Discover and Describe Countries

Overview

In this introductory Spanish CLIL lesson, Year 7 pupils use maps, images and short factual texts to identify Spanish-speaking countries and collect information about their location, capital city, flag and culture. They apply key sentence patterns to prepare and deliver a short paired description, building confidence in communicating factual information beyond their immediate experiences.

Learning intentions

Students will:

• identify Spanish-speaking countries on a map
• understand and use key factual language in Spanish
• gather and organise information about a country
• give a short spoken description of a Spanish-speaking country

Success criteria

• I can name and locate at least three Spanish-speaking countries.
• I can use “está en…”, “la capital es…” and “se habla español” accurately.
• I can give at least three facts about one country.
• I can speak clearly with a partner to describe a country.

Curriculum links

• Languages – key stage 3: understand and communicate personal and factual information beyond pupils’ immediate needs and interests.
• Languages – key stage 3: develop increased spontaneity, independence and accuracy in speech and writing.
• Languages – key stage 3: develop and justify points of view in speech and writing, preparing pupils for further study.
• Languages – key stage 3: know, apply and understand the skills and processes in the programme of study.

Lesson structure (45 minutes)

1. 0–5 min · Hook and prior knowledge. Teacher opens the map-and-image hook slides with a world map and striking images from Spanish-speaking countries, asking, “¿Dónde se habla español?” and “¿Qué países reconoces?”. Students discuss what they already know, then share country names in English or Spanish.

2. 5–13 min · Teach the language. Teacher uses the key language teaching slides to model pronunciation and meaning:

• “España está en Europa.” — Spain is in Europe.
• “México está en América del Norte.” — Mexico is in North America.
• “La capital es Madrid.” — The capital is Madrid.
• “Se habla español.” — Spanish is spoken.
• “La bandera es roja y amarilla.” — The flag is red and yellow. Students repeat chorally and individually, match each phrase to its meaning on the country information worksheet, and identify the verb pattern in each sentence.

3. 13–20 min · Map and information check. Teacher displays a map and models locating Spain, Mexico, Argentina and Colombia, then asks quick questions such as “¿Dónde está Argentina?” and “¿Cuál es la capital de Colombia?”. Students locate countries on the map, answer using a sentence frame and complete the first section of the country information worksheet.

4. 20–30 min · Paired research task. Teacher assigns each pair one country from a prepared selection of Spanish-speaking countries and explains the task using the paired research instructions. Students use the short factual texts, map and images on the country information worksheet to record the country’s location, capital city, flag colours and one cultural fact. They turn notes into four Spanish sentences, using the support box where needed.

5. 30–40 min · Paired presentations. Teacher models a clear 20–30 second presentation with the structure “Nuestro país es… Está en… La capital es… La bandera es… Se habla español…”. Students rehearse with their partner, then present to another pair or a small group. Listening pupils record one fact they learn from two other countries on the worksheet.

6. 40–45 min · Review and exit check. Teacher returns to the plenary and exit-question slides and asks pupils to complete three prompts independently: name one Spanish-speaking country, translate “la capital es…”, and write one accurate sentence about a country. Students self-assess against the success criteria and hand in the completed country information worksheet.

Resources

• the complete country exploration slide deck
• the country information worksheet
• World map or classroom atlas
• Short factual texts about selected Spanish-speaking countries
• Country images and flag images
• Projector or interactive whiteboard
• Mini whiteboards or response cards
• Pens and highlighters

Assessment

• Listen for accurate pronunciation and use of “está en”, “la capital es” and “se habla español” during repetition and paired rehearsal.
• Check worksheet notes and sentences for factual accuracy, appropriate capital cities and correct use of the sentence frames.
• Use the final written prompts and paired presentation to assess whether pupils can give information about a Spanish-speaking country independently.

Differentiation

• Provide a word bank, English glosses, colour-coded sentence frames and pronunciation support for pupils who need additional scaffolding.
• Give some pupils a country with simpler factual information and allow them to present from prepared notes.
• Challenge confident pupils to add “También…” or “porque…” and include an additional cultural fact or personal response, such as “Me interesa porque…”.
• Pair pupils strategically; allow rehearsal before speaking publicly and accept pointing, reading or recorded speech where anxiety, speech, hearing or processing needs affect participation. Use large, uncluttered text and high-contrast maps for visual accessibility.