Spanish Level 1- Activities Designed for Online Instruction
💬 Spanish Level 1, Activity 14: ¡Vamos a hablar! / Let’s Talk! (Online)
Description: In this activity, students will interview each other and practice speaking in Spanish for an extended period of time. They will review grammatical structures and vocabulary from previous activities.
Semantic Topics: Conversations, interviews, school, family, vacations, conversaciones, entrevistas, escuela, familia, vacaciones
Grammatical Structures: Grammar review, recapitulación de gramática
Products: Family structure, the education system, vacations
Practices: Taking turns in conversation, answering interview-style questions
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 be interviewed in Spanish and answer questions in detail
- I can effectively use the vocabulary and grammar functions I have learned throughout the semester.
- I can answer simple questions about my plans for the future.
Materials Needed:
Would you like to make changes to the materials? Access the template(s) below:
– Scenario Cards (Canva Template, free account required)
Need help with customizing the templates? View this video for help.
Warm-Up
- Begin by opening the slideshow and introducing the can-do statements.
Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements. - Have a conversation with students about the questions on the “calentamiento” slide.
- Then, review the expectations for the main activity
Para el calentamiento, vamos a repasar algunas reglas del lab de hoy. Para el lab de hoy vamos a charlar sobre preguntas diferentes. Vamos a practicar usando el vocabulario que conocemos. ¡La meta del lab de hoy es de hablar tanto español como sea posible! ¡Y de usar todo lo que han aprendido y aplicarlo en una conversación!
Main Activity
- Explain to students that they will be taking turns asking and answering questions. Provide students with the link to the slideshow so that they can see the questions on their end. The goal is for students to use the entire 3 minutes to have conversations related to the questions on each slide.
Para la actividad principal, ustedes van a tomar turnos haciendo las preguntas y respondiendo. Les voy a dar un enlace para el slideshow donde están todas las preguntas. La meta es usar 3 minutos COMPLETOS para tener conversaciones relacionadas a las preguntas que están en cada diapositiva. - Students will be split up into pairs and put into breakout rooms. Students in the breakout rooms should take turns asking questions and answering. The ultimate goal is not necessarily to go through all the questions quickly but instead to have a conversation, even if that means students only get through 2 or 3 of the questions.
Ahora los voy a dividir en parejas y van a trabajar en breakout rooms. En el breakout room, deben tomar turnos preguntando y contestando las preguntas. Van a tener 3 minutos para responder a las 4 preguntas de cada diapositiva. Deben alternarse (tomar turnos) para responder a las preguntas. - Each time 3 minutes is up, the lab instructor should announce it in the chat so everyone can see and students should then move on to the next slide. Once the group has gone through all six slides, they should all return to the main session with any vocabulary questions or other questions they may have.
Cada vez que pasen 3 minutos, voy a mandar un mensaje en el chat para que todos se den cuenta de que deben ir a la próxima diapositiva. Después de charlar sobre las preguntas de las 6 diapositivas, vamos a usar la última parte del lab para las preguntas del wrap-up. También van a tener la oportunidad de hacer cualquiera pregunta que tengan.
Wrap-Up
- Ask the following questions as a wrap-up:
- ¿Cuáles son los temas más fáciles? (Which school subjects are the easiest?)
- ¿Cuáles son los temas más difíciles? (Which school subjects are the most difficult?)
- ¿Tienes alguna pregunta? ¿Hay algo que quieran repasar juntos? (Do you have any question? Is there something you would like to go over together?)
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 be interviewed in Spanish and answer questions in detail
- I can speak Spanish for an extended period of time
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)
