Spanish Classroom Commands

Overview

Today students learn and respond to modelled Spanish classroom commands using physical actions. They practise listening for the key words and showing understanding with their bodies, building on classroom routine language from prior lessons.

Learning intentions

Students will:

• recognise modelled Spanish greetings and teacher instructions for classroom routines
• listen for specific commands and respond with physical actions (listen, stop, stand, sit)
• participate in play-based activities using visual and spoken cues to act out commands
• notice that language includes cultural meaning through gestures, facial expression, and tone in classroom interactions

Success criteria

I can:

• respond to the command “Escuchad”/“Escucha” by looking and doing a quiet listening action
• respond to “¡Alto!” by stopping my body movement straight away
• respond to “Todos de pie” by standing safely in my space
• respond to “Siéntense” by sitting neatly and becoming still
• show I understand by following the command on the first try in guided activities

Curriculum links

• Languages: AC9LS2C01 (recognise and respond to modelled classroom-related greetings, instructions and routines)
• Languages: AC9LS2C03 (locate key information with support and respond using gestures, images, words and formulaic phrases)
• Languages: AC9LS2C02 (participate in guided, play-based language activities using formulaic expressions, visual and spoken cues)
• Languages: AC9LS2C04 (notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines)

Lesson structure (60 minutes)

1. 0–5 min · Welcome routine. Teacher greets using “¡Hola!” and models a short “Buenos días…” while students mirror the gesture (wave, smile). Students respond with the greeting and get ready for instructions.

2. 5–12 min · Listen-and-look warm-up. Teacher introduces a “listen” action using “Escuchad” (or “Escucha” if preferred) and exaggerates face/tone, then repeats “Escuchad” while students freeze in a quiet listening pose. Students practise stopping their mouths and eyes on the teacher.

3. 12–25 min · Teach the four commands (with visuals). Teacher displays four picture cards/posters: ear (listen), palm/stop sign (stop), feet (stand), seat (sit) and says each command clearly. Students practise in sequence with teacher modelling and prompts:

• “Escuchad” → students touch ears and become still
• “¡Alto!” → students stop any movement instantly
• “Todos de pie” → students stand tall in their spot
• “Siéntense” → students sit and sit safely

4. 25–33 min · Action Simon Says (guided play). Teacher leads a game where only commands starting with teacher’s chosen cue are followed (e.g. “Simón dice…” kept very short and consistent), with occasional “¡Alto!” surprise. Students move only when the cue is given; for “¡Alto!” everyone stops immediately.

5. 33–42 min · Memory stations (turn-taking). Set up 4 stations around the room with the same visuals. Teacher assigns small groups to rotate. At each station, one student draws a card and calls the command with support from the class chant, while the group performs the action together. Students take turns, act out the command, and check correct posture.

6. 42–52 min · Cultural gesture focus (teacher-led reflection in motion). Teacher replays two commands twice: once with a warm smile and clear hand gesture, once with an exaggerated “wrong” unclear gesture, then asks students to show which one “helps us understand.” Students vote using thumbs and demonstrate the version that makes the meaning clearer (tone, facial expression, gesture).

7. 52–58 min · Quick check challenge. Teacher calls two commands in random order (e.g. “Siéntense… ¡Alto!” then “Todos de pie… Escuchad”). Students respond immediately and safely, showing they can switch actions without hesitation.

8. 58–60 min · Exit ticket (non-written). Teacher points to each visual one at a time and students perform the action as the class response (listen = still, stop = freeze, stand = feet, sit = sit). Teacher uses a checklist to mark who responds accurately.

Resources

• Four large picture cards/posters: ear, stop sign/palm, feet, chair/seat
• Smaller command cards for station rotation
• Floor space markers (tape circles) for safe personal spots
• Teacher cue icon for “Simón dice” (optional, consistent visual)
• Timer (for quick freeze challenges)
• Simple chant cards (one phrase per card) for visual support
• Classroom permission signal (optional): teacher’s “¿Puedo?” gesture if relevant, otherwise keep focused on commands

Assessment

• Teacher checklist during Step 3 and Step 7: accuracy (correct command), speed (responds promptly), safety (standing/sitting correctly)
• Observation during games/stations: participation and ability to follow with minimal prompting
• Exit ticket performance in Step 8: shows correct physical response to each visual cue

Differentiation

• Provide sentence/phrase support with consistent visuals and repetition; use teacher modelling first, then reduce prompts
• Offer “shadowing”: paired students where one models the action while the other listens and joins in on the next command
• For students needing extra processing time, allow a silent count of 1–2 before calling “¡Alto!” and “Siéntense”
• Extension for confident learners: students become “Command Leaders” in stations, holding the card and prompting the action for their group using a scaffolded whisper chant
• Language support: keep commands short and rehearsed; avoid long instructions during activities—use gestures and images to carry meaning