Spanish Level 1- Face-to-Face Activities

📓 Spanish Level 1, Activity 04: La Escuela / School (Face-to-Face)

Back to school supplies and the words "Back to School"
Photo by Sarah Pflug
Description: In this activity, students will practice vocabulary associated with school supplies. The activity facilitator will show a picture of an item and the first student that takes the item out of their backpack and says its name in the target language will receive a point. Students will also have the opportunity to show whether a statement applies to them, such as “having four roommates.” Students who have four roommates will be asked a follow-up question and if they can answer, they receive a point.
Semantic Topics: Deal, make a deal, school, school supplies, objects, backpack, escuela, objetos, mochila, materiales escolares
Grammatical Structures: Present tense verbs, irregular yo forms, verbos en el presente, verbos irregulares en la forma de yo
Products: Bargains, deals
Practices: Bargaining, making a deal
Perspectives: How is bargaining at the market viewed in Spanish-speaking countries?

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 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.
  • Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.

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 2.3 – Compare and contrast authentic materials from the target culture with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can identify and present (when asked) items that are common in a classroom
  • I can respond to who, what, where, and when questions

Materials Needed:

Optional physical materials:

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

Warm Up

  1. Begin by opening the Google Slideshow and then introduce the Can-Do’s.
    Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.
  2. Set up the Kahoot game on the projector. Students will be practicing vocabulary related to school, and the Kahoot game is an introductory review.
    Hoy, vamos a practicar vocabulario sobre la escuela. Por ejemplo, lápiz y libro son útiles escolares. Vamos a jugar Kahoot para repasar un poco de este vocabulario.
  3. Each student will take out a device (either their own device or a provided iPad) and open Safari, then go to “” Students enter the game pin that is displayed on the projector. Once all students are in the game, the instructor can start.
    Todos van a necesitar un teléfono o una tableta. Van a ir a y necesitan poner el número que sale en la pantalla.

Main Activity

Part One

1. Explain the activity to the students using the Google Slideshow.

2. Students will scan the QR code in the presentation and make sure that each student has chosen a different card from their peers or use physical materials. Have students look for the objects that are on the slides on their cards or in their backpacks. When a student finds the item the student will run up to the instructor and hand them their card or item and yell “I have (whatever item is on the slide)”. For example, if there is a slide with a pencil, students are going to look for a pencil on their card or in their backpacks, purses, or pockets. The first person to find the object brings the card or the pencil  to the instructor and yells “I have a pencil!” to receive a point.

Yo tengo unas diapositivas de “Let’s Make a Deal.” (Write “tengo” up on the board and put “= I have”) ustedes van a buscar (“look for” gesture) los objetos que tengo en las diapositivas. Por ejemplo, si tengo una diapositiva con un lápiz, ustedes van a buscar el lápiz en sus cartas (bolsas, mochilas o bolsillos if using physical materials)La primera (use one finger for 1st) persona con el lápiz necesita correr (run gesture), darme (give gesture) el lápiz y gritar (= yell) “¡Tengo un lápiz!” para recibir un punto.


    1. Instructor: Estudiantes, yo necesito una _ _ _ _ _ . *shows the slide with a calculator*
    2. Estudiantes: *students look for a calculator in their bag*

*Instructor, you’ll want to keep track of points on the whiteboard. Write student names on the board and keep track! *


Part Two

1. The next set of slides will have different questions. Students will practice talking about themselves. (Erase “tengo” from the previous part of the activity and write “yo”=me) For example: “Students, who studies at the library?” The first person to raise their hand and say “Me!” will have the chance to win a point.

Ahora tengo diapositivas con preguntas diferentes. (Erase the “tengo” from the previous part of the activity and write “yo” = me) Por ejemplo: “Estudiantes, ¿quién estudia en la biblioteca?” La primera persona que dice “¡Yo!” y levantese la mano (gesture to raise hand) tiene la oportunidad de ganar un punto.

2. The student who said “Me!” first will have to answer a follow-up question. For example, “How many hours do you study at the library?” After the student answers the second question, they receive a point.

El estudiante que dice “¡Yo!” primero debe responder a otra pregunta. Por ejemplo: “¿Cuántas horas estudias en la biblioteca?” Después de contestar la segunda pregunta, el estudiante gana un punto.

3. Once you go through all the slides, add up the points from all the rounds and see who won!


    1. Instructor: Estudiantes, ¿quién estudia en la biblioteca? (Shows the slide with the library)
    2. First student to raise hand: Yo
    3. Instructor: (Ask a follow-up question, you can make up any question) Bueno, ¿cuántas horas trabajas en la biblioteca cada día?


ACTIVITY 1) The instructor will lead a game of jeopardy, putting the students in teams.

Ahora vamos a jugar un juego de jeopardy. Necesitamos formar equipos. 

Explain that they will review school supplies, and have the challenge to learn some new words if desired.

Las palabras de jeopardy van a repasar los utiles escolares y introducir unas nuevas palabras como prueba si quiere. 

If there’s more time, play the conversation jeopardy game. Students will answer questions about themselves for points.

Ahora, las preguntas están más libres.  Hable de si mismo. 

ACTIVITY 2) The instructor will show a video to students that has two Spanish-speaking students talking about school supplies.

Ahora vamos a mirar un video con dos estudiantes que van a charlar sobre los útiles escolares.

5. Students have to pay attention to the school supplies that are being mentioned throughout the video. Students can use a whiteboard to write some notes if they would like.

Ustedes deben prestar atención a los útiles que mencionan. Si quieren, pueden usar una pizarra para escribir unos apuntes.

6. Each student must say one school supply that they heard in the video. The instructor can write them on the whiteboard and do a comprehension check to make sure the whole group knows what each word means.

Ahora, cada uno de ustedes debe decir una cosa que dijeron los estudiantes en el video.”

Ej: “¿Para estar segura/o que todos entienden, que es un __?

Wrap Up

Ask the following questions of students to gauge their understanding of the activity: 
  1. ¿Cuál es el objeto más importante que tienen en sus mochilas? (What is the most important object in your backpack?)
  2. ¿Les gusta escribir con una pluma/bolígrafo o un lápiz o solo usan una computadora? ¿Por qué? (Do you like to write with a pen, a pencil, or do you only use a computer? Why?)
  3. ¿Tienen un lugar favorito en campus?  (Do you have a favorite place on campus?)


• 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 identify and present (when asked) items that are common in a classroom
  • I can respond to who, what, where, and when questions


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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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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