¡A practicar órdenes!

Overview

Students practise Spanish classroom commands using actions, gestures and short guided play. They learn to recognise and respond to modelled greetings, instructions and routines while focusing on imperatives for simple classroom movement and listening.

Learning intentions

Students will:

• recognise and respond to modelled Spanish commands in classroom routines
• follow imperatives using actions and gestures (e.g., sit, be quiet, listen, stand up)
• participate in short guided activities by taking turns responding to commands
• show understanding through correct movement and appropriate non-verbal responses

Success criteria

I can:

• respond correctly when the teacher says a Spanish command
• follow commands using my body (sit, stand, silence, listen)
• respond in games when it is my turn (with gesture or action)
• show I understand without speaking by doing the action straight away

Curriculum links

• AC9LS2C01: recognise and respond to modelled classroom-related greetings, instructions and routines and personal introductions
• AC9LS2C02: participate in guided, play-based language activities using formulaic expressions, visual and spoken cues
• AC9LS2C03: respond with gestures and formulaic phrases to spoken information and instructions in familiar contexts

Lesson structure (50 minutes)

1. 0–5 min · Arrival greeting routine. Teacher greets the class with a modelled greeting and says one familiar command (e.g., “Buenos días” / “¡Silencio!”) while demonstrating the action; students copy the greeting and immediately do the action.
2. 5–12 min · Command focus: model and mime. Teacher displays command cards with picture cues and models 4–5 imperatives clearly once each (e.g., “Silencio”, “Escuchen”, “Siéntense”, “Levántense”, “Cierra la puerta”); students watch, repeat softly where appropriate, and mime the action.
3. 12–18 min · Choral response with quick checks. Teacher calls each command, students respond together (Action + body cue), then teacher does a “spot check” by pointing to individual students’ work area and calling a command; students respond promptly.
4. 18–25 min · Teach a game rule (turn taking). Teacher explains and demonstrates the turn-taking routine using simple Spanish from the classroom context (e.g., “Te toca” / “Tu turno”) along with a gesture; students practise once as a whole group.
5. 25–37 min · Game: Simón dice (Spanish version). Teacher runs “Simón dice” using only the target commands plus one safe non-command distractor (e.g., teacher says the English-like action without Spanish once, then immediately models correct use again). Students listen and move only when the command is preceded by the command phrase; if not, they freeze. Teacher circulates, observes accuracy, and quietly corrects with re-modelling.
6. 37–45 min · Small-group command stations. In pairs, students rotate through 3 stations: (1) “Listen and point” (teacher or audio says a command; students point to the matching card), (2) “Action match” (students choose the correct picture and act it out), (3) “Door/line routine” (students practice a simple routine: form a line, close the door gesture, sit). Teacher prompts with gestures and repeats only when needed.
7. 45–49 min · Whole-class wrap: challenge round. Teacher delivers three commands quickly; students respond with strong, clear actions. Then teacher gives one command without the Spanish model first (gesture only) and students decide by choosing the correct card from a set and acting it out.
8. 49–50 min · Exit check. Students hold up the correct command card for one final command while doing the matching action (teacher observes and records who needs extra support for one or two commands).

Resources

• Picture command cards (Siéntense, Levántense, Silencio, Escuchen, Cierra la puerta, Formar una línea)
• Mini gesture icons (hand to ear for “Escuchen”, finger to lips for “Silencio”, sitting/standing outline)
• Visual timer (optional)
• Space for “freeze” positions during Simón dice
• Command station mats or taped circles on the floor
• Clipboards or teacher observation sheet (simple tally: correct/needs support)
• Door prop or classroom-access visual (to safely practise “Cierra la puerta” gesture)

Assessment

• Formative observation during choral responses: teacher notes students who consistently follow the correct command
• Game-based checks: teacher watches for “freeze” accuracy and immediate action when the imperative is said
• Exit check: students show the matching command card and action at the end for one final command

Differentiation

• Support: provide sentence frames visually as picture icons only (no extra writing) and allow students to respond with gestures first, then add verbal repetition if ready
• Support: place students who need more help near the teacher’s demonstration area during the first game round
• Challenge: give an “extra-fast” role to some students (they must respond accurately and freeze quickly when the command is not preceded correctly)
• EAL/SEN: accept non-verbal responses initially; focus on correct action matching rather than pronunciation quality
• Classroom language safety: for “Cierra la puerta”, practise a gesture if the actual door movement is not possible during class