Spanish Level 2, Activity 02: Vamos de Compras / Let’s Go Shopping (Online)

Woman holding many shopping bags
Photo by freestock.org via Pexels

Description: In this activity, students will practice identifying where they can buy certain items. Students will also work on asking a partner what their preferences are to come up with a potential gift for them. Students will learn how to identify preferences, express opinions about items, and seek places to purchase items as well.

Semantic Topics: Favorite, conversation, ask, question, objects, store, gift, price, preguntar, objetos, tiendas, regalo, precio, vender, comprar
Grammatical Structures: “ir a” + infinitive, direct object pronouns, indirect object pronouns, preterite tense, pedir vs. preguntar, “ir a” + el infinitivo, los pronombres de objetos directos, los pronombres de objetos indirectos, el pretérito
Products: Goods and products that can be bought in stores, gifts
Practices: Shopping, giving gifts
Perspectives: Value of gifts with personal meaning

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 select a gift based on someone’s likes and interests.
  • I can exchange preferences about which stores, sports, and other interests I like.
  • I can interact with a partner to find out their favorite things.

Materials Needed

Warm Up

  1. Begin by opening the slideshow introducing the Can-Dos for today’s activity.
    Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.
    Vamos a practicar como comprar objetos y como preguntarle a otra persona sus gustos.
  2. As a group, go through slides 5-10 and have students take turns answering the questions
    Necesitan hablar sobre el objeto en la tarjeta y decidir lo siguiente…
    • ¿Dónde compras el objeto?
    • ¿Para quién vas a comprar este objeto? por ejemplo: una madre, un chico, un estudiante, un trabajador.
    • ¿A qué precio se vende?

Main Activity

  1. Send students a copy of the “Student Materials” and put them into breakout rooms in partners. They should ask each other the questions from the slides and take notes.
    Vamos a trabajar en parejas. Debes preguntar a tu compañero/a las preguntas en las diapositivas.
  2. After they are done with the questions, the students will think of a gift to buy for their partner.
    Después terminas con las preguntas, vas de compras para su compañero.
  3. After they “go shopping,” they will explain in detail what presents/gifts they will buy for their partner and explain why (keeping in mind their favorite things) using the ir + infinitive form. They will also explain what stores they will visit to buy the gifts and what price this item is typically sold for.
    Describe con detalle los regalos que compraste para su compañero. Practicar la forma ‘ir plus infinitivo’ y explicar cuáles tiendas visitaste.
  4. After they are done, they will switch partners and repeat the previous steps. Afterward, come back together and have students share the gifts they bought for their partners with the group.
    Van a cambiar parejas y repetir. Después, van a cambiar los regalos que compraron. 

Wrap Up

Wrap-up questions (pick a few you’d like to ask):

  1. ¿Cuál fue el regalo…
    • más creativo?
    • más barato?
    • más caro?
  1. ¿Cuál es tu regalo favorito? 
  2. ¿Cuál es un regalo que quieres recibir en el futuro?

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!

Can-Do Statements:

  • I can select a gift based on someone’s likes and interests.
  • I can exchange preferences about which stores, sports, and other interests I like.
  • I can interact with a partner to find out their favorite things.

Cultural NOtes: 

How to Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in remixing activities for the K-12 classroom.

Try taking an activity to the next level by:

  • Add new content (something you’ve created or another OER source)
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  • 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 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; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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