Spanish Level 1- Face-to-Face Activities

💌 Spanish Level 1, Activity 10: Estás Invitado / You’re Invited (Face-to-Face)

A woman taking a picture of the food at a table at a party
Photo by Ibrahim Boran
Description: In this activity, students will practice accepting and rejecting invitations. Students will create their own invitations and invite students to activities. They will learn how to ask questions relating to parties and events.
Semantic Topics: Invitations, free time, hobbies, accepting and rejecting invitations, invitaciones, tiempo libre, fiestas, eventos, aceptar y rechazar
Grammatical Structures: Stem-changing verbs,  verbos irregulares
Products: Quinceañera invitations (see Cultural Notes)
Practices: Inviting friends and family to social events
Perspectives: What are polite responses to invitations in Spanish?

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.
  • COMP 1.1 – Observe formal and informal forms of language.
  • COMP 1.3 – Compare and analyze idiomatic expressions in the target language.

NCSSFL-ACTFL Can-Do Statements:

  • I can accept or reject an invitation
  • I can invite and make friends with someone
  • I can exchange information about when to meet and where to go, such as the store, the movie theatre, a concert, a restaurant, a house

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:

Optional physical materials:

  1. Tell the students:
    Voy a invitarles a una fiesta, pero ustedes no quieren ir, ¿Cómo van a responder?
  2. Write the word “NO” on the board. The students should make a cloud of ideas and write them on the board. After, do the same with the word “YES”
    Si quieren ir, ¿cómo van a responder? Vamos a hacer una lista de ideas de maneras diferentes para aceptar o rechazar una invitación.
  3. Have students scan the QR code in the presentation or pass out the invitation cards.
    Tengo unas invitaciones de unos eventos para ustedes.
  4. Using one invitation, invite the students to model what they will do.
    Ahora voy a mostrarles cómo invitar a un amigo/a a un evento. Después de escuchar mi invitación, tienen que hablar con un compañero/a y decidir si ustedes quieren aceptar o rechazar mi invitación.
  5. Now, ask the students who wants to accept the invitation and who wants to reject the invitation. (Note: You can ask them to state why or why not they want to accept the invitation)
     ¿Levanten la mano si quieren aceptar mi invitación? ¿Levanten la mano si quieren rechazar mi invitación? ¿Por qué?

Palabras/frases para “aceptar”

 De acuerdo  ( I agree)
Me encantaría (I would love to)
Paso por tí  (I’ll pick you up)
Sí, claro  (yes, of course)
Supongo que puedo ir ( I guess)
Por supuesto (of course)
 Palabras/frases para “rechazar” Estoy muy ocupado/a  (I’m really busy)
Gracias, pero no puedo porque… (Thank you, but I can’t go because…)
Lo siento, tengo que… (I’m sorry, I have to..)
Prefiero no ir (I prefer to not go)
Quiero pero no puedo ( I want to but I can’t)


Main Activity

Materials Needed For Main Activity:

  1. Each student is going to choose an invitation template that they like to propose an activity to their friends.
    Van crear un invitación para sus amigos.
  2. Students will have five minutes to create a proposition for a fun activity. They are going to use the invitations on the table, but they have to fill out all the information.
    Van a tener cinco minutos para crear una invitación para una actividad divertida. Van a usar las invitaciones que tengo, pero tienen que llenar la información.
  3. The students will then walk around the room and take turns inviting another person.
    Ahora ustedes van a caminar por el salón y van a invitar a otras personas en la clase al evento.
  4. Students should accept or reject the invitation.
    Cada persona debe aceptar o rechazar la invitación.
  5. Students need to ask questions like, who, what, where, when, and how much should I bring.
    Deben hacer preguntas sobre ¿cómo, qué, cuándo, dónde y cuánto debo traer?
  6. They will then explain why or why not they want to go with the individual inviting them.
       Tienen que explicar por qué sí o por qué no quieren ir.

Wrap Up

Ask some of the following questions to finish the lab:
¿Cuál es tu pasatiempo favorito? (What is your favorite hobby?)
¿Prefieres ir a un concierto o una obra de teatro?
 (Do you prefer to go to a concert or a to a play?)
¿Cuál es tu deporte favorito para ver?
 (What is your favorite sport to watch?)
¿Haces invitaciones con papel o usando alguna tecnología? 
(Do you make invitations using paper or through technology?)


• 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 accept or reject an invitation
  • I can invite and make friends with someone
  • I can exchange information about when to meet and where to go, such as the store, the movie theatre, a concert, a  restaurant, a house

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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