Spanish Level 4- Face-to-Face Activities
🤨 Spanish Level 4, Activity 14: Preguntas Sobre Ti/ Questions About You (Face-To-Face)
Description: The students will start by having a simple conversation. Then they will move into a speed dating activity. They will be using the questions that they created during the previous lab. To wrap things up they will talk about how they are going to practice their Spanish over break.
Semantic Topics: Questions, answers, speed dating, break, practice, conversation, preguntas, respuestas, practica, conversación
Grammatical Structures: Past tense subjunctive, conditional, el imperfecto de subjuntivo, el condicional
Products: Vacations, daily routines
Practices: Planning activities in a group, asking and answering personal questions
Perspectives: Importance of individual choices and freedoms, the importance of leisure time/vacations
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:
Warm-Up
- Begin by reading the Can-Dos for the activity and opening the Google Slideshow.
Vamos a empezar con los Can-Do statements. - Ask the students a few questions to get them started with speaking Spanish before you move onto 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
- For the main activity, students will speed date. Each slide will have a timer, and in partners, they are going to answer the questions, and both need to respond in the time given. When the timer goes off, one person will move. 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 pueden responder. Cuando suene el cronómetro, una persona va a mover y ¡El proceso repita!
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.
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.
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)
