This lesson plan outlines activities for a Spanish class focusing on giving commands and seeking advice, including warm-up exercises practicing related vocabulary, an activity where students ask each other for directions in pairs, reading and analyzing a text and categorizing commands, performing scenarios in groups, and homework reviewing grammar and writing a composition giving advice to visitors. Cultural and group activities are emphasized to develop communication skills across interpretive, interpersonal and presentational modes.

1. Sample course 3 – Span 120- Chapter 6
Lesson Plan Three
Objective of the day: Giving commands/seeking advices:
♣ While you are looking for directions to get to a specific place,
♣ While you order food in a restaurant
♣ Vocabulary and Grammar related to giving affirmative+negative
commands/seeking directions/ irregular verbs
Activity 1: Material -Daily routine
Warm-up: 5 mn -vocabulary/grammar of the day is written on the board
Books: -Questions related to directions : p.334 map-picture of the book
‘Impressiones ‘Dímelo tú’ in transparency for the students and using
’ ‘Dímelo tú’ vocabulary on directions p. 205 (in Impressiones): the teacher
Map in asks the students: ¿Donde está la iglesia? ¿Cómo vas de la
Transparency iglesia a la librería?
Chalk+Board
Activity 2: Material Asking/giving directions: groups interactions. The bodily-
Input-output kinesthesique and interpersonal modes are emphasized.
a- Pre-task: Book: Analisis-reflection: intrapersonal intelligence.
2mn Impressiones a1) The teacher asks students : ¿En qué restaurante te gusta ir?
b- Task:10 mn Chalk, Board Está lejos o cerca de la universidad ? Desde la universidad,
c-post-task: como llegas al restaurante?.. Dobla a la derecha, o a la
5mn izquierda, etc. ¿Como vas de tu casa al cine?
b1) Students write down a few places where they like to go to,
b2) speed-dating game: the students form an inside-outside
circle, and in pairs, they ask each-other where they like to go,
and explain to each other how to get there in Spanish. Every 15
seconds, they have to change partner. They can use the
vocabulary on board.
c1) report to the class, and categorize directions and commands
used.
c2) reflection: teacher asks: how do you form affirmative
commands? And irregular verbs. They Classify it on the board.

2. Activity 3: Material Input: reading-analisis. Mecanical output: involving
input-output logical/mathematical intelligence
a) Pre-task: Book: (Classification/categorization). Analisis-Self-Reflection:
3mn Impressiones intrapersonal intelligence
b) Task: 5mn Chalk, board a) read individually the text p. 201: recomendaciones para los
c) Post- estudios.
Task:5mn b) in groups of three: find the main ideas of the text, and fill up
the table related to the text (paso1). Then, categorize
affirmative/negative commands of the text.
c) report on the board+ reflection: how do you form commands
in the negative form?
Activity 4: Materials Objective: Performance-Scenario applying the concepts,
Performance Book: allowing the students to self/other evaluate their learning
a) pre-task: ‘Dímelo tú’ potentials.
5mn paper, pen a) The students form groups of 4, and prepare for a Scenario
b) task: 10mn activity: ‘los consejos’: choose A or B p.440, or p.339 A or B,
c)post-task: from ‘Dímelo tú’. To prepare for the performance, each person
5mn of each group has a different role: the writer, the director, the
two actors.
b) Performing the scenarios
c) Reflection: review of the vocabulary/grammar/ linked to the
comhensibility/meaning in the dialogues.
Homework: Material ♣ review grammar on commands, + exercises Impressiones
p.201-203
Book: ♣ grammar on direct object pronom, + exercices on
Impressiones Impressiones p. 199, (6.11) paso2 (me/te), (6.12) paso 1
(nos/los/las), p.200 paso 2 (los/la), paso 3, paso 4.
♣ Write the first draft of your Composition (in 300 words):
Theme: Tu tía y su amiga vienen a visitarte y quieren
aprovechar para visitar tu ciudad. Cada una tiene gustos
differentes. ¿Qué consejos le vas a dar a tu tía? Y a su amiga ?
Y a los dos ? (use affirmative and negative commands).
¿Adonde pueden ir para pasar un buen tiempo? ¿En qué
restaurante pueden comer? ¿Qué les aconsejas/desconsejas
comer ? (in english: eat this.. don’t eat that..)
Cultural content:
The inter/intrapersonal and naturalist contextualized intelligences are sollicited. It is strongly
Cultural oriented, since the activities are group-activities, and help students develop their sense of
community. The objective of each main activity is to apply the communicative mode in all its
three dimensions: the interpretive, the interpersonal and the presentational mode.
Self-reflections/connections to other content areas:
Geography, spatial-orientation and gastronomy.