CLONE ¡Mucho gusto! Greetings and intros

Lesson Profile
Student Level 
High (9-12)
Target Language 
Teaching Context 
Target Proficiency Level 
Greetings and introductions
Performance Descriptors 
  • Basic factual conversation in highly familiar contexts
  • Answer simple, direct questions
  • Introduce oneself and exchange greetings
  • List, enumerate, identify
  • Use short, memorized phrases
  • Use formulaic expressions
  • Understand basic notices
  • Complete basic forms
5 days
Objectives and Standards
Objective 1 
Students can introduce people and respond to an introduction
Objective 2 
Students can ask how someone is and saying how they are
Objective 3 
Students can ask and say how old someone is
Objective 4 
Students can ask where someone is from and say where they are from
World-Readiness Standards
1.1 Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3 Presentational: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
2.1 Practices: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
3.2 Diverse perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
4.1 Languages: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
5.1 School and beyond: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
California Standards
Novice Range
1.0 Students use formulaic language (learned words, signs [ASL], and phrases).
1.1 Engage in oral, written, or signed (ASL) conversations.
1.2 Interpret written, spoken, or signed (ASL) language.
1.0 Students use appropriate responses to rehearsed cultural situations.
1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context.
1.0 Students use language in highly predictable common daily settings.
Common Core Standards
Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

Listening and Writing
Students will watch greetings video and will answer a questionnaire.

Performance Task 2 - Presentational 

Speaking, Writing, Visually representation
Students will complete a rough draft of a famous person from Spain.
Ss will visually represent the famous person and will introduce him to the class.

Performance Task 3 - Interpersonal 

Listening and Speaking
Students will introduce one another and will also introduce a third person.

Functions, Structures, Vocabulary and Culture

Ask formulaic questions
Initiate, maintain, and end a conversation
Create with language
Narrate and describe
Make inferences


Punctuation marks
Pronouns yo and tú
Use of "Ser" for origin
Forming questions with "cómo, cuántos, de dónde"
Singular definite articles
Express Likes and dislikes


Formulaic dialogues
Numbers 0-30
Names of Spanish-speaking countries
Spanish Alphabet
First names and Saint's days

Task 1 - Interpretive
Task 2 - Presentational
Task 3 - Interpersonal
Opening Activities / Setting the Stage 

Day 1 Ss will fill out info cards.
Watch YouTube greetings video and identify the words and phrases you already know.
Teacher will provide vocabulary document for students to highlight known phrases.
Day 2 Interpretative Diario Matching greeting dialogues
Day 3 Interpretative Diario Question about a famous person from Spain with word bank.
Day 4 Interpretative Diario conjugations of "Ser"
Day 5 Interpretative Diario spell out telephone numbers

Main Activities - Comprehensible Input 

Day 1 Teacher will present a power point (texting) to introduce dialogues information.
Day 2 Interpretative: Introduce to the class 5 famous people from Spain.
Day 3 StandUp, HandUp PairUp Dialogue Practice
Introduce use of "Ser" for origin while Ss take Cornell notes (Google Slide)
Enrique Iglesias, Antonio Banderas, Rafael Nadal, Pablo Picasso, Penélope Cruz, Pedro Almodóvar
Day 4 Kagan "Stray" Dialogue practice
Introduce numbers 0-30 with telephone numbers and addresses.
Day 5 "Inside outside circle" dialogue practice
Interpretive Reading: Point out Punctuation marks on authentic text

Main Activities - Guided Practice 

Day 1 Inside outside circle dialogue practice with Ss own info.
Day 2 Interpersonal: T will project pics and info of famous people from Spain. In a Roundrobin, Ss will present, to their group, this info in the first person.
Day 3 Fill in the blank sentences.
Day 4 Ss will listen to a dialogue audio and will identify the people's phone numbers.
Day 5 Ss will mark punctuation on a given authentic text

Main Activities - Independent Practice 

Day 1 Matching questions and answers using quizlet flash cards.
Day 2 Interpersonal (Perfil de famosos), Ss will fill out 4 famous people profiles including their own. Ss will pair-share info.
Day 3 "Pick and fan" with conjugations of "ser"
Day 4 Ss will receive a copy of the yellow pages and will answer questions regarding phone numbers.
Day 5 Review Kahoot


Day 1 Random selection to perform dialogues.
Day 2 Whip around class to present a famous person profile.
Day 3 Exit ticket: Cornell notes Summary
Day 4 RoundRobin: Ss own phone number.
Day 5 Random selection: Overall learned material.

Additional Activities or Standards Addressed 

Day 1 Homework: Quizlet Learn
Day 2 Homework: Quizlet Speller
Day 3 Homework: Quizlet Practice test

Links to Online Resources
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