Lesson Plan

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Lesson Plan
Grade: 9 Date: 17/01/2026
Subject: Spanish
Lesson Topic: Travel and transport
Learning Objective/s:
  • Describe common modes of travel and related vocabulary in Spanish.
  • Use appropriate verbs and expressions to buy tickets, make reservations, and ask for schedules.
  • Apply future‑near constructions and duration phrases to talk about travel plans.
  • Conduct a short role‑play dialogue in a travel‑related situation with accurate pronunciation.
Materials Needed:
  • Projector and screen
  • Printed handout with vocabulary table and model dialogue
  • Flashcards of transport icons
  • Audio recording of a travel conversation
  • Worksheets for gap‑fill and comprehension questions
  • Whiteboard and markers
 Introduction:
Begin with a quick image of a bustling train station and ask students what they notice. Prompt recall of any travel experiences they have had in Spanish‑speaking countries. Explain that by the end of the lesson they will be able to handle typical travel situations and will know how their work will be assessed (dialogue role‑play and worksheet completion).
Lesson Structure:
  1. Do‑now (5'): Students match pictures of transport modes to Spanish labels on the board.
  2. Vocabulary input (10'): Teacher projects the vocabulary table, drills pronunciation, and students fill a quick matching worksheet.
  3. Grammar focus (10'): Mini‑lecture on future‑near (voy a…) and duration expressions, followed by choral repetition.
  4. Model dialogue analysis (8'): Play audio of the station dialogue, students identify key phrases and complete a comprehension check.
  5. Guided practice (12'): Gap‑fill sentences on worksheets; peer‑check answers.
  6. Role‑play stations (15'): Pairs rotate through three travel scenarios (station, bus stop, airport) using cue cards; teacher circulates to give feedback.
  7. Plenary (5'): Whole‑class recap of useful expressions; exit ticket where each student writes one sentence they could use when buying a ticket.
Conclusion:
Review the main vocabulary and expressions by asking a few volunteers to demonstrate a short ticket‑purchase exchange. Collect exit tickets to gauge individual understanding. Assign homework: complete a short written dialogue where the student plans a trip to a Spanish‑speaking city, incorporating at least three of the target structures.