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Teacher-Created Lesson Plan

Introductory Conversation in Spanish

Students become familiar with Spanish introductory conversational terms
Rachel M.
Classroom teacher
Cornell Senior High School
Coraopolis, United States
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My Subjects World Languages

Students will be able to...

  • provide and comprehend information in an introductory conversation
  • recognize written introductory conversation terms
  • pronounce introductory conversation terms accurately
World Languages
Grades 6 – 12
All Notes
Teacher Notes
Student Notes

1 Hook: Simulate a Conversation (speaking and listening)

Activity: Conversing
  • In the target language (TL), greet the students. Nonverbally prompt them to respond with a similar greeting.  
  • In the TL, introduce yourself. Nonverbally prompt the students to respond, repeating your own introduction if necessary.  
  • Do the same back and forth with how you are, continuing to use gestures and repetition as needed. 
  • Then do the same with the question "where are you from?".
  • Finally, say goodbye in the TL, and once again prompt students to do the same.

2 Direct Instruction: Vocabulary List (reading, speaking, listening)

Activity: Presenting
  • Share a variety of greetings and ways to say "goodbye" with students.  
  • Present them with a list that includes these terms as well as the questions and responses to tell someone/find out someone's name, how they are doing and where they are from.  In addition, you may want to include terms to say "nice to meet you" and other related questions like "and you?".  
  • Use repetition to be sure students are pronouncing the terms correctly. 
  • Show pictures with captions and/or a video that show people having an introductory conversation.  
  • You  may want to also lead the class through sample conversations for reinforcement.

3 Guided Practice: SOCRATIVE (reading)

Free, Paid
  • Show an introductory conversation question, and require students to select the most appropriate answer using Socrative. http://www.socrative.com/
  • These may also be open-ended questions.
  • In addition, you could include other vocbaulary terms and simply have students enter a term that would logically follow what you show them.
  • Note: Students can try the first few using their vocabulary lists, but should be less dependent on their lists for a few questions, as well.

4 Independent Practice: POWTOON (writing)

Free, Paid
  • Ask students to create a five-line cartoon using Powtoon. http://www.powtoon.com/
  • Students should show their classmates and check that their classmates can understand the content of their PowToon creations.

5 Wrap-up: GOOGLE VOICE (speaking)

Activity: Conversing
  • Using a cell phone, ask students to call the teacher's pre-created Google Voice number. (This number must be attached to a gmail account.)   https://www.google.com/voice
  • Pairs of students should leave a voicemail and have an introductory conversation entirely in the target language.  (Google Voice can accept many voicemails simultaneously, so pairs of students can all do this at the same time.) They can put the phone on speaker so that they can both be heard.  
  • Teacher can not only give feedback on these the following day, but he or she can also e-mail the "voicemails" back to the students so that they can learn from how they sound in the target language.