Expressing Likes and Dislikes

Curriculum Alignment

Subject: Spanish (World Languages)
Grade Level: Year 9 (Equivalent to 8th–9th grade in the U.S.)
Curriculum Standard: ACTFL World-Readiness Standards for Learning Languages

• Communication: Interpersonal, Interpretive, and Presentational modes
• Connections: Comparing Spanish sentence structure with English
• Cultures: Discussing cultural perspectives on preferences

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Lesson Overview

Students will explore the Spanish verb gustar and learn to express likes and dislikes. By the end of the lesson, students will use gustar confidently with singular and plural nouns, structure sentences correctly, and engage in interactive speaking activities.

Lesson Duration: 50 minutes
Class Size: 23 students

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Learning Objectives

By the end of the lesson, students will be able to:

1. Understand the unique structure of the verb gustar.
2. Use gustar correctly with singular and plural nouns.
3. Express their likes and dislikes in Spanish about various topics.
4. Engage in conversational practice using gustar.

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Materials Needed

• Whiteboard and markers
• Printed activity sheets
• Sentence-building flashcards
• Chart with gustar conjugation and examples
• Small whiteboards and dry-erase markers (for student use)
• A ball (for interactive partner work)

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Lesson Breakdown

1. Warm-Up: Quick Preferences Poll (5 min)

• Write these categories on the board: food, sports, music, school subjects, hobbies.
• Ask: Which of these interest you?
• Have students write their favorite from each category in English.
• Introduce how Spanish expresses preferences differently:
  • "I like pizza" is NOT "Yo gusto pizza" but "Me gusta la pizza."
• Highlight that gustar functions differently from English verbs.

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2. Explicit Teaching: How gustar Works (10 min)

• Present the sentence structure using a chart:

  English	Spanish
  I like soccer.	Me gusta el fútbol.
  You like pizzas.	Te gustan las pizzas.
  We like music.	Nos gusta la música.

• Explain:

  • Gustar means "to be pleasing," not "to like" in a direct way.
  • The structure relies on indirect object pronouns: me, te, le, nos, os, les.
  • The verb agrees with the object, not the subject.
  • Singular noun = gusta (Me gusta el chocolate.)
  • Plural noun = gustan (Me gustan los perros.)

• Teacher models pronunciation and students repeat.

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3. Guided Practice: Sentence Creation Relay (10 min)

• Interactive Team Game
  • Split students into 5 teams.
  • Each team starts with a basic structure: Me gusta… / No me gusta…
  • Teams pull a flashcard with a topic (e.g., los tacos, la natación, el rap).
  • The first student builds a sentence (e.g., Me gusta la natación.), then passes the marker.
  • The next student modifies it, using “pero” (but), e.g., Me gusta la natación, pero no me gusta correr.
  • Teams with the most grammatically correct sentences within 5 minutes win.

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4. Pair Work: "Toss & Talk" Game (8 min)

• Setup: Teacher holds a small ball and introduces the activity.
• Pairs toss the ball while asking questions using gustar:
  • ¿Te gusta la pizza? / Sí, me gusta la pizza.
  • ¿Te gustan los videojuegos? / No, no me gustan los videojuegos.
• The ball passes quickly, keeping energy high. Pairs rotate partners after 2 rounds.

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5. Independent Practice: Personalized Mini-Writing (7 min)

• Each student writes 5 sentences about themselves using gustar:
  • Two things they like.
  • Two things they don’t like.
  • One complex sentence using "pero" (but).

Example:

• Me gusta el helado.

• No me gustan los deportes.

• Me gusta la música, pero no me gusta bailar.

• Exit Ticket: Students read one sentence aloud before leaving.

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Assessment & Reflection

Formative Assessment:

✅ Teacher observes sentence-building relay for fluency and accuracy.
✅ Toss & Talk game allows for real-time comprehension checks.

Summative Assessment:

✅ Independent writing samples collected to check grammar and structure.
✅ Peer assessment: Students compare sentences with partners and correct mistakes.

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Extension & Homework

• Challenge Task: Each student creates a short dialogue about their likes/dislikes using at least three gustar sentences.
• Cultural Connection: Research popular activities in Spain or Latin America and describe whether they would enjoy them using gustar.

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Differentiation

🟢 For Struggling Learners: Provide scaffolded sentence frames (e.g., Me gusta ___ porque es ___.).
🔵 For Advanced Learners: Introduce encantar (to love) and interesar (to interest) for greater variety.
🟠 For Visual Learners: Use color-coded pronouns and verbs on a chart.
🟡 For Kinesthetic Learners: Incorporate movement via interactive games like Toss & Talk.

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Teacher Reflection Notes

🔹 Which activities engaged students the most?
🔹 Did students struggle more with singular/plural forms or pronouns?
🔹 Were students able to apply the sentence structures independently?

This highly interactive lesson maximizes engagement while reinforcing key grammar structures in a student-friendly way. 🚀