Spanish Level 2- Activities Designed for Online Instruction
❔Spanish Level 2, Activity 14: La Entrevista / Interview (Online)
Description: In this activity, students will speak in Spanish for an extended period of time. They will go over topics learned throughout the semester and practice communicating their preferences.
Semantic Topics: Preferences, wrap up, review, preferencias, repasar, conversar
Grammatical Structures: Grammar review, recapitulación de gramática
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 Content Standards for World Languages:
- 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.
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can hold a conversation regarding familiar topics I have learned throughout the semester
- I can be interviewed in Spanish and answer questions in detail
- I can speak Spanish for an extended period of time
Materials Needed:
Would you like to make changes to the materials? Access the template(s) below:
- Interview cards (Canva Template, free account required)
Need help with customizing the templates? View this video for help.
Warm-Up
- Begin by opening the slideshow and introducing the can-do statements.
Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements. - After introducing the can-do statements, go over the rules that are on a slide for the warm-up. Talk through the rules, emphasizing that today’s lab is going to be about asking and answering questions using the vocabulary/knowledge students have accumulated thus far. The ultimate goal of the lab is for students to just dive into the questions and speak as much Spanish as they can within a time frame.
Para el calentamiento, vamos a repasar algunas reglas del lab de hoy. Para el lab de hoy vamos a charlar sobre diferentes preguntas. Vamos a practicar el uso del vocabulario que conocemos. ¡La meta del lab de hoy es hablar tanto Español como sea posible! ¡De usar todo lo que han aprendido y aplicarlo en una conversación!
Main Activity
- Provide students with the link to the slideshow so that they can see the questions on their end. The goal is for students to use the entire 3 minutes to have conversations related to the questions on each slide.
Para la actividad principal, ustedes van a tomar turnos haciendo las preguntas y respondiendo. Les voy a dar un enlace para el slideshow donde están todas las preguntas. La meta es usar 3 minutos COMPLETOS para tener conversaciones relacionadas a las preguntas que están en cada diapositiva. - Students will be split up into pairs and put into breakout rooms. Students in the breakout rooms should take turns asking questions and answering questions. Each slide has 4 questions, so they should take turns on who asks a question. Students are encouraged to ask their partner the same question they answered if they would like. The ultimate goal is not necessarily to go through all the questions quickly, but instead to have a conversation, even if that means students only get through 2 or 3 of the questions.
Ahora los voy a dividir en parejas y van a trabajar en un breakout rooms. En el ‘breakout room’ deben tomar turnos preguntando y respondiendo las preguntas. Van a tener 3 minutos para responder las 4 preguntas de cada diapositiva, entonces deben alternarse (tomar turnos) para responder las preguntas. Si creen que alguna de las preguntas que respondieron fue interesante o les gusta, pueden hacerle la misma pregunta a su pareja. - Each time 3 minutes is up, the lab instructor should announce it in the chat, so everyone can see and students should then move on to the next slide. Once the group has gone through all six slides, they should all return to the main session with any vocabulary questions or other questions they may have.
Cada vez que pasen 3 minutos, voy a mandar un mensaje en el chat para que todos se den cuenta que deben ir a la próxima diapositiva. Después de charlar sobre las preguntas de las 6 diapositivas, vamos a tomar la última parte del laboratorio para hablar de cualquier pregunta que tengan de vocabulario o sobre los temas de las preguntas en general.Wrap-Up
- Wrap-up questions
- ¿Cuáles son los temas más fáciles? (Which topics were the easiest?)
- ¿Cuáles son los temas más difíciles? (Which topics were the most difficult?)
- ¿Tienes alguna pregunta? ¿Hay algo que quieran repasar juntos? (Do you have any questions? Is there something that you would like to go over together?)
End of Lab
- Wrap-up questions
- 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 hold a conversation regarding familiar topics I have learned throughout the semester
- I can be interviewed in Spanish and answer questions in detail
- I can speak Spanish for an extended period of time
Cultural NOtes:
- 49 Spanish Questions You Need To Know to Speak like a Native
- Top 10 Questions In Spanish
- Preguntas Quizlet
- Personal Information Vocabulary
- Personal Information Quizlet
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)
