Spanish Level 4- Activities Designed for Online Instruction

🌈 Spanish Level 4, Activity 13: Vocabulario Vibrante / Colorful Vocabulary (Online)

Different colored umbrellas

Photo by Engin Akyurt

Description: Students will practice describing people, places, and items using a game. This activity is designed to help students broaden their vocabulary and give them practice describing things in multiple different ways.

Semantic Topics: Vocabulary, practice, sentences, person, place, thing, review, game, vocabulario, practica, oraciones, persona, lugar, objeto, repaso, juego

Grammatical Structures: Description words, adjective clauses, palabras de descripción, cláusulas de adjetivos

Products: Vacations, routines, games

Practices: Taking turns in games

Perspectives: Importance of listening while others speak, the value of thinking outside of the box and coming up with original and unique ideas

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1 – Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 – Students understand and interpret spoken and written Spanish on a variety of topics.
  • Standard 1.3 – Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.

Idaho Content Standards for World Languages:

  • COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.

NCSSFL-ACTFL Can-Do Statements:

  • I can describe a person, place, or thing using vocabulary I know
  • I can share and be descriptive with my ideas
  • I can think quickly when relating different topics

Materials Needed:

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Access the template(s) below:


  1. Introduce the Can-do’s for today’s activity and open up the Google Slideshow.
    Vamos a empezar con los Can-Do Statements.
  2. Students will play a guessing game where they try to guess each other’s favorite animals. Ask students to describe their favorite animal using only adjectives.
    Describe tu animal favorito usando adjetivos.
  3. Students will then take turns guessing each other’s favorite animals based on the descriptions they give to each other.
    Ahora adivina los animales favoritos de cada uno.

Main Activity

  1.  Students will play a game called “colorful vocabulary”. The objective of the game is to broaden students’ vocabulary and work on describing people, places, and things.
    Hoy vamos a jugar al juego “vocabulario vibrante.” El objetivo del juego es mejorar tu propio vocabulario y describir lugares, personas y cosas.
  2. Each student will take out a sheet of paper so they can write and keep their score. Each person will get a card that says “erase the topic”. Students should mark an “X” every time they get a point.
    Cada persona va a sacar una hoja de papel donde puedan escribir y anotar sus puntos. También, va a tener una tarjeta de “borrar el tema” para anotar puntos y escribir respuestas.
  3. Students will take turns choosing a card that has a person, place, or thing. They will have 60 seconds to write down a few words that describe the topic. Students should use verbs, nouns, and adjectives. After 60 seconds, students will share what they have written. They receive a point for every word they write down, but if another person has a mutual word, neither student gets a point. The goal is to be creative!
    Vamos a tomar turnos para escoger una tarjeta que tiene una persona, lugar o cosa. Van a tener 60 segundos para escribir tantas palabras como puedan pensar (como verbos, sustantivos o adjetivos). Después de 60 segundos van a compartir lo que escribieron. Reciben un punto para cada palabra, pero, si tienen palabras en común, ningún estudiante gana puntos. ¡La meta es ser creativo!
  4. Use this model for an example: Justin and I both have “perro” as a descriptive word for the topic. Therefore, neither of us receives a point.
    Si Justin y yo tenemos la misma palabra, por ejemplo “perro”, ninguno de nosotros ganamos el punto.
  5. . If a student has a word that no one knows, doesn’t understand, or is just more out-of-the-box, ask them to explain it to the group. The person that has to describe their word cannot say it in English, they have to find creative ways to describe it.
    Si tienen una palabra que no entendemos o una respuesta más creativa, pueden dar una explicación al grupo. No puedes dar la palabra en inglés, ¡tienes que describirla!
  6. The person with the most points at the end of the game is the winner! Play as many rounds as is fitting for your class.
    La persona que tiene más puntos es el/la ganador/a


  1. Ask students the following questions to finish the lab:
  • ¿Hay adjetivos que usaste varias veces? (Are there adjectives you used a few times?)
  • ¿Cuál fue el adjetivo más popular? (Which was the most used adjective?)

End of Lab

  • Read Can-Do statements once more and have students evaluate
    their confidence.
    (Use thumbs up/thumbs down or download our student cards.)
  • Encourage students to be honest in their self-evaluation.
  • Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can describe a person, place, or thing using vocabulary I know
  • I can share and be descriptive with my ideas
  • I can think quickly when relating different topics

Cultural NOtes: 

How to Revise or Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in revising and remixing activities for the K-16 language classroom.

Try taking an activity to the next level by:

  • Add new content (something you’ve created or another OER source)
  • Contribute additional activity suggestions
  • Integrate authentic materials such as videos, infographics, photos, etc.
  • Suggest how to implement the activity in the classroom
  • Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)


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