Objectives (5 - 10 minutes)

1. Develop vocabulary related to travel and means of transportation in Spanish: The first objective is for students to become familiar with basic and specific vocabulary of words and phrases used in travel and when talking about means of transportation in Spanish. This will involve not only learning individual words, but also understanding how they are used in context.

2. Practice pronunciation and intonation of the learned vocabulary: After acquiring the new vocabulary, students should be able to correctly pronounce words and phrases in Spanish, including the correct intonation. This will be achieved through listening and repetition activities, as well as interactive dialogues.

3. Apply the learned vocabulary in practical situations: The third objective is for students to be able to use the new vocabulary in practical situations, such as when planning a trip, getting around in a Spanish-speaking environment, or talking about past travel experiences.

   Secondary objectives:

   • Develop listening and comprehension skills in Spanish: In addition to vocabulary, students should also enhance their listening and comprehension skills when working with materials in Spanish.

   • Promote interaction and communication in Spanish: Through group activities and dialogues, the goal is for students to feel more comfortable and confident in communicating in Spanish, thus promoting fluency and oral comprehension.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher should start the lesson by reminding students about the vocabulary and grammatical structures that were previously studied and that will be relevant to the current lesson. This may include topics such as verb tenses, prepositions, and adjectives. (3 - 5 minutes)

2. Problem situations: Next, the teacher should present two problem situations to arouse students' interest and contextualize the lesson topic. For example:

   • "Imagine you are planning a trip to Spain. What kind of Spanish vocabulary would you need to know to communicate effectively during the trip?"

   • "Have you ever been on a bus or train where all the signs and announcements were in Spanish? How did you feel? What Spanish words do you think would have been useful to know in that situation?" (3 - 5 minutes)

3. Contextualization of the importance of the subject: The teacher should then explain the importance of learning vocabulary related to travel and means of transportation in Spanish. He/she may mention that Spain is one of the most popular tourist destinations in the world, and that knowledge of the language can greatly facilitate students' travel experience. Additionally, he/she can highlight how the ability to communicate in Spanish can be useful in various everyday situations, such as using transportation apps available in multiple languages. (2 - 3 minutes)

4. Introduction to the topic: Finally, the teacher should introduce the lesson topic, explaining that students will learn a variety of words and phrases related to travel and means of transportation in Spanish. He/she may mention that this will include not only vehicle names, but also verbs related to travel, idiomatic expressions, and useful phrases to use in airports, train stations, etc. To capture students' attention, the teacher may share some curiosities about transportation in Spain. For example, he/she may mention that Spain has one of the best railway networks in Europe, that the country is known for its high-speed train system, and that many of the train station names are in Spanish. (3 - 5 minutes)

Development (20 - 25 minutes)

1. Activity "Building my Itinerary": In this group activity, students will be divided into groups of 3-4 people. Each group will receive a set of cards with words and phrases related to travel and means of transportation in Spanish. These cards may include words like "avión" (airplane), "tren" (train), "boleto" (ticket), "salida" (departure), "llegada" (arrival), "pasaporte" (passport), etc. The goal of the game is for students to use the cards to build a fictional travel itinerary, as if they were planning a trip to Spain. They should use the vocabulary on the cards to describe the different aspects of their trip, such as the means of transportation they will use, the places they will visit, etc. (10 - 12 minutes)

   • Step by step:
     1. The teacher divides the class into groups.
     2. Each group receives a set of cards.
     3. Students discuss among themselves and use the cards to build their travel itinerary.
     4. After some time, each group presents their itinerary to the class, using the Spanish vocabulary.
     5. The teacher asks questions to each group, so they have the opportunity to use more Spanish vocabulary.

2. Pronunciation Challenge Activity: In this activity, the teacher will read a series of words and phrases in Spanish related to travel and means of transportation. Students will then have to write down the words and phrases they hear. The goal is to help students improve their pronunciation and listening comprehension in Spanish, while reinforcing the learned vocabulary. (5 - 7 minutes)

   • Step by step:
     1. The teacher reads a word or phrase in Spanish.
     2. Students write down the word or phrase they hear.
     3. After some time, the teacher reveals the correct answers and students mark their own answers.
     4. The process is repeated for several words and phrases.

3. Travel Theater Activity: In this activity, students will stage short dialogues that occur in different travel situations. The teacher will provide students with a list of possible dialogues, such as "buying a train ticket," "asking for directions," "checking in at a hotel," etc. Students will then choose one of these dialogues and perform it for the class. They should use the vocabulary related to travel and means of transportation they learned in the lesson. This activity not only helps students practice vocabulary and pronunciation, but also promotes interaction and communication in Spanish. (5 - 6 minutes)

   • Step by step:
     1. The teacher provides students with a list of possible dialogues.
     2. Students choose one of the dialogues and rehearse it in their groups.
     3. After some time, each group presents their dialogue to the class.
     4. The teacher and other students provide feedback on pronunciation and the use of Spanish vocabulary.

Feedback (10 - 15 minutes)

1. Group Discussion (3 - 5 minutes): The teacher should gather all groups and promote a classroom discussion. Each group will have the opportunity to share their solutions or conclusions from the previous activities. During this discussion, the teacher should ensure that all students have the opportunity to speak and that the solutions are understood by everyone. This is a great way for students to learn from each other and for the teacher to assess students' understanding of the topic.

   • Step by step:
     1. The teacher gathers all groups in a circle.
     2. A representative from each group briefly shares their solutions or conclusions from the previous activities.
     3. The teacher asks questions to stimulate critical thinking and ensure students' understanding.
     4. Students have the opportunity to ask questions or make comments about the presentations of other groups.

2. Connection to Theory (3 - 5 minutes): The teacher should then connect the practical activities carried out with the theory presented at the beginning of the lesson. He/she should explain how the vocabulary and phrases used during the activities are related to the lesson topic. Additionally, the teacher can take the opportunity to clarify any misunderstandings or answer any questions students may have.

   • Step by step:
     1. The teacher briefly reviews the vocabulary and phrases used during the activities.
     2. He/she explains how these terms and phrases are related to the lesson topic.
     3. The teacher clarifies any misunderstandings or answers students' questions.

3. Individual Reflection (4 - 5 minutes): To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. He/she can do this through the "Three, two, one" method. The teacher will present three questions for students to think about and write in one minute, then two minutes to think and write on the second question, and so on. The questions may be:

   1. One minute: What was the most important concept you learned today?

   2. Two minutes: What questions have not been answered yet?

   3. Three minutes: How can you apply what you learned today in real situations?

   • Step by step:
     1. The teacher proposes the three questions.
     2. Students have one minute to think and write the answer to the first question, two minutes for the second question, and three minutes for the third question.
     3. After the given time, students may choose to share their answers with the class.
     4. The teacher can comment on students' answers and encourage them to continue practicing what they have learned.

Conclusion (5 - 10 minutes)

1. Content Summary (2 - 3 minutes): The teacher should start the Conclusion by summarizing the main points covered during the lesson. This includes vocabulary related to travel and means of transportation in Spanish, the practical activities carried out to reinforce this vocabulary, and the importance of applying this knowledge in real situations. The teacher can do this interactively by asking students to share what they remember about each topic.

   • Step by step:
     1. The teacher quickly reviews the main points of the lesson.
     2. He/she asks students to share what they remember about each topic.
     3. The teacher clarifies any misunderstandings or answers students' questions.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher should explain how the lesson connected theory, practice, and application. He/she can highlight how students were able to apply the learned vocabulary in practical situations, such as in the "Building my Itinerary" game and in the dialogue staging activity. The teacher can also mention how listening and pronunciation activities helped students improve their listening comprehension and pronunciation in Spanish.

   • Step by step:
     1. The teacher explains how the lesson connected theory, practice, and application.
     2. He/she highlights how students were able to apply vocabulary in practical situations.
     3. The teacher mentions how listening and pronunciation activities helped students improve their skills.

3. Additional Materials (1 - 2 minutes): The teacher should then suggest some additional materials that students can use to deepen their knowledge on the lesson topic. This may include textbooks, language learning websites, Spanish vocabulary apps, videos and podcasts in Spanish about travel and tourism, among others. The teacher can recommend that students explore these resources in their own time to reinforce what they have learned and to prepare for the next lesson.

   • Step by step:
     1. The teacher suggests some additional materials for students.
     2. He/she explains how these materials can help students deepen their knowledge.

4. Importance of the Topic in Everyday Life (1 - 2 minutes): Finally, the teacher should emphasize the importance of the lesson topic in everyday life. He/she can mention how knowledge of vocabulary related to travel and means of transportation in Spanish can be useful in various situations, from planning a trip to Spain to getting around in a Spanish-speaking environment. The teacher can also reinforce the relevance of Spanish as one of the most spoken languages in the world and as a valuable resource for students in their professional and personal lives.

   • Step by step:
     1. The teacher highlights the importance of the lesson topic in everyday life.
     2. He/she mentions situations where Spanish vocabulary can be useful.
     3. The teacher reinforces the relevance of Spanish as a global language.