Spanish Level 1- Face-to-Face Activities
💬 Spanish Level 1, Activity 14: Un Buen Repaso / A Good Review (Face-to-Face)
Description: In this activity, students will review the semester by talking about the university, family, and vacations using memorized vocabulary. Students will be interviewed by each other based on the scenarios provided. Students will ask and answer questions entirely in Spanish.
Semantic Topics: Vacation, opinions, classes, university, family, review, vacación, opiniones, clases, universidad, familia, repaso
Grammatical Structures: Present progressive, el presente progresivo
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 effectively use the vocabulary and grammar functions I have learned throughout the semester
- I can be interviewed in Spanish and answer questions in detail
- I can answer simple questions about my plans
Materials Needed:
Optional Physical Materials:
Would you like to make changes to the materials? Access the template(s) below:
– Scenario Cards (Canva Template, free account required)
Warm Up
- Begin by opening the Google Slideshow and introducing the Can-Dos.
Hola, vamos a leer los can-do statements. - Ask some basic questions to get the students into Spanish and feeling comfortable:
- ¿Cómo están? (How are you?)
- ¿Tienen planes para el fin de semana? (Do you have plans for the weekend?)
- ¿Tienen planes para las vacaciones? (Do you have plans for the holidays?)
- ¿Están listos para los exámenes finales? (Are you ready for the final exams?)
Main Activity
Materials Needed For Main Activity:
- The goal of this activity is for students to have a continuous, spontaneous conversation without using English for clarification. Students should speak in Spanish the whole time. Introduce the following guidelines to students
Tienen que hablar en español por todo el lab. No pueden hacer preguntas durante la actividad. ¡Intenten usar el español que saben! Si terminan las preguntas temprano, tienen que hablar más. Tienen que hablar por tres minutos total. - For this activity, have students scan the QR code with the title “Los Scenarios” or pass out a set of scenario cards with three questions on each card. There are a total of three scenarios, with two cards per scenario (one green and one blue). Students will choose partners, and each pair will receive a scenario. Within each pair, each person will reference one of the two cards from the same scenario set (one green and one blue).
Para esta actividad, vamos a tener tarjetas con tres preguntas en cada una. Van a trabajar en parejas. Una persona va a tener una tarjeta azul y la otra va a tener una tarjeta verde. - The students will sit across from each other. The student with the blue card will begin by asking their partner their questions, one by one, in an interview format (3 minutes). After the time is up, the partner with the green card will ask their questions and their partner will answer (3 minutes). The goal is for the student being interviewed to continuously speak Spanish for 3 minutes, so even if they finish answering the questions before the time is complete, they must continue talking until the 3 minutes are up.
La persona con la tarjeta azul va comenzar la conversación. Va a hacerle las tres preguntas a su pareja y su pareja debe usar 3 minutos completos para responder a las preguntas en detalle. Después, la persona con la tarjeta verde va a hacer lo mismo con la otra persona. La meta es que los estudiantes hablen en español por 3 minutos consecutivos. - After both partners take a turn to be interviewed (6 minutes in total) the student sitting on the right side of the table will move forward and the student sitting on the left side of the table will move backward. That way, every student will receive a new topic and partner after every 6 minutes.
Después de que las parejas tomen sus turnos (6 minutos en total), van a cambiar parejas y temas. Una pareja puede cambiar a la derecha y la otra puede cambiar hacia la izquierda.
Wrap Up
- ¿Qué temas son los más fáciles? ¿Qué temas son los más difíciles? (Which subjects are the easiest? Which subjects are the most difficult?)
- ¿Qué preguntas tienen? ¿Hay algo que quieran repasar juntos? (What questions do you have? Is there something you want to go over together?)
END OF ACTIVITY:
• 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 effectively use the vocabulary and grammar functions I have learned throughout the semester
- I can be interviewed in Spanish and answer questions in detail
- I can answer simple questions about my plans
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)
