Spanish Level 4, Activity 14 Personal Questions/ Preguntas Personales (Online)

Question mark drawn on chalkboard

Photo from Pixaby
Description: In this activity, students will begin with a spontaneous conversation. Next, they will participate in a speed dating activity using the questions that they created during the previous lab. As a wrap-up, they will discuss their plans for practicing Spanish over break.

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.

Warm- Up

  1. Begin by reading the Can-Dos for the activity and opening the Google Slideshow.
  2. 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

  1. 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: 

How to Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in remixing activities for the K-12 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)

We want to make it easy to share back with the larger Pathways Project Community! Simply, click this link to remix this activity. Please consider sharing your remixed activity with us by emailing the activity link to Pathwaysproject@boisestate.edu so that Pathways continues to grow!

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Let's Chat! Spanish 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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