Spanish Level 3- Activities Designed for Online Instruction
👥 Spanish Level 3, Activity 13: Citas rápidas / Speed Dating (Online)
Description: In this activity, students will participate in a speed dating activity. They will use the questions created in a previous activity. As a wrap-up, they will discuss how they plan to continue practicing their Spanish over break.
Semantic Topics: Questions, answers, speed dating, break, practice, conversation, preguntas, respuestas, citas rápidas, descanso, practica, conversación
Grammatical Structures: Subjunctive, el subjuntivo
Practices: Communicating interests, preferences, and opinions
Perspectives: The importance of sharing information about yourself with others and learning information about others
- “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.”
- “COMP 1.1 – Observe formal and informal forms of language.”
NCSSFL-ACTFL Can-Do Statements:
- I can have a conversation with others to determine how we should plan to spend a weekend in a nearby city (less than 2.5 hours away)
- I can interact to share ideas about where I would prefer to live and why
- I can have a conversation with others about my preferred living situation and who should do what chores
Materials Needed:
- Google Slide Presentation (hyperlinked)
- Student Presentation (hyperlinked)
Warm-Up
- Begin by reading the Can-Dos for the activity and opening the Google Slideshow.
Hola. Vamos a empezar el lab de hoy con los can-do statements. - Ask the students a few questions to get them started with speaking Spanish before you move on to the main activity:
¡Hola estudiantes! ¿Cómo están? Cómo pasaron el fin de semana? ¿Tienen planes divertidos para el fin de semana? ¿Cómo les va la semana?
Main Activity
- Remind students that they will be doing a speed dating activity. Explain that each slide will have a timer. In partners, they are going to answer the questions and will both need to respond in the time given. When the timer goes off, one person will move. Then, the process will repeat.
¡Hoy vamos a hacer una actividad similar a ‘speed dating’! Cada diapositiva va a tener un cronómetro (timer). En parejas van a contestar las preguntas. Recuerden dar tiempo para que LOS DOS puedan responder. Cuando suene el cronómetro, una persona va a mover y ¡el proceso repita!
Wrap-Up
- Exit ticket: Before everyone leaves, they need to share one way that they plan to continue practicing their Spanish over the break.
Antes de salir, todos van a compartir una manera que van a seguir practicando español durante el descanso.
End of Activity
- 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 activities!
NCSSFL-ACTFL Can-Do Statements:
- I can have a conversation with others to determine how we should plan to spend a weekend in a nearby city (less than 2.5 hours away)
- I can interact to share ideas about where I would prefer to live and why
- I can have a conversation with others about my preferred living situation and who should do what chores
Cultural NOtes:
- Dating in Spain
- Exploring Hispanic Culture and Dating
- How to Speak About Preferences In Spanish
- 41 Preguntas Para Citas Rápidas
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)
