Spanish Level 4- Face-to-Face Activities

😃 Spanish Level 4, Activity 01: Get to know you Bingo / Interés Bingo (Face-to-Face)

Bingo cards and markers

Photo by Tatiana Azatskaya
Description: In this activity, students will discuss their preferences and defend and support their ideas. Students will exchange opinions on a variety of topics while playing a game of bingo. 
Semantic Topics: Interests, situations, preferences, technology, give and defend opinions, hobbies, open-ended questions, intereses, situaciones, preferencias, tecnología, dar y defender opiniones, pasatiempos, preguntas abiertas
Grammatical Structures: Present tense, the “yo” form, el presente, la forma “yo”
Products: Technology, board games, art, transportation
Practices: Working with a variety of people, answering open-ended questions and providing details, defending and supporting opinions
Perspectives: What kinds of questions and/or topics are appropriate when trying to get to know someone?

Relevant 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.

Relevant Idaho State Standards: 

  • COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMP 1.1 – Observe formal and informal forms of language.
  • COMT 1.2 – Discuss personal preferences in activities and events both within and beyond the classroom.
  • 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.

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can give reasons for my preference I can chat with a partner to defend and support my position for why I believe one opinion is more relevant than another
  • I can create open-ended questions in order to spark conversation with my partner

Materials Needed: 

Would you like to make changes to the materials? Access the template(s) below:


Materials Needed for Warm-Up:


  1. Begin by introducing the Can-Dos for today’s activity and distributing the “Materials Required for Warm Up” to each student.
    Hoy vamos a conocernos con un actividad de conversación.
  2. There will be two lines of people and seven questions on the screen. In partners, the students will have thirty seconds to ask and answer a question of their choice. Once the thirty seconds are over, one line will move down one person to create new partners.
    Tienen que estar en dos filas. En parejas, ustedes van a escoger una pregunta de la lista en la pantalla. Tienen 30 segundos para preguntar y contestar la pregunta. Después, una fila va a moverse para crear parejas nuevas.

Main Activity

Materials Needed for Main Activity: 

  1. Have students scan the QR code or have students use physical materials.
  2. Students will ask each other open-ended questions based on the topic on the card.
    Cada tarjeta tiene temas de conversación. Hagan preguntas abiertas sobre los temas de las tarjetas a sus compañeros.
  3. Once the student answers, they sign the bingo square that corresponds to the topic they discussed. Then, the other person can ask a question and repeat the process. Students will move around the room asking questions and getting different signatures on their bingo cards. Students should try to get a BLACKOUT (getting a signature on each square) or BINGO (by asking students questions about pictures in a row). Do whatever you have more time for (blackout takes longer).
    Después de hablar con una persona, escribe tu nombre en su tarjeta. Cambia compañeros y haga una pregunta a nuevo compañero. La meta es obtener un lotería de cinco cuadrados (o un blackout).


  1. Ask the following questions as a wrap up:
  • ¿Qué han aprendido sobre tus compañeros durante el lab? (What did you learn about your classmates during lab?)
  • ¿Cuál fue tu tema favorito de la tarjeta y por qué? (What was your favorite subject of the cards and why?)

End of lab

  • 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 labs!

Relevant NCSSFL-ACTFL Can-Do Statements: 

  • I can give reasons for my preference
  • I can chat with a partner to defend and support my position for why I believe one opinion is more relevant than another
  • I can create open-ended questions in order to spark conversation with my partner

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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