Spanish Level 4- Activities Designed for Online Instruction
🧐 Spanish Level 4, Activity 16 Personal Questions/ Preguntas Personales (Online)
Semantic Topics: Questions, answers, speed dating, break, practice, conversations, preguntas, respuestas, citas rápidas, descanso, práctica, conversaciones
Grammatical Structures: Past tense subjunctive, conditional, el imperfecto de subjuntivo, el condicional
Products: Preferences, routines
Practices: Asking and answering personal questions
Perspectives: Importance of individual choices and preferences, being able to communicate preferences 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.”
- “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.
- Ask the students a few warm-up questions in Spanish before you move on to 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
- Remind students that they will be doing a speed dating activity. Explain that each slide in the presentation will have a timer. In partners, students will answer the questions and need to remember that both partners should respond in the time given. When the timer goes off, one person will move, creating new partners. Then, the process will repeat.
“¡Hoy vamos a hacer una actividad parecida a ‘speed dating’! Cada diapositiva va a tener un cronómetro (timer). En parejas van a contestar las preguntas. Recuerden dejar tiempo para que LOS DOS puedan responder. Cuando suene el cronómetro, una persona va a mover y ¡el proceso repita con parejas nuevas!”
Wrap Up
- The activity will conclude with an ‘exit ticket.’ Before students leave, they will be asked to share one way in which they plan to continue practicing Spanish over the break.
“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 have them rate 1-5 on how they feel after the activity.)
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
- How To Ask Personal Questions In Spanish: Video
- 49 Spanish Questions
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)
