Spanish Level 3- Face-to-Face Activities

🧑‍🤝‍🧑 Spanish Level 3, Activity 06: How to be the best roommate / Cómo ser el mejor compañero de cuarto (Face-To-Face)

Four people sitting at a table together

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Description: In this activity, students will discuss their daily habits and personal preferences. They will exchange information about their living situations. Students will practice appropriate ways to interact with roommates about different types of conflict.

Semantic Topics: Daily habits, personal preferences, information, living situation, roommate, conflict resolution, habits, hábitos diarios, preferencias personales, información, situación de vivienda, compañero de cuarto, resolución de conflicto

Grammatical Structures: Relative pronouns, formal commands, subjunctive, los pronombres relativos, los mandatos formales, el subjuntivo

Products: Daily habits, personal preferences, living situations
Practices: Mediating and resolving conflicts, conversing about a disagreement
Perspectives: Being a good roommate and keeping the peace
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.
  • COMP 1.1 – Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about my daily habits and personal preferences
  • I can exchange information about my living situation
  • I can confront my roommate about a conflict

Materials Needed:


  1. Begin by introducing the Can-Dos for today’s activity and distributing the materials to each student.
    Primero, voy a leer los can-do statements. Hoy, vamos a hablar sobre los hábitos y el conflicto. 
  2. Have students pair up and share the list of statements on the slideshow. Students will number the statements on the slideshow from most irritating to least irritating and explain their response.
    Con un compañero, pon en orden las siguientes cosas. El número uno es la cosa más irritante. 
  3. After a few minutes, ask each student to come to a consensus on the rule that is the most important.
    Si pudieran elegir solamente una regla para implementar en los dormitorios, ¿qué regla elegirían?
  4. Ask groups to talk to each other about their living situation and if they have roommates.
    Tomen unos minutos para hablar con sus compañeros sobre su situación de vivienda. ¿Cuántos compañeros de cuarto tienen? ¿Cuáles son algunas reglas en su vivienda?

Main Activity

  1. Have students individually come up with ideas of what makes a “good roommate” (write on whiteboard).
    Ahora, hagan una lista de las características de un buen compañero. Escriban 3-5 puntos que buscan en un compañero.
  2. Have the students get into groups of 2 or 3. One student will be a “bad” roommate and the other(s) will be a “good” roommate(s).
    En grupos de dos o tres, van a recibir una situación con uno (o dos) buen(os) compañero(s) y un mal compañero. El oso perezoso es el compañero que rompe las reglas. El mono es el compañero bueno, el que va a enfrentar al oso perezoso. Si están en grupo de tres, el gato va a ser el compañero mediador, el que ayuda a los dos compañeros a resolver el problema.
  3. Following the situations on each slide, the “good” roommate/s from each group should try to confront the “bad” roommate about the problem/bad habit, and the “bad” roommate will try to justify their behavior.
    Tienen que conversar sobre cada situación en la pantalla. Da razones para tus aciones y razones para la confrontación. 
  4. If students finish early, have them switch roles and practice from different perspectives.
    Si terminan, cambian papeles y repetir la actividad. 


  1. Wrap-up questions (Pick the few you’d like to ask):
  • ¿Hay alguien que ha tenido una mala experiencia con un/a compañero de cuarto? ¿Qué pasó? 2. ¿Cuáles son las cosas que comparten con sus compañeros de cuarto? ¿Cuáles son las cosas que cada compañero de cuarto debe comprar? Is there someone who’s had a bad experience with their roommate? What happened? 2. What things do you share with your roommate? What things are each roommates supposed to buy?)
  • ¿Cuál es la mejor manera para encontrar un compañero de cuarto? (What is the best way to find a roommate?)
  • Si podrías elegir a una persona famosa (viva, muerta o ficticia) para ser u compañero de casa, ¿quién elegirías y por qué? (If you could choose a famous person (alive, dead, or fictional, to be your roommate, who would you choose?)

End of Activity

  • 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 activities!

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about my daily habits and personal preferences
  • I can exchange information about my living situation
  • I can confront my roommate about a conflict

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)


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