Spanish Lesson Plan – Lesson 2

Curriculum (Learning) Area of Lesson: Languages (Spanish)

Specific Topic of Unit: Mi Casa Es Tu Casa
Year Level/s: 4
Lesson Theme: Me Gusta / No Me Gusta continued

Learning Objectives: ACARA

Band: Years 3 - 4
Pathway: Second Language Learners
Program: Language as a Subject
Achievement Standard: L2 – 1
Achievement Standard outcomes embedded in this lesson:
 Students interact with teachers and peers in classroom routines, action-related talk and play
 They use formulaic expressions when participating in classroom routines and collaborative activities

Content Descriptions:
Australian Curriculum Year 3 - 4 Languages (Spanish), Communicating, Socialising:
 Interact with teacher and peers to exchange information about aspects of their personal world such as school,
home, everyday routines and favourite pastimes (ACLSPC27).
 Participate in everyday classroom exchanges such as responding to simple questions, asking permission,
requesting help, asking how to say or write something, asking for repetition and complimenting others
(ACLSPC129).

Australian Curriculum Year 3 - 4 Languages (Spanish), Communicating, Informing:

 Gather and share information from peers and from texts relating to the Spanish-speaking world and to areas such as
home, school, routines, responsibilities and interests (ACLSPC130).

Australian Curriculum Year 3-4 Languages (Spanish), Understanding, Systems of Language:

 Experiment with Spanish pronunciation, intonation and spelling rules, including patterns associated with questions
and statements (ACLSPU138).

As a result of engaging with the lesson or task, students will:

understand that

1. Our interests and preferences shape us as individuals.

Know Be able to (do)

1. Specific vocabulary relating to what we like and don’t
like: “Me gusta” (“I like”), and “No me gusta” (“I don’t like”).
2. The grammar structure needed to ask and respond to
questions of likes and dislikes: “¿Te gusta?” (Do you like?),
and “(No) Me gusta” (I (don’t) like).
Essential Question/s
1. With repetition and modelling, choose the appropriate
vocabulary word to describe their likes and dislikes.
2. Attempt to replicate pronunciation of targeted Spanish
vocabulary.

1. How do we exchange information about ourselves with other people?

Lesson Plan Materials Required
Lesson Sequence

Introduction & Warm Up (5 minutes) – Teacher Directed

Greet the class in Spanish. E.g. “Buenos días, clase”.

Ask the class how they are feeling today: “¿Cómo estás?. Revise prior vocabulary, such
as “Estoy bien/regular/mal” (I am good/okay/bad). Introduce new vocabulary: “Estoy
cansado/a” (I am tired (male/female)) and “Estoy enfermo/a” (I am sick (male/female)).
Use hand signals (thumbs up, to the side, and down, hands like a pillow, and hand
covering a cough) to help with understanding and translation.

Guided Discovery (10 minutes) – Teacher Directed

Revise the phrases used to ask and respond to questions about personal likes and
Song displayed on Interactive
dislikes – “Me gusta” (I like), No me gusta (I don’t like), and the questions ‘¿Te gusta?’
Whiteboard (IWB).
(Do you like?) and ‘¿Le gusta? (Do they like?). Use body language to help the students
https://youtu.be/fGsQaqViiwU
differentiate between me gusta and no me gusta (head nodding or head shaking).

Watch ‘Me gustas tú’ video, and get students to pay particular attention to the pictures on
the left. Ask the students what the singer likes: “¿Qué le gusta the singer?” (rain,
motorbikes, mornings, travelling, etc.). Point out that ‘me gustas’ is not actually correct,
but it fits in with the song better.

Exploration (25 minutes) – Student Directed

Game 1 – ¿Quién le gusta? Bingo-Style card with
Introduce students to the bingo-style activity. Students will be given a sheet of paper with activities
a list of activities and their pictures on it. Their task is to go around to each person in the
classroom and ask their peers if they like doing the activities, using ‘¿Te gusta (activity)?’.
Their peers will either answer ‘Sí, me gusta’ (yes, I like it) or ‘No, no me gusta’ (no, I don’t
like it).

Each name can only be written down for one activity, and so this requires students to ask
each other student whether they like or dislike the activities.

All speaking is to be done in the target language (Spanish), rather than in English.
Teacher will reinforce growth mindset, and to have a go at pronunciation, even if the
students are not sure.

Game 2 (if time permits) - ¿Le gusta?

A series of pictures are displayed of characters doing activities. Pluses and minuses are Pictures displayed on IWB.
displayed in the corner, to indicate that the character does, or does not, like the activity
they are doing. Students will work in pairs to answer if the character ‘le gusta’ or ‘no le Mini whiteboards
gusta’ doing the activity. Answers are to be recorded on the mini whiteboards.

Conclusion (5 minutes) – Teacher Directed

Ask students to volunteer what they learned in this lesson. Discuss with the class:
 How can we ask someone if they like something or not?
 What word do we use when we’re talking about ourselves and what we like?
When we’re talking to a friend? When we’re talking about someone else?

Farewell the class, using “Hasta luego” (see you later) and waving goodbye, and ask
them to repeat the actions and words as they finish the class.
 Appendices

Appendix 1 – Game 1: ¿Quién le gusta?

Jugar el béisbol Tocar la guitarra Hacer surf Cantar

Mirar la televisión Comer pizza Leer el periódico Hacer la tarea

Escuchar a la música Bailar Correr Pescar

Comer coles de Nadar Reglar las plantas Pasear al perro

Bruselas

Ir al cine Cocinar Hacer matemáticas Acampar

Jugar el béisbol Tocar la guitarra Hacer surf Cantar

Mirar la televisión Comer pizza Leer el periódico Hacer la tarea

Escuchar a la música Bailar Correr Pescar

Comer coles de Nadar Reglar las plantas Pasear al perro

Bruselas

Ir al cine Cocinar Hacer matemáticas Acampar

Appendix 2 – Game 2: ¿Le gusta? Display

https://en.islcollective.com/resources/printables/worksheets_doc_docx/likes_and
_dislikes/present-simple-likes/8825
Appendix 3 – Checkbox Assessment Sheet
Student Name Level of Participation
(Students had a go at the
activity, and attempted
pronunciation, even of
unfamiliar words)
Circle
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Level of Grammar Phrase Use
Demonstrated
(Remembering and using ‘¿Te
gusta?’ and ‘(No) Me gusta’)
Circle
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident
Needs Support / Developing / Confident