Spanish Level 2- Face-to-Face Activities

🛍 Spanish Level 2, Activity 02: Vamos de Compras / Let’s go shopping (Face-to-Face)

A woman holding many shopping bags
Photo by via Pexels
Description: In this activity, students will practice identifying where they can buy certain items. Students will also practice asking a partner what their preferences are and using this information to select a hypothetical gift for them. Students will learn how to identify preferences, express opinions about items, and purchase items.
Semantic Topics: Favorite, conversation, ask, question, objects, store, gift, price, sell, buy, favorito/a, conversación, preguntar, pregunta, 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 exchange information about where I will go, such as to the store
  • I can make a decision based on information from someone else
  • I can communicate with a friend to determine their favorite things

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

Optional Physical Materials

  1. Begin by introducing the Can-Dos and the theme for today’s activity.
    Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.
    Hoy, vamos a practicar comprando objetos y preguntandole a otra persona sus gustos. 
  2. Have students scan the QR code in the presentation or hand out one of the object cards to each pair of students if using physical materials and explain:
    “Necesitan hablar sobre el objeto en la tarjeta y decidir lo siguiente….” 
    1. ¿Cuáles tiendas venden este tipo de objeto?
    2. ¿Cuál es el precio “típico” del objeto?
    3. ¿Qué tipo de persona quiere este objeto como regalo? (por ejemplo: una madre, un chico, un estudiante, un trabajador)
  3. The students will then report back to the group with information they have agreed upon
    Van a compartir sus respuestas con todo el grupo.

Main Activity

Materials Needed For Main Activity

  1. Project the slide “entrevista” to the students. Have the students quickly jot the answers to these items on a whiteboard (writing them on the board will be helpful for them to answer)
    a. cosas favoritas como tienda favorita, estación, comida, bebida, tienda
    b. su personalidad en una palabra- amable, serio, simpático, chistoso, etc.                                                                         
    c. pérfil (edad, carrera, cuidad natal)                                       d. interesas/hobbies
  2. Students will then get into pairs and share with their partner the answers to the questions they wrote on the whiteboard. (Mi tienda favorita es____, etc)
    Comparte con tu compañero las respuestas en tu pizarra. Trata de usar oraciones completas.
  3. The students will then pretend to go shopping for their partner and buy a gift based on the things their partner likes. They will take turns explaining what presents/gifts they will buy their partner and explain why (keeping in mind their favorite things). Have them practice ir + infinitive (voy a comprarte …). They will also explain what stores they will visit to buy the gifts and what price this item is typically sold for.
    Despues de compartir, vas a ir de compras para tu compañero. Necesitas “comprar” un regalo para tu compañero. Explica con oraciones completas porque compraste este regalo. También explica de cuál tienda viene el regalo y cuánto costó. 
  4. After each partner has shared their gift, they will switch partners and repeat the previous steps.
    Después de explicar, vamos a cambiar compañeros y repetir. 
  5. Have students share with the whole group one of the gifts they “bought” for their partner
    ¿Quién le gustaría compartir uno de los regalos que compraste? 


Wrap Up

  1. Ask students questions to finish the lab:
  • ¿Cuál fue el regalo… (Which gift was…)
    -más creativo?
     (-the most creative?)
    -más barato?
     (-the cheapest?
    -más caro? 
    (-the most expensive?)
  • ¿Cuál es tu regalo favorito? (ask this to everyone) (Which is your favorite gift?)
  • ¿Cuál es un regalo que quieres recibir en el futuro? (What is a gift you would like to receive in the future?)

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 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 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)


Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

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.

Share This Book