Introducing Myself with Soy

Overview

Lesson 3 of 18 in ¡Hola! Spanish Foundations. Students build on greetings and basic pronunciation by using soy (“I am”) with singular personality adjectives, noticing and applying -o/-a agreement to introduce themselves accurately in speech and writing.

Learning intentions

• WALT use soy to say who I am.
• WALT match singular personality adjectives to the speaker.
• WALT pronounce and write a short self-introduction.
• WALT listen carefully and respond respectfully to classmates.

Success criteria

• I can write a sentence using soy.
• I can choose the correct -o or -a adjective ending.
• I can say my sentence clearly and understandably.
• I can combine adjectives using y, muy or bastante if I am ready.

Curriculum links

• Languages – key stage 3: understand and communicate personal and factual information beyond immediate needs and interests.
• Languages – key stage 3: develop increasing spontaneity, independence and accuracy in speech and writing.
• Languages – key stage 3: know, apply and understand the specified matters, skills and processes.
• Languages – key stage 3: provide suitable preparation for further study.

Lesson structure (45 minutes)

1. 0–5 min · Retrieval and hook. Teacher welcomes the class in Spanish and displays a visual choice between two characters, asking “¿Cómo soy?” through the opening visual and retrieval prompt; students recall greetings, predict the meaning of soy and silently choose an adjective they might use about themselves.

2. 5–12 min · Model and notice. Teacher models “Soy simpático/simpática” and “Soy divertido/divertida”, using colour coding to highlight soy and the adjective ending in the model sentences and colour-coded grammar slide; students repeat, identify the speaker’s gendered ending and record the rule: adjectives describing a male speaker commonly end in -o, and a female speaker commonly ends in -a. Clarify that this is grammatical agreement, not a judgement about personality.

3. 12–20 min · Pronunciation and mini-whiteboard check. Teacher uses the pronunciation prompts in the pronunciation practice and check-for-understanding slides to lead choral repetition, back-chaining and a quick “show me” check; students practise soy, simpático/a, divertido/a, inteligente, trabajador/a, tímido/a and deportista, then write the correct ending for teacher-read examples on mini-whiteboards.

4. 20–30 min · Supported sentence building. Teacher distributes the dyslexia-friendly sentence-building worksheet and demonstrates how to follow its substitution table; students select an appropriate adjective, complete sentences such as “Soy inteligente” or “Soy trabajadora”, and rehearse them with a partner. Partners check three points: soy is present, the ending matches the speaker, and pronunciation is understandable. Teacher circulates, gives brief corrective feedback and records common errors for a quick re-model.

5. 30–40 min · Conti-style speaking carousel. Teacher displays the speaking routine and prompts in the partner speaking carousel instructions; students move through three short rounds, saying their introduction to a new partner and listening for one adjective. In each round they aim to improve one feature: accurate ending, clearer pronunciation, then greater spontaneity. Students may use the worksheet sentence strip for support, but should look up and speak rather than read continuously.

6. 40–45 min · Exit performance and reflection. Teacher asks students to complete the retrieval practice exit ticket slips and displays the final prompt in the plenary and exit-ticket slide; students write one accurate sentence with soy, add the English meaning, and give a confidence rating before saying the sentence quietly to the teacher or a partner as they leave.

Resources

• the complete introduction, teaching and practice slide deck
• the dyslexia-friendly sentence-building worksheet
• the retrieval practice exit ticket slips
• Mini-whiteboards and pens
• Exercise books and pens
• Projector or interactive whiteboard
• Optional audio recording of the model sentences
• Timer for speaking-carousel rounds

Assessment

• Use mini-whiteboards to check whether students select -o or -a accurately and address misconceptions immediately.
• During paired speaking, listen for use of soy, adjective agreement and intelligible pronunciation; use quick verbal feedback such as “ending”, “verb” or “excellent clarity”.
• Collect exit slips to identify students who can write accurately and those needing further practice with agreement or pronunciation.

Differentiation

• Support: provide the worksheet substitution table, colour-coded soy + adjective sentence strips, picture/word dual-coding and a recorded model answer. Allow students to rehearse before speaking.
• Dyslexia-friendly access: use a clear sans-serif font, generous spacing, short lines, uncluttered sentence strips and highlighted word endings; read instructions aloud and avoid requiring copying from the board.
• EAL and SEN support: explicitly model mouth position and syllables, accept pointing or selecting an adjective before production, pair strategically and give additional processing time.
• Extension: students combine two or more adjectives using y, for example “Soy simpático y trabajador”, and add muy or bastante, while maintaining accurate agreement and speaking without the sentence strip.

Extension

• Write and perform a three-sentence introduction using two or more adjectives and muy or bastante.
• Challenge a partner to identify the adjectives heard and explain which endings show agreement.