Lesson 1(II)

Teaching and Core Learning

Friday 29th, October

After thinking about how to follow up the fruit song from the opening phase, we came up with a lesson idea that gets kids actively speaking Spanish. The focus here is to help them move from simply listening and recognizing words to actually saying them themselves.

The first step would be the use or Quizlet’s interactive flashcards to practice fruit vocabulary. The cards show pictures of fruits, and the kids try to say the names if they feel ready. It’s a simple but effective way to link the words with visuals and help them remember. Here is the link to the Quizlet- Set: 

https://quizlet.com/970255176/spanish-fruits-flash-cards/ 

Once the students are familiar with the names, we’d move on to teaching them how to share opinions. From here, the class would try to switch to only using Spanish, giving the kids full immersion. Using the app Mentimeter, we’d display fruits on the screen, and students would respond with “me gusta(n)” or “no me gusta(n)” in a quiz format. This not only keeps things fun and engaging but also gives instant feedback to see how well they’re doing with the learning process.

In a next step, we’d imagine asking individual kids questions like “¿Te gusta la manzana?” (“Do you like apples?”). Theiy would, then, have to reply in Spanish with “me gusta(n)” or “no me gusta(n).” This kind of interaction would make the lesson feel more real and personal, helping them use the language in a meaningful way.

Using Mentimeter, we’d display pictures of fruits, and the kids would respond with “me gusta(n)” (I like) or “no me gusta(n)” (I don’t like). 

Here is the link to the page: 

https://www.menti.com/alduda7vp5yw 

Closing Phase: Wrapping It All Up

To end the lesson, we would like to focus on getting the kids to use what they’ve learned in a more practical and collaborative way. We thought of a paired activity called Virtual Fruit Sorting. In this game, pairs of students would play an online drag-and-drop game. The game would display a fruit, and the kids would take turns saying whether they like it (“me gusta(n)”) or don’t like it (“no me gusta(n)”) before dragging the fruit to the correct category.

This activity creates the chance to really practice speaking Spanish, combining their knowledge of vocabulary and opinions in a simple way. It also helps to put the focus more onto the students, letting them use the language while the teacher steps back a little to observe and support when needed. We think in this stage the teacher shouldn't stress on every mistake the children make.

By the end of this lesson, kids wouldn’t just be learning Spanish in theory – they’d be practicing it in ways that connect directly to real-life communication.