Spanish Level 3- Activities Designed for Online Instruction

🌐 Spanish Level 3, Activity 08: Idiomas del mundo/ World Languages (Online)

Woman looking at a globe made of flags

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, understanding 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

Warm Up

1. Begin by opening the Google Slideshow and introducing the activity and the Can-Do’s.

Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.

2. Go through the Taboo cards or the powerpoint and have students use circumlocution to describe the country.

Deben usar el circunloquio para adivinar el país en la carta. No pueden decir las palabras debajo de la imagen. Usen descripciones del país o de la gente de manera respetuosa.”

Main Activity

  1. Have the students get a piece of paper and writing utensil or open up a blank Google Doc. Play the recordings of Spanish varieties (accents) and pause before the country is revealed. The goal is to see if they can identify the variety spoken and name it in Spanish (del Caribe, España, Chile, México).

Van a escuchar varios acentos hispanohablantes y la meta es adivinar el acento e identificar de dónde viene. Recuerden que llamar los países en Español (del Caribe, España, Chile, México).

Wrap up

Ask the following questions to finish the activity:

  1. ¿Qué acentos fueron los más difíciles para entender? (Which accents were the most difficult to understand?)
  2. ¿Qué acento te gustaría aprender? ¿Por qué? (Which accent would you like to learn?)
  3. ¿Hay otro idioma que te gustaría aprender? (Is there another language you would 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)



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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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