Spanish Level 1- Face-to-Face Activities

🤝 Spanish Level 1, Activity 02: Es un Placer Conocerte / It’s a Pleasure to Meet You (Face-to-Face)


Photo by Ave Calvar
Description: Students will have a “Meet and Greet Party” where they will pretend to be someone else, such as “Shakira.” They will practice introducing themselves, greeting others, and talking about how they feel. They will also learn greetings that are appropriate for different times of the day as well as quickly review the differences between tú and usted.
Semantic Topics: Greetings, introductions, hello, goodbye, times of day, saludos, presentaciones, tiempo del día
Grammatical Structures: Pronouns, formal vs. informal, gender of nouns, pronombres, formal vs. informal, género de sustantivos
Products: Latinx and Hispanic celebrities
Practices: Making introductions, practicing greetings, and talking about feelings
Perspectives: Importance of making connections with others. For example, in Mexico it is very important to make a physical connection when greeting someone.

NCSSTL-ACTFL World Language 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.
  • Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.

Idaho State Content Standards:

  • 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 say hello and goodbye to someone my age or younger, my professor, an adult, or someone I don’t know.
  • I can introduce myself and others.
  • I can respond to an introduction.
  • I can greet and take leave from someone using polite, rehearsed behaviors.

Materials Needed:

Optional physical materials:

Would you like to make changes to the materials? Access the template(s) below

Warm Up

Materials Needed For Warm Up: 

  1. Introduce the activity and the Can-Dos for today’s activity.
    Buenas (tardes/noches) ¿Cómo están? Yo estoy _____. Hoy vamos a practicar las introducciones.
  2. Open up the Google Slideshow.
    1. Develop and write out the chart with the students, prompting them with the slides.
    2. Keep the completed chart up on the board for students to use as a reference for the next activity.

Examples for “Greetings”:

“Hola, ¿Cómo estás?, Buenos días, Buenas tardes, Buenas noches.”

Examples for “Goodbyes”:

“Adiós, Nos vemos, Hasta luego, Hasta pronto, Cuídate.”

Examples for “How’s it Going?”:

“¿Qué pasa?, ¿Qué tal?, ¿Qué hay de nuevo?, ¿Cómo estás?, ¿Cómo te va?”

Examples for “Nice to Meet You”:

“Encantado/a, Es/fue un gusto conocerte (present/past), Mucho gusto, Es un placer conocerte (Encantada de conocerte).”

Main Activity

Materials Needed For Main Activity:

Optional physical materials:

  1. To begin, pick a time of day (This will determine if we use “Buenas tardes/noches”).
    Voy a escoger un tiempo del día y esto va a determinar si usamos ‘Buenos días o Buenas tardes/noches.’
  2. Have each student pick a Famous Person Card from the QR code or the physical materials. This is the person the students will introduce themselves as and pretend to be.
    Ustedes tienen que escoger a una persona famosa. Van a fingir ser esta persona.
  3. Have each student also pick a Emoji Card from the QR code or the physical materials. That will be their emotion for the scenario they play out.
    Ustedes van a elegir una tarjeta que tiene un emoji/emoticono. El emoticono va a representar la emoción de como te sientes.
  4. Demonstrate steps 2-3 to show the students what they will be doing.
    Ejemplo: Buenos días, me llamo Shakira. Estoy feliz.
  5. Have students converse (greetings, introductions, basic questions) as if they were in the scenario, while you walk around the room. The students should make sure to be aware of whether the person they are talking to requires an informal or formal response. They should also respond using the emotion they drew.
    En grupos de dos, van a hacer introducciones. Tienen que dar un saludo, preguntar ¿Cómo estás/está? (estás es informal y está es formal), dar una respuesta, y despedirse.
  6. Before letting the students loose, complete a model for the group with a student.
    Vamos a practicar. (Model)
  7. Put on some Spanish music. (Using YouTube!)
  8. After students have had an opportunity to converse, have students change their Famous Person Cards and Emoji Cards.
    Ahora, van a intercambiar las tarjetas con sus companeros de clase.

Wrap Up

As a group, display the slide with the wrap-up questions. Ask students the following questions:
  1. ¿Cuál es tu frase favorita para saludar? (What is your favorite greeting phrase?)
  2. ¿Cuál es tu frase favorita para decir adiós/despedirte? (What is your favorite phrase to say goodbye?)
  3. ¿Cuál es tu frase favorita para decir cómo estas?
  4. ¿Cuál es tu frase favorita para decir mucho gusto?


• 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 say hello and goodbye to someone my age or younger, my professor, an adult, or someone I don’t know.
  • I can introduce myself and others.
  • I can respond to an introduction.
  • I can greet and take leave from someone using polite, rehearsed behaviors.



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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Let's Chat! Spanish Copyright © 2022 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; Leah Alboucq; Lillian Cobb; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Reynaldo Nunez; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; Thaïs Lacar; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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