Spanish Level 3, Activity 11: Vamos al banco Parte 1 / Let’s go to the Bank Part 1 (Face-To-Face)

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Photo by Dom J

Description: In this activity, students will practice using vocabulary that relates to banks, banking, money, and transactions.

Semantic Topics: Banks, money, transactions, savings accounts, deposit, withdrawal, checking account, banco, dinero, transacciones, cuenta de ahorros, deposito, retiro, cuenta de cheques

Grammatical Structures: Subjunctive, subjunctive with impersonal expressions, formal commands, el subjuntivo, el subjuntivo con expresiones impersonales, mandatos formales

Products: Money, banks, budgets
Practices: Going to the bank, spending money, advertising a product
Perspectives: Importance of using money responsibly
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 5.1 Students use Spanish both within and beyond the school setting.”

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.
  • CONN 1.1 – Compare and contrast information acquired from other content areas.
  • CONN 2.1 – Access authentic materials prepared in the target language by or for native speakers.

NCSSFL-ACTFL Can-Do Statements:

  • I can participate in talking about money and use vocabulary for the bank.
  • I can learn simple interactions at the bank, such as how to deposit a check, withdraw money, etc.
  • I can utilize new vocabulary regarding money, such as “cuenta de ahorros.”

Materials Needed:


  1. Begin by introducing the Can-Dos for today’s activity and open the Google Slideshow.
    Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.
  2. Show the students the two video clips related to savings accounts and banking and give them a moment to jot down how the commercials make them feel. Ask them to share these sentiments with a partner.
    Voy a mostrarles dos vídeos relacionados a las cuentas de ahorros y Uds. van a tener unos minutos para escribir cómo se sienten después de ver los vídeos. Después, van a compartir sus emociones con otra persona.
  1. Now, come up with a list of emotions that could be used in advertising.
    ¿Cuáles son las emociones que se pueden implementar en los anuncios? 

Main Activity

  1. Next, ask the students to work with their partners to design a commercial tailored to college students to encourage them to save money. The commercial should try to echo the sentiments they felt in the first commercial OR if they change the sentiment, they should explain the emotion they are trying to trigger before starting the commercial.
    Uds. van a trabajar con una pareja. Necesitan diseñar un anuncio (comercial) de un minuto para los estudiantes de la universidad para animarlos a ahorrar. El anuncio debe evocar las emociones que se sienten sobre los vídeos del calentamiento. Si cambian las emociones, deben explicar esta emoción.
  1. Have the students present their commercials to the whole class.
    Ahora Uds. van a compartir su anuncio con la clase.

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 participate in talking about money and use vocabulary for the bank.
  • I can learn simple interactions at the bank, such as how to deposit a check, withdraw money, etc.
  • I can utilize new vocabulary regarding money, such as “cuenta de ahorros.”

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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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; Leah Alboucq; Lillian Cobb; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Reynaldo Nunez; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; Thaïs Lacar; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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