Beacon Lesson Plan Library


Amy Jones


This activity is a great way for the teacher and the students to get to know one another on the first day of a new class. It also enables students to communicate with others that speak another language, specifically, Spanish.


The student interacts in the target language in a number of true-life situations chosen from a variety of contexts (e.g., asking for information).


-Overhead projector
-Overhead transparency
-List of Spanish/English vocabulary to be used in lesson
-Interview Sheet
-Vocabulary Practice Worksheet


1. Select appropriate situational transparency or write the Spanish/English vocabulary on the transparency.
2. Set up the overhead projector.
3. Make enough copies of the vocabulary practice sheet and the interview sheet, so that each student will have a copy of each one.


NOTE: This lesson instructs and assesses on only one true-life situation interaction.

1. Introduce yourself to the class in English and then in Spanish.

2. Direct studentsí attention to the transparency on the overhead projector.

3. Pronounce the Spanish vocabulary words and phrases that are used when greeting or meeting someone new.

4. Have students repeat the vocabulary words and phrases several times, modeling the teacherís correct pronunciation of the vocabulary.

5. Ask the students for information in Spanish and have students respond in unison with the correct answer to the question in Spanish. The roles are reversed, and the students ask for information in Spanish, and the teacher then responds in the target language.

6. Walk around the room and ask each student, Como te llamas?, and the student responds with, Me llamo . . ..

7. Hand out Vocabulary Practice Sheet to each student. Students spend the next 10-15 minutes practicing the asking and giving of information with correct responses.

8. Tell the students that they are now going to greet and introduce themselves to another student in Spanish, pretending that the person that they are meeting does not speak English. They will also be filling out an Interview Sheet so that they can introduce the other student to the class, as either, Mi amigo nuevo, or Mi amiga nueva.

9. Pass out the Interview Sheet worksheet to each student. Tell the students that they will have five minutes to interview each other and fill in their worksheet's information about their new friends.

10. Walk around the room and observe how the students are doing, giving positive/corrective feedback on their interviews.

11. At the end of five minutes, call the students up to the front of the room, one pair at a time, and let them introduce each other, not themselves, to the class using their interview sheets.

12. Collect the Interview Sheets. Give positive/corrective feedback.


Observe the students and listen for comprehension as they interview their partners. Listen for accuracy as students introduce their new friends to the class. Give positive/corrective feedback during the lesson. Lastly, check the vocabulary practice sheets and the interview sheets to make sure that the students are able to communicate in the target language in the scope of the lesson effectively.


Extension: As a continuation of the lesson and for extra practice at home, ask students to introduce themselves to their family members, show them how to respond in Spanish, and then record their familyís responses. They can record their responses to listen to their pronunciation. They will then relate the information to the class in the target language.

Modification: Have students that are struggling with the vocabulary make flash cards to study the new vocabulary with Spanish word(s) on the front of the cards and the English word(s) on the back of the cards.
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