Spanish Level 1, Activity 09: ¡Tantas Preguntas! / So Many Questions! (Face-to-Face)

Question mark sign with lightbulbs on the sign
Photo by Jon Tyson
Description: In this activity, students will practice initiating conversations in Spanish with someone. They will use phrases and vocabulary that will help them gather information from a person as well as give information about themselves. Students will talk about school life, weather, and activities that they enjoy.

Semantic Topics: Questions, answers, summer, winter, campus, library, stadium, preguntas, estaciones, biblioteca, estadio

Grammatical Structures: Verbs, present tense, sentence subjects, questions in Spanish, verbos, verbos en el presente, subjetos de la oración, preguntas en español

Products: Locations (such as the library and school), seasons of the year
Practices: Personal conversations, school life, weather, hobbies

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 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.
  • 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 provide personal information about what I like to do in different places and during different times of the year
  • I can answer a variety of simple questions
  • I can make simple statements in a conversation

Materials Needed:

Optional Physical Materials instead of utilizing the QR code:

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

(Canva Template, free account required)

Warm Up

Materials Needed For Warm Up:

  • Whiteboards & Markers
  1. Begin by opening the Google Slideshow and introducing the Can-Do’s.
    Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.
  2. This activity is similar to Mad-Libs! For the warm-up, students should be in pairs or divided into three groups, and each pair must have a whiteboard. Each group will be assigned a specific task. One group will write a subject (person). Another group will write a verb, and the last group will write a place.
    Para el calentamiento, deben estar en parejas o en tres grupos. Todas las parejas van a tener una pizarra. Una pareja necesita escribir un sujeto (persona), una va a escribir un verbo y la otra un lugar.
  3. For example:
    Panda Express, Bailar, Shakira. = Shakira baila en el restaurant de Panda Express. 
  4. Instruct the students to work together and form the sentence that conjugates the verb! (Do three to four of these, having them change the roles each time).
    Vamos a trabajar juntos para formar una frase completa con un sujeto, verbo y lugar. Vamos a conjugar el verbo.
  5. Make sure to switch around who chooses the verb, subject, and place.
    Okay, ahora vamos a cambiar de papeles. Ustedes van a escribir el sujeto, ustedes el verbo y ustedes el lugar. 

Main Activity

Materials Needed For Main Activity: 

Optional Physical Materials instead of utilizing the QR code:

  1. Put students into groups of 2 or 3. Each group will start at a different station. Groups will have approximately 3 minutes to respond to the questions at each station. There are verb suggestions on the wall, but the students can use others if they want. The objective is to practice responding to the questions in each station. There is no wrong or right answer! The only rule is that you must use Spanish.
    Ahora vamos a trabajar en grupos de 3 o en parejas. Vamos a practicar respondiendo a las preguntas. Cada grupo va a empezar en un lugar diferente. Hay seis ubicaciones diferentes. Van a tener más o menos tres minutos para responder a las preguntas en los lugares. Hay verbos en la pared que pueden usar como ayuda (gesture to wall), pero pueden usar otros si quieren¡No hay respuesta correcta! ¡La única regla es que tienen que hablar en español!
  2. Students will scan the QR code which will have questions for each station or they will draw a discussion cards at the station if using printed materials. They will read a question for their station aloud to their group, and each group member will respond in Spanish. Students will visit at least three of the six stations.
    Cada persona en el grupo va a escoger una tarjeta con una pregunta y todos deben responder en español. Después de 3 minutos, cambien de lugar y hagan lo mismo. 
  3. Make sure each student has the chance to answer 2-3 questions about themselves, and then have them rotate groups.
     Ejemplo: ¿Cuál es tu actividad favorita hacer durante el invierno en Boise? Mi actividad favorita es caminar en el greenbelt.

Wrap Up

Ask students some of the following questions to finish the lab:
  1. EN EL VERANO Preguntas: (IN THE SUMMER Questions)
    • ¿Qué les gusta hacer en el verano? (What do you like to do during the summer?)
    • ¿Les gusta nadar? Do you like swimming?)

    2. EN EL INVIERNO Preguntas: (IN THE WINTER Questions)

    • ¿Cuál es su actividad favorita para hacer en el invierno? (What is your favorite activity during the winter?) 
    • ¿Prefieren quedarse en casa o jugar en la nieve? (Do you prefer to stay home or play in the snow?)

    3. EN LA BIBLIOTECA Preguntas: (IN THE LIBRARY Questions)

    • ¿Estudian mucho? (Do you study a lot?)
    • ¿Cuánto tiempo pasan en la biblioteca cada semana? (How much time do you spend in the library each week?)

    4. EL ESTADIO Preguntas: (THE STADIUM Questions)

    • ¿Les gusta ir al estadio para ver los juegos de fútbol americano? ¿Acuden a menudo (do you go often)(Do you like to go to the stadium to watch football games? Do you go often?)
    • ¿Juegan deportes? ¿Cuáles? Si no, ¿les gusta ver deportes? (Do you play sports? Which one(s)? If not, do you like to watch sports?)

    5. EN CAMPUS Preguntas: (IN CAMPUS Questions)

    • ¿Pasan mucho tiempo en el campus? (Do you spend lots of time on campus?)
    • ¿Cómo viajan por el campus? (How to you travel around campus?)
    • ¿Qué les gusta hacer en el campus? (What do you like to do on campus?)

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 provide personal information about what I like to do in different places and during different times of the year
  • I can answer a variety of simple questions
  • I can make simple statements in a conversation

Cultural NOtes: 

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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; 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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