Spanish Level 1- Activities Designed for Online Instruction

🏔 Spanish Level 1, Activity 13: Los Agentes de Viajes y Los Viajeros / Travel Agents and Travelers (Online)




Airport signs
Photo by Skitterphoto via Pexels
Description: In this activity, students will ask and answer questions related to travel and vacations. Students will use the information provided by their partner to determine where their partner should travel.

Semantic Topics: Vacation, travel, agent, traveler, vacaciones, viajar, agente, viajero

Grammatical Structures: “ir a” + infinitive, verbs like gustar, “ir a” + el infinitivo, verbos como gustar

Products: Spanish-speaking countries, airports in Spanish-speaking countries, travel customs and procedures in Spanish-speaking countries
Practices: Planning a vacation
Perspectives: The importance of having and making detailed plans
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 Content Standards for World Languages:

  • 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.

NCSSFL-ACTFL Can-Do Statements:

  • I can answer questions related to where I would like to travel
  • Ask for the preferences of others
  • Ask questions related to vacations and hotels


  1. 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.
  2. For the warm-up, ask a variety of conversation questions from the slideshow to help students become familiar with the vocabulary.
    Para el calentamiento, les voy a hacer algunas preguntas. Estas preguntas tratan de sus preferencias durante un viaje. ¡Vamos a repasar y practicar mucho vocabulario cuando hablemos de estas preguntas!

Main Activity

    1. Share the “student version” slideshow with students. Before having students go into breakout rooms, assign each student a blue traveler card. This is their traveler profile.
      Para nuestra actividad principal, vamos a practicar en ser viajeros y agentes de viaje. Les voy a asignar a cada uno de ustedes una tarjeta azul. Esta tarjeta es para cuando sean “viajeros” y tiene información importante, como el número de personas, cuantas camas necesitan, qué actividades quieren hacer y cuánto dinero tienen.
    2. Put the students into groups of two. If possible, put them in breakout sessions. Students are going to take turns playing the role of a travel agent and a traveler. Each pair of students should decide who is going to be the traveler and travel agent first. Whoever is the travel agent, will go to the link located on the slideshow, taking them to a Buzzfeed quiz they will be asking questions to their partner.
      Ahora los voy a poner en grupos de dos en “breakout rooms.” Les compartí un “slideshow” para que puedan mirar sus tarjetas azules cuando es su turno. Van a tomar turnos siendo agentes y viajeros. Primero, deben decidir quién va a ser el viajero y después la otra persona debe ir al “enlace” (link) que está en la diapositiva para que ellos sean el agente de viaje.
    3. One student in the pair will first be the travel agent and will use the linked BuzzFeed quiz to interview the traveler, the other student. The traveler will use the blue traveler profile cards to answer the questions. The traveler should answer each question with a complete sentence.
      El agente de viaje va a hacer las preguntas de la prueba de Buzzfeed a su pareja, el viajero. El viajero tiene toda la información en la tarjeta azul y debe responder a cada pregunta con una oración completa.

      • Example: “How many beds do you need?”
        • “I need one bed.”
      • Ejemplo: “¿Cuántas camas necesita?
        • “Yo necesito una cama.”
    4. The travel agent will present the destination to the traveler, and the traveler must approve the destination before moving on.
      Al fin de la prueba, el agente le va a dar su destino al viajero. El viajero  debe decidir si le gusta el lugar y está de acuerdo con viajar a su destino o si no está de acuerdo.
    5. Switch roles, and repeat steps 3-4.
      Ahora deben cambiar de “rol” o “papel.” Ahora la persona que fue el  viajero va a ser el agente de viaje y debe hacer el mismo proceso  con su pareja que ahora va a ser el viajero.
    6. When both partners have finished, they should return to the main session.
      Cuando las dos personas terminen practicando los dos “papeles” de viajero y agente de viajes, deben regresar al “main session.” 


    1. Go through the questions on the slides about the results.
      • ¿A dónde vas a viajar? (Where will you travel to?)
      • ¿Quieres visitar este lugar en la vida real? ¿Por qué sí o no? (Do you want to visit this place in real life? Why or why not?)
    2. If time permits, you can ask the conversation questions found at the end of the slide show

    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 answer questions related to where I would like to travel
  • Make a decision based off of given information
  • Ask questions related to vacations and hotels

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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