Spanish Level 3- Face-to-Face Activities

🌆 Spanish Level 3, Activity 12: La ciudad / The City (Face-To-Face)

Person crossing the street in a big city

Photo by Ricardo Esquivel

Description: In this activity, students will be able to ask for directions, information, and recommendations in the target language. Students will also practice giving directions to other students. Students will play a game of “Chutes and Ladders” and answer trivia questions in the target language.

Semantic Topics: City, population, residence, directions, ciudad, población, residencia, direcciones

Grammatical Structures: Nosostros commands, subjunctive, mandatos de nosotros, el subjuntivo

Products: World cities
Practices: Asking and answering questions regarding directions, navigating an unfamiliar city
Perspectives: How does city life differ from rural life? What are polite and socially acceptable ways of asking for directions in 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 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.

NCSSFL-ACTFL Can-Do Statements:

  • I can give information, details, and explanations.
  • I can give directions and recommendations.
  • I can talk about city life.

Materials Needed:

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


1. Begin by introducing the Can-Dos for today’s activity.
Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.

2. Ask students the following questions:

¿Cuál es la población de su ciudad natal? (What is the population of your native city?)

¿Quién tiene la ciudad natal más poblada? ¿La menos? (Who has the most populated native city? Least populated?)


1.. Put the students into two groups. Each group will play Chutes and Ladders with their game boards.

Van a trabajar en dos grupos. Cada grupo va a jugar el juego de Serpientes y Escaleras.

2. Each student needs a belonging for a game piece. You can give each student one, or they can use something from in their backpacks or around the room.
Cada estudiante necesita una ficha (game piece). Si no quieren usar la ficha que tengo, pueden buscar uno en sus mochilas o en el cuarto.

3. One by one, each student will roll the dice and progress their piece through the board.

Van a jugar Serpientes y Escaleras! ¿Saben cómo jugar? Cada persona tira los dados y mueve su ficha de acuerdo al número que cayó.

4. When a student lands on a blank space, he or she must grab a prompt card and answer the question or do the prompt. If a student lands on a space with a star, he or she must answer one of the Trivia questions.

Cuando un estudiante cae en un espacio vacío, deben tomar una tarjeta. Las tarjetas tienen apuntes (prompts) o preguntas. El estudiante que escoja la tarjeta va a contestar la pregunta o el apunte. Si un estudiante cae en un espacio con una estrella, él o ella va a contestar una de las preguntas de trivia que tiene el/la instructor@ de la actividad.

5. Play until there is a winner!

¡Vamos a jugar hasta que alguien gane!


Have students try to solve the following riddles to finish the activity:

¿lo tres letras tengo pero tu peso yo sostengo. Si me tratas con cuidado, te llevaré a cualquier lado. ¿Qué soy? (es un parte del cuerpo) (el pie) 

Caemos del cielo y parecemos algodón, abrígate porque causamos una extraña sensación. ¿Qué es? (La nieve) 

Si lo escribes como es, soy de la selva el rey. Si lo escribes al revés soy tu Papá Noel. (el léon)

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 give information, details, and explanations.
  • I can give directions and recommendations.
  • I can talk about city life.

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 Copyright © 2022 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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