plaza San José 22.
SABER
conozco
sé
conoces
sabes
conoce
sabe
conocemos
sabemos
conocéis
sabéis
conocen
saben
Track 02.12, Page 93 D.5 el reloj
el collar
el anillo
los pendientes
la pulsera
el bolso
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Track 02.13, Page 94 D.7
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CONOCER
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Track 02.11, Page 92 D.3
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Dependiente: Buenas tardes, señorita. ¿Le puedo ayudar? Carla: Sí. Quiero comprar esta falda, este collar y también el bolso rosa. Dependiente: Muy bien. ¿Es todo?
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Carla: Pues buscaba una chaqueta gris para llevar con la falda, pero no hay ninguna de mi talla. Dependiente: Lo siento. Como es primavera ahora, solo tenemos chaquetas de colores brillantes como rosa, azul claro y amarillo. Carla: Bueno. ¿Cuánto le debo?
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Dependiente: A ver… son sesenta y siete euros con veinte. Carla: Aquí tiene ochenta euros.
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Dependiente: Y, su cambio. Gracias.
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Solutions – Textbook
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UNIDAD 4 A.2 Verticales 1. medias 2. chaqueta 4. pantalones 5. jersey 7. falda 8. corbata
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Horizontales 2. camisa 3. blusa 6. calcetines 9. zapatos
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A.3 1. (c) 2. (a) 3. (d) 4. (b)
A.4
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1. black skirt, navy jumper, white socks and black shoes 2. It’s practical – she doesn’t have to think about what to wear in the morning. 3. grey trousers, white shirt, a tie 4. It’s uncomfortable. 5. They wear whatever they want. 6. She doesn’t like it./She thinks it’s old fashioned. 7. green jacket, white blouse, (checked/tartan) skirt, tie 8. (a) Está pasado de moda. (b) una falda de cuadros
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A.5
A.6
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1. blanca 2. negros 3. verde 4. blancas 5. roja 6. negras 7. grises 8. amarilla 9. azules 10. negra
Emma’s uniform
Mark’s uniform
grey trousers
green jumper
black trousers
blue shirt
white blouse
white shirt
navy jumper
black skirt
navy jacket
black tights
red tie
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Tom’s uniform
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black shoes
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A.8
1. esta falda
this skirt
6. estos pantalones
these trousers
2. esta chaqueta
this jacket
7. esta corbata
this tie
3. este jersey
this jumper
8. estas medias
these tights
4. estos calcetines
these socks
9. esta camisa
this shirt
5. esta blusa
this blouse
10. estos zapatos
these shoes
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¿Qué Pasa? 2
A.9 1. selling school uniforms 2. €18 3. €28 4. €55
B.2 1. (c) 2. (a) 3. (b)
d
B.3
blusa
blanca
falda
azul
zapatos
negros
2. falso 3. un chándal azul, zapatillas deportivas 4. Es cómodo y es (bastante) bonito.
B.4
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Color
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Uniforme
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1.
1. 50% 2. shoes 3. T-shirts 4. €39.50 5. Alicante 6. €34.80
B.5
✔
✔
✔
✔
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2. 25%
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1.
3. boots, sandals, runners
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B.6 C.1 A
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1. (d) 2. (f) 3. (e) 4. (a) 5. (b) 6. (c)
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1. a coat 2. red, blue, green and black 3. green 4. 38 5. beside the shoes 6. €89.50
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B
©
1. ¿Puedo ayudarle? 2. ¿Cuál es su talla? 3. ¿Me lo puedo probar? 4. ¿Dónde están los probadores? 5. ¿Cuánto cuesta? 6. Aquí tiene su cambio.
C.2 1. a dress 2. for her Dad’s birthday party (in a restaurant) 3. black 4. 42 5. beside the jeans 6. €53
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Solutions – Textbook
C.3 1. a tracksuit 2. black 3. Medium 4. €79
20,5
0€
11,7
9€
5€
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80,9
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C.4
67 €
9€
39,4
0€
C
15,9
C.6
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1. in the city centre. 2. jackets, coats, raincoats, jumpers, trousers, scarves 3. 31st of August 4. Monday – Saturday
at io
D.1
D.2
uc
1. Zara, Mango, Bershka, Pull&Bear, Stradivarius, Desigual, Manolo Blahnik, Massimo Dutti 2. on the 7th of January 3. the whole month of July 4. 27th of November 1940 5. shoes 6. the Canary Islands 7. He studied art. 8. He worked in a boutique. 9. 1973 10. $500 – $4,000
e
Ed
1. Paula Echevarría 2. El Rubius 3. Pablo Albuerne 4. Carolina Denia 5. Oviedo in Asturias 6. sandwiches (rolls) and tapas 7. as an actress and a model 8. three and a half million 9. Any three: mobile phones, watches, televisions, cameras and cars 10. over 40 million 11. Mijas, a town on the Costa del Sol 12. student’s own answer
Th
D.4
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1. conocemos 2. conozco 3. conocen 4. conoce 5. sabes 6. sabe 7. sé 8. sabéis 9. saben
D.6
Horizontales 2. collar 4. cinturón 5. guantes 7. bufanda 8. bolso 9. gorro Verticales 1. reloj 2. chanclas 3. pulsera 6. anillo
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¿Qué Pasa? 2
D.7
✔
2. gris 3. 67,20 €
D.8
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d
1.
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1. Spanish culture and indigenous cultures (like the Aztecs and the Maya) 2. for its colour and beauty 3. red, yellow, pink and light blue 4. white 5. It’s in the north east of Mexico. 6. a white blouse and a dark skirt (navy or black) 7. black or white shoes or boots 8. Because it’s very hot there. 9. beautiful beaches
D.9
na l
C
1. Compraré un abrigo, un gorro/sombrero y unos guantes. 2. El el verano llevaré pantalones cortos y una camiseta con sandalias. 3. Lleva un vestido rojo con zapatos negros y medias negras. 4. ¿Comprarás esas zapatillas deportivas? 5. Va a llevar unos vaqueros y una camisa azul a la fiesta. 6. ¿Dónde están los probadores? 7. Me gusta mi uniforme porque es cómodo. 8. ¿Cuánto cuestan esos pendientes?
D.10
©
Th
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at io
1. a month 2. in the summer 3. shorts, T-shirts, sandals and sunglasses 4. a jacket, jumpers and sweaters 5. a raincoat and an umbrella 6. a tracksuit and runners 7. Because Ireland is a good place for hiking and trying Gaelic sports, like hurling.
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¡Ponte a prueba! 4
Ire la n
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Solutions – Learning Diary Tests (a) el jersey (b) el pantalón/los pantalones (c) la camiseta (d) la corbata (e) la falda (f) el vestido (g) la camisa (h) los zapatos (i) las zapatillas deportivas (j) el abrigo (k) el reloj (l) el collar
2.
(a) ayudarle (b) talla (c) negro (d) probadores (e) cuesta (f) más
3.
(a) Esta (b) Estos (c) Este (d) Estas
4.
(a) sabe (b) sé (c) conozco (d) conocen
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1.
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Unidad 4, page 27
d
Solutions – Extension Activities E
J
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V
X
C
Q
W
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P
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1. pantalones 2. chaqueta 3. calcetines 4. camiseta 5. abrigo 6. blusa 7. cinturón 8. zapatos 9. corbata 10. camisa 11. vestido 12. chándal 13. impermeable 14. falda 15. traje
Unidad 4, page 28
Th
e
Students’ own answers.
Unidad 4, page 29
©
1. grandmother and grandchild 2. She tells stories, washes/showers the child, brushes the child’s hair, brings the child to the countryside, teaches the child songs, helps the child to study, recites poetry and plays with the child. 3. a hat, a suit 4. estudiar, jugar 5. cuenta, quiero, duermo
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d
Solutions – End of Unit Tests
Ire la n
UNIDAD 4
(a) el jersey (b) el pantalón corto (c) el cinturón (d) la corbata (e) los guantes (f) el vestido (g) las sandalias (h) los zapatos (i) las zapatillas de deporte (j) el abrigo (k) los vaqueros (l) el impermeable (m) la camisa (n) la falda (o) la camiseta (p) el chándal
2.
(a) Puedo (b) talla (c) azul marino (d) probadores (e) Cuánto (f) tarjeta
3.
(a) estas (b) este (c) esta (d) estos (e) estas (f) estos
4.
(a) conoces (b) conozco (c) conocen (d) sabemos (e) sé (f) sabéis
5.
(a) the necklace (b) the ring (c) the watch (d) the bracelet (e) the earrings
6.
(a) Llevo un pantalón gris y un jersey azul. (b) No me gusta mi uniforme. (c) Llevamos una falda negra, una blusa blanca y una corbata roja. (d) ¿Cuánto cuesta esa bufanda verde?
om pa ny
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1.
UNIDAD 5
(a) el hospital (b) la plaza de toros (c) el cine (d) la comisaría (e) la estación de ferrocarril (f) la iglesia (g) el banco (h) la oficina de correos (i) el estadio (j) el castillo (k) la fábrica
2.
(a) peluquería (b) supermercado (c) calle (d) semáforos (e) izquierda
3.
(a) the bakery (b) the jewellery shop (c) the butcher’s (d) the toy store (e) the hardware store (f) the shoe shop (g) the fish shop (h) the furniture store (i) the bookshop (j) the ice-cream shop
4.
(a) to the town hall (b) Go straight ahead, cross the square and take the first street on the right. (c) 15 minutes’ walk
5.
(a) in the north east of Mexico (b) in the suburbs of the city (c) His friends all live in the same area and there are good facilities in the area. (d) lively and noisy (e) a large supermarket, bars, a hair salon, a church, two schools, a market, a sports shop, a pharmacy and a pizzeria (f) metro and buses (g) There is too much traffic and it’s noisy.
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C
1.
6.
(a) décimo (b) tercer (c) segunda (d) quinto (e) primera (f) cuarto
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¿Qué Pasa? 2
UNIDAD 6 (a) hace buen tiempo (b) hace mal tiempo (c) hace calor (d) hace frío (e) hace sol (f) hace viento (g) hay niebla (h) hay tormenta (i) está nevando (j) está nublado (k) llueve mucho (l) está lloviendo
2.
(a) John es más alto que Mary. (b) Dublín es la ciudad más grande de Irlanda. (c) La película es mejor que el libro. (d) Sandra es tan divertida como Tom. (e) Es la chica más inteligente de la clase.
3.
(suggested solutions) (a) Hace buen tiempo en Málaga con temperaturas de 29 grados. (b) Está nublado en Bilbao hoy. (c) Hace sol y hace calor en Madrid. (d) Hay tormenta en Barcelona con temperaturas de veintiséis grados. (e) Está lloviendo en Vigo hoy. (f) Hay chubascos en Valencia con temperaturas de veintinueve grados.
4.
(a) Germany (b) United Kingdom (c) Holland (d) Switzerland (e) Poland (f) Sweden
5.
(a) francesa (b) cubanos (c) española (d) irlandés (e) griegas (f) peruano (g) china (h) españoles (i) inglesas (j) irlandesas
om pa ny
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1.
UNIDAD 7
(a) departures (b) arrivals (c) check-in (d) lift (e) platform (f) luggage (g) suitcase (h) return ticket (i) parking (j) air conditioning (k) safe (l) single room
2.
(a) It is by the Caribbean Sea, on one of the most beautiful beaches on the coast of Colombia, only 15 minutes from the historic centre of Cartagena. (b) four (c) the beach (d) 7:00am (e) Colombian food (f) 10:00pm (g) on Fridays and Saturdays until midnight (h) people over 60 years old (i) It’s free.
3.
(a) He comprado los billetes. (b) Hemos hablado con el/la profesor/a. (c) Ha salido con Tom. (d) Han hecho los deberes. (e) ¿Has comido la pizza?
4.
(a) reservar (b) un billete de ida (c) enero (d) hora (e) primero (f) sale (g) llega (h) cuesta (i) euros (j) pagar
5.
(a) Acabo de llegar a Madrid. (b) Quieren volver a Barcelona. (c) Mi hermano tiene que comprar un billete. (d) El tren suele salir a las cinco.
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Solutions – End of Unit Tests
UNIDAD 8 (a) una oveja (b) una cabra (c) un pavo (d) un cerdo (e) un caballo (f) una vaca (g) un pato (h) un pollo
2. Monté a caballo.
(b)
Fui de camping.
(d)
Hice un castillo de arena.
(f)
Hice turismo.
(a)
Tomé el sol.
(c)
3.
Tomar
Vivir
yo
tomé
viví
tú
tomaste
viviste
él/ella
tomó
nosotros/nosotras
tomamos
vosotros/vosotras
tomasteis
ellos/ellas
tomaron
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(e)
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Hice deportes acuáticos.
d
Letra
om pa ny
1.
vivió
vivimos
vivisteis
vivieron
(a) fui (b) estuvo (c) hiciste (d) tuvimos (e) visteis (f) alquiló (g) nos alojamos (h) visitaron (i) comí (j) salieron
5.
(a) the sea (b) the deck chair (c) the towel (d) the rucksack/backpack (e) the sleeping bag (f) the tent (g) the sun umbrella (h) the sand (i) the cow (j) the farm
6.
Students’ own answers.
1.
at io
UNIDAD 9
(a) una foca (b) un oso (c) una cebra (d) una jirafa (e) un tiburón (f) un tigre (g) un mono (h) un león (i) un elefante (j) un lobo
uc
2.
Número (c)
Feliz año nuevo
(f)
¡Felicidades!
(e)
Feliz Navidad
(a)
Te quiero mucho
(b)
Feliz cumpleaños
(d)
e
Ed
¡Buena suerte!
Th ©
3.
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C
4.
(a) Mi hermano lo vende. (b) La niña la bebe. (c) La abrí ayer. (d) Mi abuelo los come. (e) La compramos para Lucía. (f) Mañana los compraré. (g) La envié a Nora. (h) No las veo. (i) Lo estamos comiendo./Estamos comiéndolo. (j) Yo quiero comprarla./Yo la quiero comprar.
4.
(a) fui (b) jugué (c) hice (d) charlé (e) me quedé (f) toqué (g) vi (h) salí (i) comí (j) estudié
5.
(a) ¿Quieres venir al cine este viernes? (b) Lo siento, no puedo ir el viernes. (c) ¿Quieres ir el sábado? (d) Sí, ¡por supuesto! (e) ¿Quedamos a las siete y media? (f) Perfecto. ¿Dónde quedamos? (g) ¿Quedamos en mi casa?
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¿Qué Pasa? 2
UNIDAD 10 1.
(a) la cabeza (b) el cuello (c) el hombro (d) el pecho (e) el estómago (f) el brazo (g) la mano (h) la pierna (i) el tobillo (j) el pie
2.
(a) siento (b) duele (c) tos (d) Tienes (e) garganta (f) resfriada (g) jarabe (h) agua
(g)
2. (f)
3. (b)
4. (e)
5. (a)
6. (c)
7. (d)
d
1.
Ire la n
3.
(a) duele (b) duelen (c) duele (d) le (e) te (f) les (g) nos (h) duele
5.
(a) la venda (b) las muletas (c) el champú (d) el cepillo de dientes (e) la pomada (f) las tiritas (g) las pastillas (h) el protector solar
6.
(a) íbamos (b) jugaba (c) hacía (d) vivías (e) salíais (f) tocaba (g) veíamos (h) estaba (i) era (j) nadaban
of
4.
om pa ny
UNIDAD 11
(a) la camarera (b) la periodista (c) la socorrista (d) la albañil (e) el dependiente (f) el granjero (g) la bombera (h) el peluquero (i) la fontanera (j) el enfermero
2.
(a) irían (b) saldría (c) haría (d) trabajaríais (e) venderían (f) viviríamos (g) vendría (h) hablaría
3.
(a) to sweep the floor (b) to do the laundry (c) to vacuum (d) to feed the dog (e) to clear the table (f) to make the bed (g) to cut the grass (h) to iron (i) to throw out the rubbish (j) to tidy my bedroom
4.
(a) Nunca trabaja./No trabaja nunca. (b) Nadie habla con John./No habla nadie con John. (c) No como ni pan ni mantequilla. (d) No tenemos nada. (e) Tampoco beben café.
5.
Students’ own answers.
1.
at io
UNIDAD 12 (a)
uc
(b) 17:45 (c) verdadero (d) su primo
✔
✔
✔
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(a)
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Question 2
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1.
✔
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(b) roja (c) hockey
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