Lesson Plan

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Lesson Plan
Grade: Date: 18/01/2026
Subject: Spanish
Lesson Topic: The built environment (e.g. buildings and services, urban areas, shopping)
Learning Objective/s:
  • Describe different types of buildings, services and urban areas using appropriate Spanish vocabulary.
  • Use “hay”, “ser”, “estar” and the pretérito to talk about existence, description and past actions in the built environment.
  • Compare residential, commercial and cultural zones in Spanish, employing expressions of quantity.
  • Write a short paragraph about a shopping centre using at least five target words and correct past tense.
  • Participate in a dialogue asking for and giving information about local services.
Materials Needed:
  • Projector and screen for slides
  • Printed vocabulary handouts (Spanish‑English)
  • Whiteboard and markers
  • Audio recordings of sample dialogues (optional)
  • Worksheets for gap‑fill and description tasks
  • Large city‑map poster for zone labeling
 Introduction:
Begin with a quick photo montage of different cityscapes to spark interest. Ask students what places they see daily and link them to the built environment. Explain that today they will learn key vocabulary and grammar to describe these places, and that success will be shown by completing a short written description and a spoken dialogue.
Lesson Structure:
  1. Do‑now (5') – Students match Spanish vocabulary to English definitions on a handout.
  2. Mini‑lecture (10') – Introduce “hay”, “ser/estar” and the pretérito with examples on the projector.
  3. Guided practice (10') – Gap‑fill sentences using “hay”, “es” or “está”; check understanding.
  4. Pair work (15') – Students describe their own neighbourhood using at least five target words; teacher circulates for feedback.
  5. Writing task (10') – Individually write an 80‑100 word paragraph about a shopping centre visited, applying the pretérito.
  6. Dialogue creation (10') – In pairs, compose and perform a short dialogue asking for services in an urban zone.
  7. Whole‑class review (5') – Highlight common errors and recap key structures.
  8. Exit ticket (5') – Students write one sentence describing a building using “hay” and “es/está”.
Conclusion:
Summarise how “hay”, “ser/estar” and the pretérito enable precise descriptions of the built environment. Collect exit tickets to assess understanding and assign homework: draw a simple city plan labeling zones and write three sentences using the new vocabulary. Remind students to review the handout before the next lesson.