Spanish Level 3, Activity 01: Interés Bingo / Interest Bingo (Online)

Bingo cards and markers
Photo by Tatiana Azatskaya
Description: Students will practice discussing their preferences and how to defend and support their ideas. Students will practice through a game of bingo and express how relevant certain ideas are over others. 
Semantic Topics: Bingo, game, defend, support, lotería, juego, defender, apoyar
Grammatical Structures: Questions in Spanish, present perfect, preguntas en español, el presente perfecto
Products: Emotions, interests, opinions
Practices: Sharing emotions, interests, and opinions
Perspectives: What is the importance of expressing feelings, interests, and opinions?

Relevant 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.

Relevant Idaho State Standards: 

  • COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMP 1.1 – Observe formal and informal forms of language.
  • COMT 1.2 – Discuss personal preferences in activities and events both within and beyond the classroom.
  • 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 give reasons for my preference
  • I can chat with a partner to defend and support my position on why I believe one opinion is more relevant than another
  • I can create open-ended questions in order to spark conversation with my partner Materials

Materials Needed

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

Warm Up

  1. Start introducing the can-do statements and then introduce yourself to the students. After, have the students introduce themselves to the rest of the group.
    Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.
    Ejemplo, “Me llamo Alex, estudio ciencia política, soy de Idaho y me encanta bailar”
  2. After the students are done introducing themselves. The students will use the questions on the Google Slideshow to talk with their partners for 5 minutes in breakout rooms. Once done, tell them to go back to the main session.
    Ahora van hablar en parejas por 5 minutos sobre las preguntas de la presentación. Una vez que terminen vuelvan a la sesión principal y esperen por instrucciones.

Main Activity

  1. Students are going to work in partners for the main activity. (Have the students go back to their break out room) Students will ask questions to each other based on the topic on the card. After their partner responds, they will ask a question from their card.
    Cada tarjeta tiene temas de conversación. Hagan preguntas abiertas sobre los temas de las tarjetas a su compañero. Por ejemplo (por un cuadrado con familia), “¿Cauntas personas hay en tu familia?”
  2. Students should try to get a BLACKOUT (asking a question about each square or BINGO (by asking students questions about pictures in a row) Do whatever you have more time for (blackout takes longer).
    La meta es obtener un lotería de cinco cuadrados (o un blackout). Obtener un Bingo cuando pregunta sobre cuadrados en la misma linea. 

Wrap Up

  1. Wrap-up by asking students what they learned about a classmate
    ¿Qué han aprendido sobre tus compañeros durante la actividad?

End of Activity

  1. Does anyone have any questions about the activity?
  2. Remind students that the expectation is to speak in Spanish 100% of the time.
  3. Read Can-Do statements once more and have students evaluate their confidence.
    (Use thumbs up/thumbs down or download our student cards.)
  4. Encourage students to be honest in their self-evaluation.
  5. Pay attention, and try to use feedback for future activities!

Can-Do Statements:

  • I can give reasons for my preference
  • I can chat with a partner to defend and support my position on why I believe one opinion is more relevant than another
  • I can create open-ended questions in order to spark conversation with my partner

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

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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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