Hola, ¿Cómo Te Llamas? Greetings and Introductions

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World Languages · Spanish 1
SP-SPAN-001 · Free to print and use in your classroom · substituteplans.com
Page 2
Hola, ¿Cómo Te Llamas? Greetings and
Introductions
World Languages · Spanish 1 · Grades 8-9 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). No Spanish knowledge is needed; the answer
key has English translations of everything.
Technology
None.
Student
independence
High. Students work alone, then read a short dialogue aloud with a partner.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Class notebooks or textbooks (optional)
Goal for today: Students will recognize and use basic Spanish greetings, farewells and introductions by matching,
completing and writing short dialogue lines.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Keep the answer key on your desk. It has English translations for every Spanish line, so you do not need to
speak Spanish.
☐ Write on the board in English: “Today = greetings. Work alone first. Then read the dialogue with a partner.
Whisper voices only.”
Say this to start
Good morning! Your Spanish teacher left a practice on greetings and introductions. You will match greetings to their
English meanings, read a short conversation between two students, and then write your own. I do not speak Spanish,
so I will use the answer key to check answers, and you can help each other with pronunciation.

SubstitutePlans.com
World Languages · Spanish 1
SP-SPAN-001 · Free to print and use in your classroom · substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance the way the school requires. Hand out the
worksheet. Read the script aloud in English and point out
the three parts: matching, the dialogue, and writing.
Settle in, take out a pencil, and look over
the worksheet.
5–10
Tell students to start Part A (matching, questions 1–8). Say
they may use class notes if they have them. Walk around
and make sure everyone is writing letters on the lines.
Match each Spanish greeting to its English
meaning.
10–20
Read the Part A answers from the key (for example, “1. E”).
Students check their own work and fix mistakes. Then tell
students to read the dialogue silently.
Check answers. Read the dialogue to
themselves.
20–32
Have students pair up and read the dialogue aloud twice,
switching parts (one is Sofía, one is Diego). Then they
answer questions 9–12 alone. Remind them the culture
note is also on the page.
Read the dialogue aloud with a partner,
then answer the true/false questions.
32–40
Tell students to complete the fill-in questions 13–16, using
the word bank.
Fill in the missing words.
40–47
Tell students to do the translations (questions 17–19) and
then write their own four-line dialogue (question 20). Walk
around and read a few over shoulders; you only need to
check they wrote four lines.
Translate three phrases and write an
original four-line dialogue in Spanish.
47–50
Read the key answers for Parts C and D aloud if time allows
(the dialogue in question 20 is open-ended). Collect all
worksheets and stack them for the teacher.
Check work and hand in the worksheet.
If things go wrong
• If students ask you how to pronounce a word, say you do not speak Spanish and ask if a classmate can help.
Pair up students who are comfortable with the language with those who are not.
• If students say, “We have not learned this yet,” tell them to use class notes or a textbook and to guess from
the other matching choices. Mistakes are fine for practice.
• If students finish early, point them to the early finisher list. If the room gets loud, remind them that reading
aloud should be at a whisper with a partner only.
• If a student refuses to read aloud, let them read silently and write answers instead.
Early finishers
• Write a second dialogue (4 lines) using “Buenas tardes” and “Hasta luego.”
• Make flashcards on scrap paper: Spanish on one side, English on the other, for all eight matching phrases.
• Practice the dialogue with a new partner, switching roles.
Support and challenge
• Support: Students may skip question 20 and instead copy and personalize two lines from the printed dialogue
(change the names).
• Challenge: Add two more lines to the dialogue in Spanish, asking where the other person is from, if they know
how.

SubstitutePlans.com
World Languages · Spanish 1
SP-SPAN-001 · Free to print and use in your classroom · substituteplans.com
Page 4
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: