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IB Spanish Ab Initio - Lesson Plan Example

This lesson plan aims to teach students about urban and rural environments. It focuses on describing cities and towns. Students will learn to name and locate common buildings and shops. They will also practice expressing opinions about what they like and dislike in their own cities. Key linguistic objectives are using prepositions of location and the "hay/no hay" structure. The plan includes warm-up discussions, an analysis of photos of Spanish cities, listening practice with a description of a city, map activities to practice locations, and a cultural presentation on Barcelona.

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M CELESTE G TENORIO
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1K views3 pages

IB Spanish Ab Initio - Lesson Plan Example

This lesson plan aims to teach students about urban and rural environments. It focuses on describing cities and towns. Students will learn to name and locate common buildings and shops. They will also practice expressing opinions about what they like and dislike in their own cities. Key linguistic objectives are using prepositions of location and the "hay/no hay" structure. The plan includes warm-up discussions, an analysis of photos of Spanish cities, listening practice with a description of a city, map activities to practice locations, and a cultural presentation on Barcelona.

Uploaded by

M CELESTE G TENORIO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Lesson Plan

Topic : Urban and Rural environment Date :


Theme: Town and services
In this lesson, students will be able to…
Communicative objectives:
 Describe their city and district
 Name and locate shops and buildings in a city
 Express their opinions (what they like/don’t like about their city)
Linguistic objectives:
 Use prepositions of localisation (near, far, on the left, right etc.)
 Use the structure “hay/no hay”
Socio cultural objectives:
 Understand how the city of Barcelona was built and compare it with their own

Teacher guide Required


material

Teacher Students

Pre- 1/ Mini discussion to warm up to the theme: ask 1/ students think and participate.
activity where students live and what they like / don’t like
about their district. Give them 1 minute to think before
answering.

As they talk, write down the vocabulary of the city they Students write down the vocabulary.
are using.

Activity 2/ On the board, project a picture presenting a 2/ Students analyse the document, work Authentic flyers
Spanish city (could be a flyer taken at the office of on the work sheet, collaborate to find if possible of
tourism). Make sure the flyer has pictures of the city answers. Spanish cities.
that we could discuss (road, river, shops etc.). Ideally,

Page 1
Lesson Plan

we could make groups and each group would have a


flyer (authentic document) to look at.
Work sheet

As they discover the flyer, give them a question sheet


to do. Exemples of questions:
 What document is it?
 What do you see in this city? (River shops
bridge etc.)
 Which city is it? (Here, teacher gives more
explanations about the city, where it’s located
in Spain …)

As we go through the sheet, introduce the structure


“hay (there is/are) / no hay ”

3/ Give 3 minutes for a think, pair, share activity: ask


students to think about their district and say what 3/ Students think and talk.
things they can find there. Re-use the vocabulary just
seen.

Teacher guide Required


material

Teacher Students

Activity 4/ Listening: Have an audio file on which someone 4/ students listen to the audio file and Audio file or
expresses their opinion about the city they live in and work on the work sheet. video
uses some preposition of localisation (near, far, on the
Work sheet

Page 2
Lesson Plan

left etc.)
Have a sheet for students to work on.

Continue on the preposition of localisation. Students write down the vocabulary of the
preposition of localisation unless teacher
Have a map and students will have to find where the
gives them a sheet.
shops are.

5/ Students work together. Copies of


5/ Speaking: make groups of 2. Each one will have a
speaking activity
map. They have to tell their partner where their shops
(maps)
are and their partner must locate those shops on their
map.

6/ Do more exercises to further the learning of those Student books


new concepts.

7/ Cultural: teacher presents the city of Barcelona Video if possible


(have a video if possible), how the city is divided in 7/ Students listen, brainstorm, ask
hexagons. Teacher asks students to brainstorm questions.
attractions or famous buildings they can find in
Barcelona before presenting them to class.

Project: Ask students to create a presentation describing their city and area.
 Where do you live?
 What can we find in your city? What can we find in your area?
 What things do you like / don’t like in your city? Why?

Page 3

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