Spanish Level 1, Activity 02: Saludos / Greetings (Online)

Multiple pictures of the same woman making different facial expressions and poses
Photo by Andrea Piacquadio via Pexels
Description: In this activity, students will practice different Spanish greetings and learn how to express emotions.
Semantic Topics: Greetings, introductions, hello, goodbye, times of day, saludos, introducciones, hola, adiós, tiempo del día
Grammatical Structures: Pronouns, formal vs. informal, gender of nouns, pronombres, formal vs. informal, género de sustantivos
Products: Celebrities and athletes from Spanish-speaking countries
Practices: How to make greetings, farewells, and inquire into one’s wellbeing
Perspectives: What is the importance of greeting others? Are there similarities or differences in how we greet each other in different cultures?

World-Readiness Standards:

  • Standard 1.1 – Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.
  • 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
  • COMP 1.1 – Observe formal and informal forms of language.
  • COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

NCSSFL-ACTFL Can-Do Statements:

I can…

  • Speak about emotions
  • Use simple greetings and farewells

Materials Needed

Warm Up

Materials Needed for Warm Up

  1. Greet students and model the form “estoy___.” Ask students how they are doing.
    Buen@s (días/tardes/noches) ¿Cómo están? Yo estoy _____. Hoy vamos a practicar las introducciones.
  2. Open the Google Slideshow and introduce the Can-do statements.
  3. Go through the words or phrases on the slides and ask the students to hold up either one finger, two fingers, three fingers, or four fingers according to the greeting on the slide.
    Para cada saludo, levantar el numero de dedos correctos (model with your fingers)
  4. Review the different ways of greeting someone and saying goodbye using the chart in the Google slide. Ask the students the follow-up questions.
    Vean la gráfica con los diferentes saludos. ¿Cuál saludo/introducción les gusta usar usualmente? ¿Cómo se despiden usualmente?
  5. At the end, practice one on one with each student by greeting them and asking them how they are in different ways. “Hola Abigail, ¿cómo estás?….Encantada…Hasta luego” “Buenas tardes Matt, ¿qué tal?…Mucho gusto…Adiós”

Main Activity

Materials Needed for Main Activity

  1. Give each student a number 1-7 (depending on the number in your lab).
    Voy a darte un número. Tú eres numero uno, tú eres numero dos…
  2. For each scenario, the students will match their number with the corresponding person and emotion.
    Para cada situación ve para la persona y emoción que corresponde a tu número.
  3. Show them the time of day.
    También, voy a presentar el tiempo del día.
  4. Have students make a complete sentence using the scenario, emotions, and the time of the day.
    Usa la información, – persona, emoción, y tiempo del día – para crear un saludo. – Ejemplo: Buenos días. Soy Emma Watson. Estoy felíz.
  5. Once everyone has “had a conversation”, continue to the next scenario.
    Vamos a continuar con un escenario nuevo.

Wrap Up

  1. Ask a wrap-up question:
    “¿Cuál saludo/introducción les gusta usar usualmente?”
  2. Optional Activity – Talk about how saying “you” is different across the Spanish-speaking world
    ¿Cuál es la diferencia entre “Tú y Usted? ¿Cuando debes usar “tú” y cuando debes usar “usted?

End of Lab

  • Read can-do statements and have students evaluate their confidence with cards
  • Encourage students to be honest in their self-evaluation
  • Pay attention, and try to use feedback for future labs!

Can-Do Statements:

  • Speak about emotions
  • Use simple greetings and farewells

Cultural NOtes: 

How to Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in remixing activities for the K-12 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)

We want to make it easy to share back with the larger Pathways Project Community! Simply, click this link to remix this activity. Please consider sharing your remixed activity with us by emailing the activity link to Pathwaysproject@boisestate.edu so that Pathways continues to grow!

If this is your first time remixing, check out our one minute tutorial below:

License

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Let's Chat! Spanish by Amber Hoye; Kelly Arispe; Abby Cain; Alejandra Garcia; Alejandro Montoya; Alexis Araiza; Anna Gamino; Ashley Johnson; Ashley Potzernitz; Ashlyn Nutting; Austin Robishaw; Blake Simony; Brooke Staszkow; Camille Daw; Carla Lara; Cecilia Morales; Chloe Robinson; Claire Werlin; Daniel Felix; Danielle Snyder; Elian Tovar; Emily Hawley; Gabby Bates; German Tovar; Iris Torres; Ismenia Gallegos; Jaelyn Quisel; Jenna Del Toro; Jordyn Preble; Jorge Corea; Julia Dryer; Kailyn Phillips; Kimberly Murphy; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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