Spanish Level 4- Activities Designed for Online Instruction

😃 Spanish Level 4, Activity 01: Interés Bingo / Interest Bingo (Online)

Bingo cards and markers

Photo by Tatiana Azatskaya

Description: Students will discuss their preferences and defend and support their ideas. Students will exchange opinions on a variety of topics through a game of bingo. 

Semantic Topics: Interests, situations, preferences, technology, give and defend opinions, hobbies, situaciones, tecnología, opiniones 
Grammatical Structures: el presente, la forma “yo”
Products: Bingo game
Practices: Communicating interests and opinions
Perspectives: The importance of communicating interests and opinions with others

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
  • 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.

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 hold an opinion
  • I can create open-ended questions in order to spark conversation with my partner

Materials Needed

Warm Up

  1. Start introducing the can-do statements and then introduce yourself to the students. After, have the students introduce themselves to the rest of the group.
    Ejemplo, “Me llamo Alex, estudio ciencia política, soy de Idaho y me encanta bailar”
  2. After the students are done introducing themselves. The students will use the questions on the Powerpoint to talk with their partners for 5 minutes in breakout rooms. Once done, tell them to go back to the main session.
    Ahora van hablar en parejas por 5 minutos sobre las preguntas en la presentación. Una vez que terminen vuelvan a la sesión principal y esperen hasta recibir más instrucciones.

Main Activity

  1. Students are going to work in partners for the main activity. (Have the students go back to their break out room) Students will ask questions to each other based on the topic on the card. After their partner responds, they will ask a question from their card.
    Cada tarjeta tiene temas de conversación. Hagan preguntas abiertas sobre los temas de las tarjetas a su compañero. Por ejemplo (pon un cuadrado con familia), “¿Cuántas personas hay en tu familia?”
  2. Students should try to get a BLACKOUT (asking a question about each square or BINGO (by asking students questions about pictures in a row) Do whatever you have more time for (blackout takes longer).
    La meta es obtener un lotería de cinco cuadrados (o un blackout). Un Bingo se obtiene cuando la pregunta en los cuadrados está en la misma linea. 

Wrap Up

  1. Wrap-up by asking students what they learned about a classmate
    ¿Qué han aprendido sobre sus compañeros durante la actividad? 


End of Lab

  • Does anyone have any questions about the lab?
  • Remind students that they have to come to the same collaborative session at the same time each week.
  • Remind students that the expectation is to speak in Spanish 100% of the time.

Can-Do Statements: 

  • I can give reasons for my preference
  • I can chat with a partner to defend and support my position on 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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