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Spanish Level 2- Face-to-Face Activities

🏙 Spanish Level 2, Activity 01: Ciudades natales / Hometowns (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.
  • I can share basic information about me and my interests.

Materials Needed:

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

Hometown Question Cards (Canva Template, free account required)

Need help with customizing the templates? View this video for help.

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? Hoy vamos a conocernos. Luego continuamos con los can-do statements.
  2. Explain lab rules & expectations (this will be in English for today only).
    Survival phrase link
  3. They will play the “one-word” game. The rule is that the students can only use one word to answer the question. Go through the Google Slideshow, ask each student a question, and have them answer it with one word. Repeat until all the questions are finished.
    El día de hoy vamos a jugar el juego de “una palabra”. En el juego, cada persona necesita responder a la pregunta solo usando una palabra. Voy a leer una pregunta para cada estudiante y ustedes necesitan estar listos para responder. 

Main Activity

Materials Needed For Main Activity:

  • Hometown Question Cards
  • Small Whiteboard 
  • Whiteboard Marker
  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 “ciudad 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”  or photo of the city they were born in.  Students will act as tour guides. They will describe their favorite places of their hometown to the group.
    Van a usar los pizarrones y marcadores para dibujar un mapa ilustrado de sus ciudades natales. Los estudiantes actuarán como guias turísticos. Ellos describirán sus lugares favorites de su ciudad natal a los del grupo
  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 cards” to use. The objective is for students to learn more about each other’s hometowns.
    Ahora van a trabajar en parejas y 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 una cosa que aprendieron de su pareja con el grupo. 

Wrap Up

  1. Ask the following questions to finish the lab:
    Explica por qué tu ciudad es similar o diferente a las demás. (Explain why your city is similar or different from others)

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)

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Let's Chat! Spanish Copyright © 2022 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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