Spanish Level 3, Activity 14: Preguntas Personales/ Personal Questions (Online)

Question mark drawn on chalkboard

Photo from Pixaby

Description: In this activity, students will start by having a simple conversation and later will move into a speed dating activity using the questions that they created during the previous lab. As a wrap up, students will discuss their plans for practicing their Spanish over break.
Semantic Topics: Questions, answers, speed dating, break, practice, conversation, preguntas, respuestas, citas rápidas, práctica, conversación
Grammatical Structures: Grammar review, recapitulación de gramática
Products: Vacations, leisure time
Practices: Planning vacations, sharing preferences, talking in small groups
Perspectives: Why is it important to consider everyone’s preferences when making plans?

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

Materials Needed: 

Warm-Up

Materials Needed for 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. Ask the students a few questions to get them started with speaking Spanish before you move on to the main activity:
    Hola estudiantes! ¿Cómo están? Cómo pasaron el fin de semana? ¿Tienen planes divertidos para el fin de semana? ¿Cómo les va la semana?

Main Activity

Materials Needed for Main Activity: 

  1. Remind students that they are doing speed dating activity. Explain that each slide will have a timer. In partners, they will answer the questions but need to remember that both partners need to respond in the time given. When the timer goes off, one person will move so that everyone has a new partner. Then, the process will repeat.
    ¡Hoy vamos a hacer una actividad similar a ‘speed dating’! Cada diapositiva va a tener un cronómetro (timer). En parejas van a contestar las preguntas; recuerden dar tiempo para que LOS DOS puedan responder. Cuando suene el cronómetro, una persona va a mover y ¡el proceso repita!

Wrap-Up

Materials Needed for Wrap-Up:

  • Exit ticket: before everyone leaves, they need to share one way that they plan to continue practicing their Spanish over the break.
    Antes de salir, todos van a compartir una manera que van a seguir practicando el español durante el descanso.

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

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 Pathwaysproject@boisestate.edu 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; 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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