Y7-8 Spanish Lesson Plan
Doler
Lesson provided by Sean Terry
Background
In this lesson, students will revise previously learnt vocabulary related to body parts
and go on to learn the verb doler in both plural and singular forms.
By the end of the lesson, the students should be able to write a short cartoon strip
about an accident-prone character, using doler and other present tense verbs to
say what hurts and how it happened. This combines topical vocabulary related to
illnesses and body parts with more universal skills such as using present tense
verbs.
Aims
• To use the verb doler with singular and
plural nouns
• To create a cartoon strip in Spanish
about a character who keeps getting
injured.
Lesson activities
Begin by revising the vocabulary for body
parts in Spanish. After this, use slide 3 taken
from Boardworks Me duele (free to download)
to introduce the verb doler, making comparisons
with gustar.
Y7-8 Spanis
h – Doler S
lide 3
Complete the exercises on slides 4-5 (free to download) to match each phrase to
the correct body part, and then go on to slide 6 (free to download), which requires
students to write the sentences themselves.
After students have written a sentence for each body part that hurts, use slide
6 to brainstorm different ways the character could have received these injuries,
generating a list of Spanish vocabulary that may be useful for describing these
Boardworks Ltd
The Gallery
54 Marston Street
Oxford, UK OX4 1LF
t: +44 845 0 300 400
f: +44 845 0 300 200
[email protected]
www.boardworks.co.uk/australia
Y7-8 Spanish Lesson Plan
Doler
events. Explain to students that they will use this
vocabulary to add an explanatory sentence and
an illustration to each injury, forming a cartoon
strip. For example, a student might draw an
illustration of his/her character eating sweets,
having a stomach ache, and saying “Como
muchos dulces. Me duele el estómago”.
Students may create their own characters,
but they should write a scenario for at least
five of the body parts indicated on the slide.
When the students begin, they should have
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lid
S
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dictionaries and be encouraged to use the
ish – D
Y9-10 Span
vocabulary bank generated by the class in
order to write their stories.
After students have finished writing their cartoons, allow
a few students to share their work with the class. If the cartoons are assigned as
homework, this could be done in the following lesson.
Outcomes/benefits
Students should leave this lesson with an
understanding of how to use the verb doler
and a familiarity with the vocabulary needed
to discuss accidents and injuries. This
should be evident in the open storytelling
cartoon exercise, which gives students a
chance to be creative with the content and
to use it in an effective and humorous way.
Y7-8 Spanis
h – Doler S
Boardworks Ltd
The Gallery
54 Marston Street
Oxford, UK OX4 1LF
lide 6
t: +44 845 0 300 400
f: +44 845 0 300 200
[email protected]
www.boardworks.co.uk/australia