Spanish Level 3, Activity 08: Café y Conversación / Coffee and Conversation (Online)

Two people holding mugs of coffee

Photo by Lisa Fotios

Description: In this activity, students will create conversations about random topics, they will think of words about a specific topic, and then with those words, they should hold a fluent conversation for a period of time. Students will learn how to share their thoughts and opinions about specific topics and be respectful of the point of view of someone else. 
Semantics Topics: Familia, home, university, hobbies, city, art Familia, Casa, Universidad, Pasatiempos, Ciudad, Arte
Grammatical Structures: Grammar review, recapitulación de gramática
Products: School and the education system, art, preferences
Practices: Conversing with others, taking turns when talking with others
Perspectives: Value of “small talk”, the importance of respecting others’ opinions and ideas

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.

Idaho State World Language Standards: 

  • 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.
  • COMP 2.1 – Identify, describe and compare/contrast products and their use in the target culture with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements: 

  • I can have a conversation on a random topic.
  • I can hold a conversation for an extended period of time.
  • I can share my opinion on a subject while respecting someone else.

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. There is no warm-up, go straight to the main activity following the can-do statements.

Main Activity

  1. Have the students get a piece of paper or open up a google doc.

Voy a dividirlos en dos equipos. Van a escuchar varios acentos hispanohablantes y la meta es si pueden adivinar el acento e identificar de dónde es. El equipo que adivina correctamente gana un punto.

Wrap up

Ask the following questions to finish the activity:

  1. ¿Qué acentos fueron los más difíciles para entender?
  2. ¿Qué acento te gustaría aprender? ¿Por qué?
  3. ¿Hay otro idioma que te gustaría aprender?

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!

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can have a conversation on a random topic.
  • I can hold a conversation for an extended period of time.
  • I can share my opinion on a subject while respecting someone else.

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 so that Pathways continues to grow!

If this is your first time remixing, check out our one minute tutorial below:



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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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