Spanish Level 2, Activity 01: Vamos a conocernos / Let’s Get to Know Each other (Face-to-Face)

 

Two people greeting each other
Photo by Kampus Production via Pexels
Description: In this activity, students will answer questions about themselves using memorized words and phrases. In addition, they will have the opportunity to share information about their hometown with the rest of the group. Students will practice discussing places and describing themselves.
Semantic Topics: Greetings, introductions, restaurants, families, hobbies, sports, hometown, birthplace, activities, recommendations, preferences, descriptions, saludos, presentaciones, restaurantes, familia, pasatiempos, deportes, ciudades natales, actividades, recomendaciones, preferencias, descripciones
Grammatical Structures: Comparisons of equality, comparisons of inequality,  the subjunctive, comparaciones de la desigualdad, comparaciones de igualdad, el subjuntivo
Products: Hometowns, favorite places
Practices: Making introductions and discussing place of origin
Perspectives: What is the value of getting to know people from a variety of places?

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
  • COMP 1.1 – Observe formal and informal forms of language.
  • 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 exchange recommendations with a friend regarding the best places to visit in my hometown.
  • I can ask and answer questions regarding popular locations in my hometown.
  • I can share my preferences regarding things I like to do in my hometown.

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: 

  1. Begin by introducing the Can-Dos for today’s activity (located in the Google Slideshow).
    Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.
  2. Give a whiteboard and a marker to each student. They will play the “one-word” game. The rule is that the students can only use one word to answer the question. First, they will write down their response and then share it with the group after everyone is done writing. Questions are provided on the slideshow, but you can add your own as well.
    Para empezar nuestro lab de hoy, vamos a jugar el juego de “una palabra”. Cada persona necesita una pizarra y un marcador. Voy a leer una pregunta y todos van a escribir una respuesta en la pizarra. ¡Escriban sólo una palabra! Después de cada pregunta, vamos a compartir las respuestas.

Main Activity

Materials Needed For Main Activity:

  1. Today, students will talk about their hometowns. Introduce the meaning of “ciudad natal” and share something about your hometown
    Ahora vamos a compartir algunas cosas sobre nuestras ciudades natales. ¿Qué significa “natal?” Es el lugar donde nacemos, es la ciudad donde una persona crece. Por ejemplo, mi ciudad natal es ________.
  2. Have students take a few minutes to draw an “illustrated map” for the city they were born in.  Students will act as tour guides. They will describe their favorite places or their hometown to the group.
    Van a usar los teléfonos o iPads para encontrar un mapa ilustrado de sus ciudades natales. Van a ir al sitio de Google y escribir “Tu Ciudad Natal + illustrated map”. Por ejemplo- Portland, OR. Este mapa es muy bonito y tiene los lugares interesantes de Portland. Si no puedes encontrar un mapa ilustrado de tu ciudad natal, intenten encontrar una ciudad cerca o tu ciudad favorita. 
  3. Put the students into pairs and then ask them to answer each of the questions on the slideshow with their partners. The slideshow will display only one question at a time. If you would prefer to give students a handout with the questions rather than the slideshow, you can give them the “hometown question card” to use. The objective is for students to learn more about each other’s hometowns.
    Ahora van a tomar turnos con las preguntas de la presentación. El objetivo es aprender más sobre la ciudad natal de tu pareja. 
  4. After they’ve shared with their partners, have them share one thing they learned with the group.
    Después de hacer las preguntas, vamos a compartir nuestras ciudades natales con el grupo. También van a compartir algo nuevo que ahora saben sobre la ciudad natal de su pareja.

Wrap Up

  1. Ask the following questions to finish the lab:
    ¿Cómo es tu ciudad similar a las demás? ¿Cómo es diferente? (How is your city similar to the other students? How is it different?)

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 exchange recommendations with a friend regarding the best places to visit in my hometown.
  • I can ask and answer questions regarding popular locations in my hometown.
  • I can share my preferences regarding things I like to do in my hometown.

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)

License

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Let's Chat! Spanish 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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