Spanish Level 4- Activities Designed for Online Instruction
🤨 Spanish Level 4, Activity 14: Preguntas Sobre Tí / Questions About You (Online)
Semantic Topics: Preferences, this or that, greetings, speed dating, conversations, preferencias, escoger, saludos, citas rápidas, conversaciones
Grammatical Structures: Conditional, condicional
Products: Preferences, hobbies, interests
Practices: Asking and answering interview-style questions, giving detailed responses
Perspectives: What are good ways to get to know people better? What kinds of questions are considered acceptable to ask in different contexts?
NCSSFL-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
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.
- COMT 1.2 Discuss personal preferences in activities and events both within and beyond the classroom.
NCSSFL-ACTFL Can-Do Statements:
- I can respond with what I like better when given two options
- 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.
Materials Needed:
Warm-Up
1. Today’s lab will consist of asking and answering a variety of questions to get to know your fellow classmates.
“Para nuestro lab de hoy, vamos a responder a una variedad de preguntas. La meta de hoy es hablar con mucho detalle y conocer a tus compañeros un poco mejor.”
2. 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 ver varias diapositivas con dos opciones en cada una. Ustedes deben escribir una oración que diga cuál de las dos opciones prefieren y por qué en el chatbox.
Main Activity
1. For the main activity, students should be split into pairs or groups of three in breakout rooms to ask each other a variety of questions. If the lab instructor is comfortable using Zoom features, they can periodically switch the breakout room configurations so students have the opportunity to work with a different partner or group.
“Para nuestro lab de hoy, van a trabajar con una pareja (o grupo de tres) contestando preguntas en un breakout room. Les voy a mandar en el chatbox un enlace para que puedan ver 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. They should work to answer questions in detail, not just with a one-word answer.
“Con su pareja, van a charlar sobre las diferentes preguntas de las diapositivas. La meta de este lab 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 solamente una palabra.”
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- Por ejemplo: “Mi animal favorito es un koala porque son pequeños y se ven muy esponjosos y bonitos.”
- For example, My favorite animal is a koala because they are little, fluffy, and very pretty.
3. When there are around 5-7 minutes left of the lab, students should return to the main session to start wrapping up the lab. 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 lab, por favor regresen al “main session”. Si terminan rápido con las preguntas, entonces hagan sus propias preguntas y continúen la conversación en ESPAÑOL hasta que falten 5-7 minutos.”
Wrap- Up
- Discuss with students how they will practice Spanish over the break to close
Antes de salir, todos van a compartir una manera que van a seguir practicando español durante el descanso.
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:
- 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:
- Giving and Asking Personal Questions In Spanish
- 30 Preguntas Para Conocerte Mejor A Ti Mismo
- 10 Questions and How To Answer Them
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)
