Spanish Level 3- Face-to-Face Activities

🪙 Spanish Level 3, Activity 11: Vamos al banco/ Let’s go to the Bank (Face-To-Face)

Hand putting coin into piggy bank

Photo by Maitree Rimthong

Description: In this activity, students will continue to practice using terms and vocabulary related to banking. They will build off of the vocabulary learned in the previous activity surrounding the topics of banks, banking, money-saving, and transactions.

Semantic Topics: Banking, savings account, money, checks, withdrawal, checking account, banco, cuenta de ahorros, dinero, cheques, retiro, cuenta de cheques

Grammatical Structures: Subjunctive, subjunctive with impersonal expressions, formal commands, el subjuntivo, el subjuntivo con expresiones impersonales, mandatos formales

Products: Money, the bank
Practices: Going to the bank, making financial transactions
Perspectives: How to use money, different opinions on where to bank
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.”
  • “Standard 5.1 Students use Spanish both within and beyond the school setting.”

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.
  • 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.
  • CONN 1.1 – Compare and contrast information acquired from other content areas.
  • CONN 2.1 – Access authentic materials prepared in the target language by or for native speakers.

NCSSFL-ACTFL Can-Do Statements:

  • I can practice talking about money and using vocabulary for the bank
  • I can learn simple interactions at the bank, such as how to deposit a check, withdraw money, etc
  • In my own and other cultures I can use appropriate terms and behavior when going to a bank

Materials Needed:

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

  • Bank Cards (Canva Template, free account required)


  1. Begin by introducing the Can-Dos for today’s activity and open the Google Slideshow.
    Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.
  2. Show the students the a video clip related to savings accounts and banking and give them a moment to jot down how the commercial makes them feel. Ask them to share these sentiments with a partner.
    Voy a mostrarles un vídeo relacionado a las cuentas de ahorros y Uds. van a tener unos minutos para escribir cómo se sienten después de ver el vídeo. Después, van a compartir sus emociones con otra persona.
  1. Now, come up with a list of emotions that could be used in advertising.
    ¿Cuáles son las emociones que se pueden implementar en los anuncios? 

Main Activity

1. You all need to go to the bank. In partners, you are going to practice the vocabulary of the bank. One person is going to act the part of the employee of the bank and the other person is going to act the part of the client. Use the words and the examples in the list on the cards.

“Uds. necesitan ir al banco. En grupos de 2, van a practicar el vocabulario del banco. Cada persona va a tener una tarjeta con una situación. Una persona va a actuar el papel del empleado del banco y la otra persona va a actuar el papel del cliente. Usen las palabras y los ejemplos de las preguntas en la lista de las tarjetas.”

2. Students will split into pairs. They will take turns being bankers and clients. One student will be a client and the other will be a banker. Be sure they pay attention to the “Al mínimo” section as this is the objective for their situation.

“Uds. van a trabajar en grupos de 2 y van a tomar turnos con los papeles del banco y del cliente. Para empezar una persona va a ser el banco y la otra va a ser el cliente. Presten atención a la sección que dice “Al mínimo” porque esta parte es el objetivo de tu situación.”


Ask the following questions to finish the activity:

1. En tu opinión, ¿cuánto dinero debes tener en una cuenta de ahorros(In your opinion, how much money do you have to have in a savings account?)

2. ¿Prefieres pagar con efectivo, cheque o tarjeta de crédito/débito? ¿Por qué(Do you prefer to pay with cash, check, or credit/debit card, why?)

3. ¿Es mejor usar un banco local como Idaho Central Credit Union o un banco nacional como Wells Fargo(Is it best to use a local bank like Idaho Central Credit Union or a national bank like Wells Fargo?)

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 practice talking about money and using vocabulary for the bank.
  • I can learn simple interactions at the bank, such as how to deposit a check, withdraw money, etc.
  • I can utilize new vocabulary regarding money such as “cuenta de ahorros.”

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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