Spanish Level 4- Activities Designed for Online Instruction

🗨 Spanish Level 4, Activity 17: ¡A Repasar! / Review (Online)

A paper that says "review" coming out of a typewriter

Description: In this activity, students will create a storyline using vocabulary words learned in class. Next, they will create questions to be used in the next activity using a provided example question to serve as a model.

Semantic Topics: Game, story, create, questions, answers, wellbeing, art, business world,  juego, historia, crear, preguntas, respuestas, bienestar, arte, mundo de negocios

Grammatical Structures: Grammar review, recapitulación de gramática

Products: Short stories, health and wellness, work culture

Practices: Creating narratives and telling stories, exchanging opinions, defending an opinion

Perspectives: What is the value of storytelling? How do themes and narratives in storytelling differ in cultures around the world?

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

NCSSFL-ACTFL Can-Do Statements:

  • I can exchange opinions on what foods are healthy vs. unhealthy.
  • I can exchange opinions on the length of the workweek and give employees the option to work remotely.
  • I can exchange opinions about movies based on books and whether the movie or book is better.

Materials Needed:


1. For the warm-up, students will work together in breakout rooms. There will be three slides that each have 15 vocabulary words. Students will use the vocabulary from these slides to create three different short stories. Each story should contain between 7 to 10 of the words listed.

Para el calentamiento, ustedes van a trabajar en grupos en “breakout rooms”. Van a tener TRES diapositivas con 15 palabras de vocabulario. Van a trabajar juntos para crear tres cuentos diferentes que tengan sentido usando entre 7 a 10 de las palabras de vocabulario de cada diapositiva.

For the warm-up, you will work in groups in breakout rooms. You will have THREE slides with 15 vocabulary words. You will work together to create three different stories that make sense using at least 10 of the vocabulary words in each slide.

2. Students should take turns using different vocabulary words to continue the story. The goal of the warm-up is to create stories that make sense. Students should work together to make complete sentences and incorporate the vocabulary words in a way that makes sense.

Deben tomar turnos usando una palabra de vocabulario para continuar el cuento. La meta del calentamiento es trabajar juntos, crear oraciones completas y usar las palabras de la diapositiva para crear un cuento que tenga sentido. 

You have to take turns using a vocabulary word to continue the story. The goal of the warm-up is to work together, create complete phrases, and use the words in the slides to create a story that makes sense.

Main Activity

1. Divide the students into groups and assign each group one of the slides. (There are three to choose from)

Los voy a poner en grupos en “breakout rooms” otra vez. A cada grupo voy a asignar una diapositiva. 


    1. Students will be asked to develop questions using the Can-Do statement on the slides. A sample question will be provided to help them get their wheels turning. These should be personal, interview-type questions, as the following week they will use these to participate 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.

    1. (Seven minutes) Put the students into groups of two and ask them to make a google doc per group and tell them to share it with the lab assistant. They are going to use this document to write down their answers. During this part of the activity, you should jump from one break out to room to ensure that the students are using Spanish and creating level-appropriate questions. (No yes/no questions;  they should be creating open-ended questions that are challenging!)

Usando el Google Doc uds. deben escribir sus preguntas. 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. In the final three minutes,  remind students to share their document with the lab assistant.

Recuerden que necesitan enviarme sus preguntas a mi correo electrónico  ahora mismo.


1. Inform students that they will use the questions they created in the following lab!

La semana que viene/la proxima clase de conversación, vamos a hacer una actividad que incorpora las preguntas que han creado. ¡Nos vemos pronto! 

Next week/next conversation lab, we will have an activity that incorporates the questions you have created. See you soon!

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

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!

NCSSFL-ACTFL Can-Do Statements:

  • I can exchange opinions on what foods are healthy vs. unhealthy.
  • I can exchange opinions on the length of the workweek and give employees the option to work remotely.
  • I can exchange opinions about movies based on books and whether the movie or book is better.

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)


Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

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.

Share This Book