Spanish Level 2, Activity 14: Para terminar / To End (Online)

A runner crossing the finish line
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Description: Students will review vocabulary and topics learned this semester through a jeopardy game.
Semantic Topics: Preferences, vocabulary, preferencias, vocabulario
Grammatical Structures: Grammar review, vocabulary review, recapitulación de gramática, recapitulación de vocabulario
Products: Personal preferences, health, food, celebrations
Practices: Asking and answering questions in a conversation setting

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 use simple sentences to answer questions related to familiar topics I have learned throughout the semester
  • I can be answer questions about my personal preferences
  • I can talk about vocabulary that I have learned throughout the semester

Materials Needed

Warm Up

  1. 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. 
  2. After introducing the can-do statements, go over some warm-up questions. The questions ask students what their favorite topic this semester was and which was the hardest. Have students explain why they liked one the most and why one was hard. They can answer that it was the vocabulary, the topic itself, etc. This is just to have students reflect on the semester and remember all the topics they talked about.
    Para el calentamiento, vamos a hablar un poco de este semestre. Quiero saber sus opiniones. ¿Cuál fue su tema favorito? ¿Cuál fue el tema más difícil? ¿Por qué te gusto uno y por qué fue más difícil el otro? ¡Este calentamiento nos ayuda a recordar un poco todo lo que hemos hablado este semestre!

Main Activity

  1. For the main activity, students will play jeopardy. The jeopardy has vocabulary and questions related to each of the five topics they learned this semester.
    Para la actividad principal, vamos a jugar “Jeopardy!”. Este jeopardy va a ser un repaso breve de todo el semestre. El juego tiene preguntas de vocabulario y preguntas para charlar de los 5 (cinco) temas que hicimos este semestre.
  2. Students will take turns choosing a level and a topic. The 100-300 levels for each topic are all vocabulary. 400-500 are personal questions that must be answered in at least 1-3 sentences. If a student does not know the vocabulary word, the instructor should not reveal the answer so that another student may attempt it. If a student is not sure how to answer a question, the instructor must allow another student to attempt it as well.
    Cada uno de ustedes va a tomar un turno escogiendo un número y un tema. ¡OJO, los números más grandes son un poco más difíciles! Hay números que preguntan sobre el vocabulario y hay otros números que hacen preguntas personales que deben responder con 1-3 oraciones.
  3. The lab instructor should go through as many of the levels and topics as time permits. Five minutes should be allocated before the end of the lab to go over wrap-up questions.

Wrap Up

  1. Wrap-up questions
  • ¿En tu opinión, ¿qué actividad fue la más divertida este semestre?
  • ¿Cómo vas a continuar practicando el Español?

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!

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can use simple sentences to answer questions related to familiar topics I have learned throughout the semester
  • I can be answer questions about my personal preferences
  • I can talk about vocabulary that I have learned throughout the semester

Cultural NOtes: 

How to Remix a Pathways Project Activity

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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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