Spanish Level 3, Activity 12: Es un gusto conocerte / It’s nice to meet you (Online)

Two people shaking hands

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Description: Students ask each other various questions about their preferences to get to know each other.

Semantic Topics: Preferences, Likes, Interests, Questions, Preferencias, Gustos, Intereses, Preguntas
Grammatical Structures: Past subjunctive, preterite, conditional, el subjuntivo pasado, el preterito, el condicional

Products: Forms of entertainment

Practices: Taking turns in conversation, working in pairs/small groups

Perspectives: What are the best questions to ask to get to know someone? What kinds of questions are okay to ask when you’re speaking with someone you might not know very well?

Relevant NCSSFL-ACTFL Can-Do Statements:

  • Given two options, I can use a chatbox to respond with what I like better.
  • I can participate in a conversation with a partner to better get to know one another
  • I can respond to a partner’s question with a detailed response.


Warm Up

  1. 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. Today’s activity will consist of asking and answering a variety of questions to get to know your fellow classmates.
    Para nuestra actividad de hoy, vamos a hablar sobre una variedad de preguntas. La meta de hoy es hablar con mucho detalle y conocer a tus compañeros un poco mejor.

  3. The warm-up will consist of “this or that” questions. Each slide will have two options. Students should reply with their preference and a reason in one sentence in the chatbox.
    Para el calentamiento, vamos a mirar varias diapositivas con dos opciones en cada una. Ustedes deben escribir una oración que diga cuál de las dos opciones prefieren y porque en el chatbox.

Main Activity

  1. For the main activity, the instructor can take two routes. For the main activity, students should be split up into breakout rooms so that they can talk with a partner or maximum, a group of three about the variety of questions. However, depending on how comfortable with Zoom the instructor is, they could switch around the breakout rooms so students are talking with a different partner about a different question. Otherwise, students can remain with the same partner for the entire activity, this decision is up to the discretion of the instructor!
    Para nuestra actividad de hoy, van a trabajar con una pareja (o grupo de tres, dependiendo en el número de estudiantes) en un breakout room. Les voy a mandar en el chatbox un enlace para que puedan mirar las preguntas que van a contestar en sus propias pantallas.

  2. Once students are in partners (or groups of 3, no more than this as it makes it difficult for everyone to talk and give a full answer), they should go through the slideshow they are given and discuss the questions together. The goal is for students to have as much of a conversation as they can, all of these questions must be answered in detail, not just a one-word answer.
    Con su pareja, van a charlar sobre las diferentes preguntas en las diapositivas. La meta de esta actividad es que hablen. Estamos por terminar el semestre, ¡entonces deben esforzarse para charlar los más que puedan! Todas estas preguntas deben responderse con detalle, NO solo una palabra.

    1. Por ejemplo: Mi animal favorito es un koala porque son pequeños y se miran muy esponjosos y bonitos.

When there are around 5-7 minutes left of the activity, students should return to the main session to start wrapping up the activity. If students finish sooner, they should ask each other their own questions and continue to have a conversation in Spanish.
Cuando falten 5-7 minutos para terminar el actividad, por favor regresen al “main session”. Si terminan con las preguntas más rápido, entonces hagan sus propias preguntas y continúen la conversación en ESPAÑOL hasta que falten 5-7 minutos.

Wrap Up

Wrap-up questions:

  • ¿Cuál es la edad perfecta?
  • ¿Preferirías viajar al futuro o al pasado? 

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:

  • Given two options, I can use a chatbox to respond with what I like better.
  • I can participate in a conversation with a partner to better get to know one another.
  • I can respond to a partner’s question with a detailed response.

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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