Spanish Level 3, Activity 01: Interés Bingo / Interest Bingo (Face-To-Face)

Bingo cards and markers
Photo by Tatiana Azatskaya
Description: Students will practice discussing their preferences, how to defend and support their ideas. Students learn topics through a game of bingo and express how relevant certain ideas are over others.

Semantic Topics: Interest, Bingo, Situations, Preferences, Technology, Defend opinions, Likes, Dislikes, Hobbies Interés, Bingo, Situaciones, Preferencias, Tecnología, Defender opiniones, Gustos, Disgustos, Pasatiempos

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 for 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. Begin by introducing the Can-Dos for today’s activity and distributing the “Materials Required for Warm Up” to each student.
    Hola clase, hoy, vamos a conocernos. Primero, voy a leer los can-do statements. 
  2. There will be two lines of people and seven questions on the screen. The students will talk in partners, and they have 30 seconds to ask and answer the question of their choice. Once done, one line will rotate down a person to create new partners.
    Tienen que estar en dos filas. En parejas, ustedes van a escoger 1 pregunta de la lista en la pantalla. Tienen 30 segundos para preguntar y contestar la pregunta. Después van a cambiar las parejas y una fila va a moverse.

Main Activity

  1. Give students bingo cards. Students will ask each other questions based on the images on the bingo cards
    Hagan preguntas abiertas sobre los temas de las tarjetas. Por un ejemplo,  una pregunta sobre la tecnología: ¿Prefieres Android o Apple.
  2. Once the student answers, they sign that square. Then the other person can ask a question.
    Después de responder, escribe su nombre en el cuadrado. 
  3. Students should try to get a blackout (getting a signature on 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 para obtener un “blackout” con firmas en cada cuadrado. 

Wrap Up

  1. Ask the following question as a wrap-up:
    1. ¿Qué han aprendido sobre tus compañeros durante la actividad? 

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!

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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