Spanish Level 3- Face-to-Face Activities
🌐 Spanish Level 3, Activity 08: Idiomas del Mundo / World Languages (Face-To-Face)
Photo by Monstera
Description: In this activity, students will learn which languages are spoken in which countries. They will also practice recognizing Spanish accents and varieties of Spanish from around the world. They will learn more about accents from different Spanish-speaking countries by recognizing the differences in played recordings.
Semantic Topics: Language, Spanish, accents, world, lenguaje, español, acentos, mundo
Grammatical Structures: Circumlocution, circunloquio
Products: Varieties of Spanish, videos showing the differences in Spanish (see cultural notes)
Practices: Differentiating between accents and varieties of Spanish, understading expressions or vocabulary that have similar meanings
Perspectives: How does Spanish differ between different countries?
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.
- Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.
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.
- CLTR 1.1-Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
- COMP 2.1 – Identify, describe and compare/contrast products and their use in the target culture with the learner’s culture.
- COMP 1.2 – Identify patterns and explain discrepancies in the sounds and the writing system in the target language.
NCSSFL-ACTFL Can-Do Statements:
- I can understand and describe the characteristics of different countries in the target language
- I can recognize a variety of Spanish accents (intercultural)
Materials Needed:
- Google Slide Presentation (hyperlinked)
- Taboo Cards
Would you like to make changes to the materials?
Access the template(s) below:
- Taboo Cards (Canva Template, free account required)
Warm-Up
1. Begin by introducing the Can-Dos for today’s activity. Open the Google Slideshow.
2. Divide the students into groups of 2-3 and divide the Taboo cards between them. They must use circumlocution to get the other students to guess the nationality/nation they have on the card.
Main Activity
1. Divide the students into two teams. Similar to Jeopardy, have the teams take turns and play recordings of Spanish varieties (accents). The goal is to see if they can identify the variety spoken and name it in Spanish (del Caribe, España, Chile, México.). The team who guesses correctly gets a point, if one team doesn’t get it right the other team gets to steal the point.
“Voy a dividirlos en dos equipos. Van a escuchar varios acentos hispanohablantes y la meta es si pueden adivinar el acento y identificar de dónde es. El equipo que adivina correctamente gana un punto.”
Wrap-Up
Ask the following questions to finish the activity:
- ¿Qué acentos fueron los más difíciles para entender? (What accents were the most difficult to understand?)
- ¿Qué acento te gustaría aprender? ¿Por qué? (What accent would you like to learn? Why?)
- ¿Hay otro idioma que te gustaría aprender? (Is there another language you’d like to learn?)
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 understand and describe the characteristics of different countries in the target language
- I can recognize a variety of Spanish accents (intercultural)
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)
