Spanish Teaching Portfolio

Lesson Plan

Costa Rica


Lesson Plan


Lesson Plan Assignment

Theme and context: Typical activities in one week: how to express feelings, everyday activities, everyday life, personal information, likes and dislikes, special dates and holidays. In addition, they will learn about the most interesting tourist attractions in Costa Rica. Previous to this lesson, the students have already learned the verb tener.

The objective of this lesson is that students will be able to communicate their likes and dislikes, and talk about sports and routine activities that one does during a typical week. They will also enjoy learning about the beautiful tourist attractions in Costa Rica.

The skills that will be learned in this lesson are the direct object pronouns. The vocabulary learned in this lesson: days of the week, sports, times of day, vocabulary of common activities such as shopping, studying, calling on the phone, driving.

The resources:

·       Magazine pictures of Costa Rica.

·       Pictures of people and animals

·       Pictures of people doing fun/boring activities

·       agenda pages to fill in during an activity

·        two lists of questions about usual activities the students do during one week.

Lesson Plan Format

Class and proficiency level: Spanish for non-native speakers, level 1.

Class duration: 1 hour and 55 minutes.

Warm-up: duration 15 minutes

Pre-task: Give students pictures from magazines and a sticky note pad per group.

Each group of two people will write a sentence for each picture on the sticky note and paste on the picture.

The sentence needs to express an emotion, such as “que aburrido” and name the activity in the picture. Example, a picture of a woman riding a bike in the park: “Que fantastico es montar bicicleta en el parque.”

During task: students brainstorm to form the sentences, while I walk around the room helping them and providing constructive feedback.

Post-task: students will share their sentences with the class. I will remind them of the importance of placing the exclamation and question marks at the beginning of the sentences.

Review, 10 minutes:  Short review on yesterday’s lesson.

Introduction of new materials, duration time 10 minutes:

 On page 190, read “las actividades de Virginia la semana que viene”. Give a short explanation of what we are going to talk about today, and ask students to think about what a typical week for them might look like. Orally, brainstorm with students about what are some of the things they do, and write them on the board.


Task#1, duration 10 minutes:

Pre-task:  Students read the instructions on the top of the page. Teacher plays the CD about routine activities that one does during a week.

During task: Students listen to the descriptions of activities and they have to match with the illustrations on page 191.

Post-task: Students share their results with the rest of the class. This is an opportunity for reviewing the vocabulary for today.

Task # 2:  Duration time 25 minutes

Pre-task: Give students the instructions, and tell them to form pairs with the person to their left (starting from the right side of the room).Give the students a copy of two lists of questions, list A and B. These questions refer to things they do or don’t do in their weekly routines. One example of the questions would be, “¿Tú manejas un avión durante la semana?”, and the student would answer yes or no. Another type of question could be: “¿Qué haces cuando llegas a tu casa todos los días? “, and the answer could be that the student says hello to their parents, etc.  

During task: The students will work in pairs, and they will ask each other the questions on list A. When they are finished  they will reverse the roles and the one answering the first time around will now be asking the questions. When they are done, they will switch partners with the students on their right. Now the new pair will work on list B. Repeat the process as in list A.

The role of the teacher will be to walk around the room and monitor performance. The students will use the vocabulary on the brainstorming activity on the board as reference. In addition, the teacher will write list of activities and other vocabulary that the students can use as needed to answer the questions.

Post task: When all the students have had the opportunity to ask and answer the questions, they will switch again with the student behind them and create an agenda page of activities for one week.  The teacher will pass a handout that looks like an agenda with blank spaces for students to fill in. Teacher will explain that each day in the agenda should contain between three and four activities. They can use the sample on page 190 as a guide, but cannot copy it. The teacher will ask a few students to share their agendas, and then pick them up for a classwork participation grade.

Introduction of new materials, duration 15 minutes.

At this time, the teacher will introduce the section ,“Idioma/estructura” on page 194. This refers to the use of direct object pronouns. After the explanation, the students will complete the “practica” on page 195.

Task # 3 duration 20 minutes.

Pre-task:  Students listen to the tape “Costa Rica-pura vida.” On page 193. In this section, they will hear about the most interesting places to visit in Costa Rica. Teacher gives the instructions for the task, and students separate into pairs. For every two pairs of students there will be a referee. Tell the students they have fifteen minutes to complete this task, the write the beginning and end time on the board.

During task: The teacher will distribute 10 photos of Costa Rican places to visit, such as volcan Irazu, la playa del Coco, el teatro nacional, etc, and 10 photos of  animals and people. All the pictures are labeled so the students know the name of the places, animals and things.  The activity consists of the referee asking one pair of students what they see while he/she holds one of the pictures, (Que ves en esta foto?). They are supposed to use the direct object pronouns: lo, la, los, las.

a)     The first student should answer as follows: Yo veo el museo nacional de Costa Rica.

b)     The second student should answer : Yo lo veo.

The referee does the same for the second pair of students.

            The referee gives one point to the team every time they both get the correct answer. The students in each pair alternate answering the questions so that they both have a chance to use the direct object pronouns.

The role of the teacher will be to walk around the room and monitor, to make sure that the referee is being impartial. Also, this is an opportunity to give input and help them with any questions. The teacher will also write additional helpful vocabulary on the board. This will also help the students to stay on task, since they are getting a little tired and it is harder to concentrate.

Post task: When the teacher says “se acabo el tiempo”,  the teams that did not finish all the pictures are disqualified.  The referees will add up the points for each team and the pair with the most points is the winner.

Wind down activity, duration 10 minutes:

·       Students write the homework in their agenda: workbook page 89: “La semana que viene.”

·       Short review on today’s grammar use of direct object pronouns: ask questions at random, and answer any questions that they might have.


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