SPA 102: Elementary Spanish 2 lesson plan

Instructor: Roman Soto

Teaching Method: Hybrid: Flipped method and communicative approach
Class session: 75 minutes
Class size: 27 students
Book: Portales 1 Instructors manual, José A. Blanco

Online material: VHL Central

Lesson 7: La rutina diaria

Learning Objectives:
-Review of vocabulary: Vocabulario de la rutina diaria.
-Describe your daily routine, talk about personal hygiene, reassure someone.
-Preterite of the verbs “ser” & “ir”
-Practice the verb “gustar”.
-Learn more about Peru
-Learn indefinites and negatives

Learning Outcomes:
-Student will describe their weekend routines.
-Student will learn to ask and state other peoples routines.
-Student will have the ability to talk about daily routines in detail using the
reflexive verbs.

-Students will have a broader understanding of Peru.

-Students will express indefinite and negative terms.
-Students will know to express what they like and dislike.

Materials:
-Power Point Presentation
-Handout with information about information hunt activity
-Youtube video of the song “me gustas tu” by Manu Chao
 Name of Activity Description of activity and steps Materials &
and related Time technology used
enabling
objective(s)
Warm-up: Classroom
Computer, Youtube,
12:15 – 12:20 Music video: Manu This song contains lyrics that express material covered in this Projector &
pm Chao – “Me gustas lesson such as the verb “gustar” (to like) and verbs in the PowerPoint
tu”. infinitive which the students should be familiar with. (slide 1)

12:20 – 12:25 Discuss song and its The students are asked to mention content they recognize in
pm content the song that we have covered in class and content they
already know.
 Verb “gustar”
 “Que hora son” (time?)
 Verbs in infinitive
Students are encouraged to ask questions on content they did
not understand.

12:25 – 12:28 Palabra del día Word of the day is “bostezar” (to yawn). Students are given PowerPoint
pm (Word of the day) the word of the day and ask to think about it for about 20sec, (slide 2)
then they are asked to guess what they think it means. They
are shown a picture that depicts the action, followed by a
sentence in the target language containing the word with a
translation under it. This word relates to the theme of the
lesson.

Content PowerPoint
(slide 3)
12:29 – 12:35 Talk with a Students are instructed to find a partner and talk about their
pm classmate weekend routine. They are instructed to use vocabulary from
the lesson, the preterite of the verbs “ser” and “ir”, shopping
(from the previous lesson) and verbs like “gustar”. Prompt for
activity is displayed on PowerPoint presentation.

12:35-12:40 Share with class Students are asked to volunteer to share their daily routine
pm during the weekend. If no one volunteers, random students are
asked to do so.

PowerPoint
12:40 – 12:41 (transition to next Peru is the country that is part of the cultural content in this (slide 4), Handout
pm activity) chapter and students have been assigned videos with with
information about Peru. They are asked to imagine being in information.
Peru and staying with a host family how would their routine
be. They are then given a handout titled student 1 and student
2.

12:41 – 12:55 Information hunt Students are instructed to find a partner, if they are student 1
 pm they must find student 2 and complete the table that contains
their pretended daily routine and that of their host family in
Peru. They must ask questions these questions in Spanish.
12:41 – 12:55 Information hunt Sample question is shown on PowerPoint and require students
pm to ask what part of their and the host family’s routine was PowerPoint,
done and the time. Handout with
information.

12:55 – 1:00 Share with class Questions are asked about the family’s routine by specifying Handout with
pm who? And time? Students volunteer to give an answer. If no information.
student volunteers they are asked at random.

1:00 – 1:05 ¿Qué mas hiciste? Students are asked to find other activities that they would have PowerPoint
pm (what elese did you done while in peru. They must specify: Why? When? With (slide 5)
do) who? How much they spent? And did they enjoy it?

1:00 – 1:10 Share with class Answers about student’s choice of activities are given by
pm selecting students at random.

1:10 – 1:15 Verbs “ser”&”ir” Students are shown the verbs “ser” and “ir” which in the PowerPoint
pm preterite are written exactly the same however meaning is in (slides 6&7)
the context of “to be” and “location”.

1:15 – 1:16 Identify if the verb is Slide 8 contains the instruction for the activity in which the PowerPoint
pm “ser” or “ir” students must identify if the past tense of the verb is “ser” or (slide 8)
“ir” depending in the context of the sentence.

1:16 – 1:20 Identify if the verb is Students take a few minutes to identify the verb on five given PowerPoint
pm “ser” or “ir” sentences. Volunteers are asked to say their answer. (slide 9)
1:20 – 1:25 Review of Indefinite A brief review of the indefinite and negative words in Spanish PowerPoint
pm and negative words with an activity in which the students are asked to change the (slides 10&11)
meaning of a sentence in to negative using the learned
vocabulary.
1:25 – 1:30 El Cascarrabias Students are asked to use the negative words to describe a PowerPoint
pm (Curmudgeon) grouchy person that does not like many things. In this activity (slide 12)
they use the negative for the verb “gustar”.

1:30 pm Homework reminder Students are reminded of the homework required for the next PowerPoint
class period. The cultural information in the book as well as (slides 13&14)
the activities in VHL Central.