Spanish Level 2, Activity 10: Las celebraciones y citas / Celebrations and Going on Dates (Face-to-Face)

Two people hugging in a large city
Photo by Kristina Nor via Pexels
Description: In this activity, students will discuss cultural traditions, going on dates in their own city, and their own holiday traditions. They will practice giving recommendations and explanations to others.
Semantic Topics: Holidays, celebrations, relationships, dates, parties, fiestas, celebraciones, relaciones, citas
Grammatical Structures: Imperfect, preterite, present perfect, past perfect, el imperfecto, el pretérito, el presente perfecto, el pluscuamperfecto
Products: Holidays
Practices: Holiday and party traditions
Perspectives: How are holidays celebrated in other Spanish-speaking countries? What party traditions are common in Hispanic cultures?

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
  • Standard 4.2 – Students demonstrate an understanding of the concept of culture through comparisons between Hispanic cultures and their own.

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.
  • CONN 2.3 – Compare and contrast cultural similarities and differences in authentic materials.

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about how I celebrate holidays and special events with my family and friends
  • I can provide recommendations of a place to celebrate a birthday or go on a date in my city
  • I can talk about my past friendships and relationships, along with my plans for the future
  • In my own and other cultures, I can identify how people celebrate local and national holidays or festivals (Intercultural)

Materials Needed: 

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

(Canva Template, free account required)

Warm-Up

  1. Begin by opening the Google Slideshow and introduce the Can-Do statements.
    Hoy vamos a discutir las tradiciones y las citas. Aquí están los Can-Do statements, vamos a leerlos. 
  2. The students will play heads up with a set of cards with useful vocabulary
    Hoy vamos a jugar “heads up.” ¿Saben cómo jugar? Una persona va a elegir una tarjeta, pero NO puede ver la palabra en la tarjeta. Va a poner la tarjeta en su frente y el resto del grupo va a describir la palabra para que la persona con la tarjeta pueda adivinar la palabra en la tarjeta.
  3. There is a cultural takeaway on the Google Slideshow about New Year’s Eve in Spanish-speaking countries. In Spain and other Spanish-speaking countries, it is customary to eat 12 grapes when the new year begins. A bell rings 12 times, and with each ring, the people eat one grape. People practice this tradition to bring them 12 months of good luck.
    En España y otros países hispanohablantes, la gente come doce uvas cuando el año nuevo empieza. Una campana suena doce veces y, con cada sonido, la gente se come una uva. Es una tradición que la gente hace para recibir doce meses de buena suerte en el año nuevo.

Main Activity

  1. The students will chat about dates and celebrations. We have question cards the students can use to move the conversation along. (Use the small cards with text, also handout “a lugares para ir de cita” to each person)
    ¡Vamos a charlar sobre las citas y las celebraciones! Hoy tenemos muchas preguntas de discusión y vamos a usar estas tarjetas en la mesa para ayudar la discusión.
  2. Students will take turns choosing a card. The person who chooses a card will read it out loud. Then, everyone must answer or contribute to the conversation.
    Tengo una baraja de tarjetas. Una persona va a elegir una tarjeta de la baraja y leerla en voz alta. Todos van a contestar y participar en una discusión breve. Después, otra persona va a elegir una tarjeta nueva y repetir los pasos.

Wrap-Up

  1. Ask students the following questions to finish the lab:
  • What is the best gift you’ve ever received? Given?
    ¿Cuál es el mejor regalo que has recibido? ¿Qué has regalado?
  • What is the easiest way to meet new people?
    ¿Cuál es la manera más fácil para conocer nuevas personas?”
  • What is the best advice you’ve been given?
    ¿Cuál es el mejor consejo que te han dado?

End of lab:

  • Read Can-Do statements and have students evaluate their confidence with comprehension checks, either verbal or nonverbal
  • Encourage students to be honest with their feedback

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about how I celebrate holidays and special events with my family and friends
  • I can provide recommendations of a place to celebrate a birthday or go on a date in my city
  • I can talk about my past friendships and relationships, along with my plans for the future
  • In my own and other cultures, I can identify how people celebrate local and national holidays or festivals (Intercultural)

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)
  • 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)

We want to make it easy to share back with the larger Pathways Project Community! Simply, click this link to remix this activity. Please consider sharing your remixed activity with us by emailing the activity link to Pathwaysproject@boisestate.edu so that Pathways continues to grow!

If this is your first time remixing, check out our one minute tutorial below:

License

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

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.

Share This Book