Spanish Level 3- Activities Designed for Online Instruction

🗨 Spanish Level 3, Activity 14: ¡A Repasar!/ To Review (Online)

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Photo by Tirachard Kumtanom

Description: In this activity, students will play a categories game with word association as their warm-up. Next, they will use provided example questions to create questions of their own to be used in the next activity. 
Semantic Topics: Categories, nature, technology, questions, create, categorías, naturaleza, tecnología, preguntas, crear
Grammatical Structures: Grammar review, recapitulación de gramática
Products: Different types of living situations
Practices: Turn-taking, playing games, reviewing previously learned information, working in small groups
Perspectives: Why is it important to share the workload?

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 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.”
  • “COMP 1.1 – Observe formal and informal forms of language.”

NCSSFL-ACTFL Can-Do Statements:

  • I can have a conversation with others to determine how we should plan to spend a weekend in a nearby city (less than 2.5 hours away)
  • I can interact to share ideas about where I would prefer to live and why
  • I can have a conversation with others about my preferred living situation and who should do what chores
  • I can review vocabulary that I have learned throughout the semester.

Materials Needed: 


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. Students will play a categories game. Each slide will have a topic. The instructor will place students in groups of 5 and put them in breakout rooms. The students will then take turns sharing one word related to the topic on the slide. If they don’t have an answer or if they repeat another student’s answer, they are out! If they mention a word and it doesn’t immediately make sense (or you want to promote conversation), you can ask them why they chose that word. (I would encourage you to ask why every few answers.) After every person contributes a word, students who chose words that were not repeated will receive a point. Students should keep track of their points for the remainder of the warm-up.

¡Hoy vamos a jugar un juego! Se llama Categorías. El objetivo es decir palabras que corresponden con la categoría que está en la diapositiva. Cada estudiante debe decir una palabra relacionada a la categoría de la diapositiva. NO se puede repetir una respuesta (si se repite, todos que tienen esta palabra NO ganan un punto) y si no tienen una respuesta, “¡Estás fuera!” (¡de la ronda!). Si la respuesta no tiene sentido, es probable que yo pida una explicación. OJO: puedo pedir una explicación en cualquier momento; estén atentos. Si después que todos compartieron, tu palabra no fue eliminada, ¡entonces ganas un punto! Deben anotar cuantos puntos ganan durante el calentamiento.

Main Activity

  1. Assign each group one of the slides. (There are three to choose from)
    Ahora vamos a formar grupos (para cada diapositiva).
  2. Students will be asked to develop questions using the can-do statement on the slides and one sample question will be provided to help them get their wheels turning. These should be personal, interview-type questions, because they will use them in the following lab in a speed-dating activity.
    Uds. tienen que crear preguntas usando los can-dos en las diapositivas. Hay un ejemplo para ayudarles. Estas preguntas deben ser personales, como preguntas de una entrevista porque vamos a usar estas preguntas en la actividad de la semana que viene.

3. (Seven minutes) Put the students into groups of two and share the link to the Google doc. They will use this document to record their answers. During this part of the activity, the instructor should periodically check in on each breakout room to ensure that the students are speaking Spanish, creating level-appropriate questions, and checking the Google doc (No yes/no questions. Instead, they should create open-ended questions that are challenging!)
Usando el Google doc compartido, uno de ustedes va a escribir en el documento las preguntas del grupo. A medida que escriben, el instructor va a estar verificando las preguntas del documento. Primero ustedes van a hablar sobre posibles preguntas y cuando estén listos van a escribir sus preguntas en el Google doc (Solo una persona escribe). Tienen que trabajar juntos; no quiero ver trabajo individual. Las preguntas deben tener un final abierto. Por ejemplo: no preguntas de “sí o no”.


  1. Let the students know that we will continue this activity in the following lab and that they will get to use the questions they created in another activity!
    La semana que viene, vamos a hacer una actividad que incorpora las preguntas que han creado esta semana. ¡Nos vemos pronto! 

(This activity is two parts, will continue next week with the actual asking/answering of questions!)

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 have a conversation with others to determine how we should plan to spend a weekend in a nearby city (less than 2.5 hours away)
  • I can interact to share ideas about where I would prefer to live and why
  • I can have a conversation with others about my preferred living situation and who should do what chores

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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