Amy Bastarache
TE 408
Lesson Plan
Unit: Hobbies/Pastimes
Topic: Discussing what sports we like to play
Date: Week 1, Wednesday
Level: Spanish I
Objectives: Students will use the new vocabulary to discuss their own and their classmates’
preferences and compare them with the target culture.
ACTFL Standards: 1.1, 2.1, 4.2
MI Standards: 1, 2, 3, 4, 6, 9
Grammatical Concepts: Expressing likes and dislikes; using the verb “jugar;” asking and
answering questions
Vocabulary: Verbs: jugar, gustar; Sports vocabulary: names of sports (learned previous day)
Cultural Topics: Students will brainstorm about whether people in Spanish speaking countries
would have the same preferences as they do in terms of favorite sports to watch/play.
Realia/Resources: None needed for this lesson.
Input: Students will need to recall the vocabulary for different sports, be able to phrase and
respond to questions, and express their preferences.
Presentation: I will review the verb “gustar,” which students learned in the previous units and
we will also review the vocabulary that they learned the day before.
Check for Understanding: I will ask some students questions, which they will answer by
saying what they like or don’t like – the main practice will be the info gap activity.
Guided Practice w/modeling: Students will do an info-gap activity during which they will
question one another about their likes/dislikes and what sports are their favorites to
watch/play. I will model this in the questions I ask them before the activity, and I will
also lead them through the first example on the sheet.
Cooperative Learning Structures: I will circulate the room, listening to students as they
question and respond to one another, making sure they are staying in the TL, answering
questions, correcting mistakes, etc. The activity deals with students expressing their own
preferences, so they should be interested enough to participate and give their opinions.
Group Procedures: Students will walk around the room as they question one another, so that
they get to burn some energy and get a variety of opinions from different classmates.
Feedback: I will give students feedback during the activity, if I hear them making mistakes or
saying something well, I will give them feedback accordingly. I will also give them
feedback on how much they stay in the target language.
Independent Practice: Students will complete a worksheet on their own as homework that will
review the use of gustar and sports vocabulary. We will go over the worksheet in class
the following day.
Closure: We will tally the results that students got from the activity and brainstorm about
whether or not students in a Spanish speaking country would get the same results.
Time Limits: Bellringer/Warm-up (5 min)
Review gustar (10-15 min)
Info-gap w/explanation and modeling (20 min)
Amy Bastarache, 2007
Tally results as a class (5-10 min)
Discuss possible Spanish speaker results (5-10 min)
Free Write (10 min if time remains)
Explain homework (2 min)
Warm-up/Bellringer: Students will list as many sports in the TL as they can without looking at
their notes (learned the previous day). They will also complete the following sentences
using the correct form of gustar:
- A Mario, le ____________ (gustan) los cacahuates.
- A ti, te ___________ (gusta) el color azul.
- A nosotros, nos _____________ (gusta) leer.
- A mi, ____ (me) _____________ (gustan) las galletas.
- A ellos, ______ (les) ___________ (gustan) los caballos.
Major Activities:
1. Warm-up: Students will complete these tasks while I take attendance. We will go over
them as a class, which will lead us into review for the info-gap activity.
2. Review vocabulary from previous day. I will ask various students to tell me one or two
words that they remember. I will ask other students to tell me what they mean, or who
plays that sport, etc. In this way, we will review most, if not all, of the sports vocabulary.
3. Review gustar. We will go through the questions that students completed for their
bellringer, which will bring up most of the major points to review about the verb gustar
(“to like”). I will be sure to point out that the verb correlates with the direct object –
whatever is being liked – and not with the subject – the one doing the liking. The pronoun
matches the subject and the verb matches the object, which is backwards from how the
verb usually behaves in Spanish.
4. Pose questions to some students about their likes and dislikes. Make sure to incorporate
all the various subjects/objects for practice.
5. Hand out Info-Gap activity worksheet (below) and explain directions. Students will
circulate the room, posing each question to a different person and recording their results.
6. Model activity for students. Ask for a volunteer. Pose 1st question to that student; they
will respond. Record response, and have them pose a question to me and record my
response.
7. Students will complete the activity. Circulate classroom, checking for pronunciation,
target language use, errors, and students doing the activity correctly. Make sure students
are asking each question to a different person.
8. Students return to their seats.
9. Go through questions one by one, tallying student responses – students will respond
based on what they recorded, not what they responded.
10. Discuss results as a class – would students in a Spanish speaking country get the same
results? Why do or don’t they think so?
11. If there is time, students will do a free write, during which they will write about whatever
they want, but they must write for 10 minutes straight. This is to practice fluency and
writing.
12. Pass out homework (“El verbo gustar,” below) and explain. Students may begin working
if there is time remaining.
Adaptations for Special Needs: I may allow students to work in partners instead of having them
ask a different person for each question, as that may be overwhelming to some students. I
Amy Bastarache, 2007
may also put up an overhead with the names of the sports in Spanish and pictures, so
students don’t have to recall them all spontaneously (even though most are cognates).
Possible Extensions: We are already planning to discuss whether or not students think that
Spanish speakers would get the same results, and I could extend that by asking them to
predict what the results of Spanish speaking students would be. At this point in the unit,
students are not going to know much about the hobbies and pastimes of people in Spanish
speaking countries, but they will have some prior knowledge. Another possible extension
is to save their predictions and revisit them at the end of the unit, after students have
spent several weeks learning about the hobbies and pastimes of Spanish speakers, and see
if they would make any changes to their predictions. It would also be really neat to find a
class in a Spanish speaking country and have them take the same survey and see what
their results really are.
Amy Bastarache, 2007
Nombre ____________________________________ Fecha __________ Hora ______
¿Qué prefieres tú?
Instrucciones: Pregunte a tus compañeros las preguntas siguientes. Pregunte cada
una a una persona diferente, y escriba las respuestas y el nombre de la persona en el
espacio blanco.
Ejemplo: Persona 1: ¿A ti, te gusta andar en patineta?
Persona 2: Sí, a mí me gusta andar en patineta? o
No, a mí no me gusta andar en patineta.
Persona 1 rodea (circles) la respuesta correcta y escribe el nombre de la
persona 2.
1. ¿A ti, te gusta el baloncesto? (Sí / No) ________________
2. ¿A ti, te gustan los deportes? (Sí / No) ________________
3. ¿A ti, te gusta nadar? (Sí / No) ________________
4. ¿A ti, te gusta jugar el fútbol? (Sí / No) ________________
5. ¿A ti, te gusta ver los partidos de béisbol? (Sí / No) ________________
6. ¿A ti, te gusta más el fútbol o el fútbol americano? ___________________________
7. ¿A ti, te gusta jugar el golf? (Sí / No) _________________
8. ¿Cuál es tu deporte favorito jugar? ______________________________________
9. ¿A ti, te gusta jugar el voleibol o el hockey? ________________________________
10. ¿ A ti, te gusta hacer ejercicios? (Sí / No) ____________________
11. ¿A ti, te gusta ver la lucha libre? (Sí / No) ____________________
12. ¿A ti, te gusta jugar el tenis? (Sí / No) ___________________
13. ¿Cuál es tu deporte favorito ver (en la tele o en vivo)? _______________________
14. ¿A ti te gusta correr? (Sí / No) ________________
15. ¿A ti, te gusta andar en bicicleta? (Sí / No) __________________
Amy Bastarache, 2007
Nombre ____________________________________ Fecha __________ Hora ______
El Verbo Gustar
Lee las siguientes frases y escribe el pronombre y la forma correcta del verbo “gustar”
en los espacios blancos.
1. A mi hijo no ______ ______________ los cacahuates.
2. A mi ______ _______________ la película Selena.
3. A ti, ¿______ ________________ las hamburguesas con queso?
4. A nosotros ______ ________________ ir a la playa.
5. A mis amigos _______ ________________ las películas de horror.
6. A mi no _______ ________________ los perros grandes.
7. A mi esposo _______ _______________despertarse muy temprano.
8. A nosotros ______ _______________ el restaurante Los Tres Amigos.
9. A ellos no ______ _______________ ir a la escuela.
10. A ti, ¿______ _______________ la clase de español?
Ahora, escribe siete frases como las anteriores, usando el vocabulario de los deportes.
Incluye a lo menos una que usa cada pronombre (me, te, le, nos, les).
1. ________________________________________________________.
2. ________________________________________________________.
3. ________________________________________________________.
4. ________________________________________________________.
5. ________________________________________________________.
6. ________________________________________________________.
7. ________________________________________________________.
Amy Bastarache, 2007