Follow Up Questions
(Reminder: should be done after a card is guessed):“¿Les gusta _____________? ¿Por qué sí/no?”
“¿Con qué frecuencia ______________?”
“¿Con quién __________?”
Spanish Level 1- Face-to-Face Activities
🎾 Spanish Level 1, Activity 11- ¿Qué haces en tu tiempo libre? Remix by Jacklyn Alvarez
Jacklyn Alvarez
Snake River High School
Description: In this activity, students will talk about their hobbies and what they like to do in their free time. Students will learn how to describe their hobbies and what they like or do not like to do. During the warm-up, a fun game will help students to review vocabulary and the main activity will provide many speaking opportunities.
Semantic Topics: Pastimes, preferences, hobbies, free time activities. pasatiempos, preferencias, actividades en el tiempo libre
Grammatical Structures: Verbs like gustar, verbos como gustar
Products: Flamenco dancing, football
Practices: Participating in sports, dances, and pastimes
Perspectives: What kinds of pastimes are common in other places?
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 State Content Standards:
- COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
- COMP 1.1 – Observe formal and informal forms of language.
- COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
NCSSFL-ACTFL Can-Do Statements:
- I can exchange information about what I like to do in my free time with a partner.
- I can ask and answer questions about my hobbies while in a conversation.
- I can share my reasoning for liking/disliking an activity.
Materials Needed:
Interpretive Activity
Warm Up:
- Begin by introducing today’s activity and the Can-Dos statements for today’s activity.
- Teacher will ask the students the questions in the “calentamiento” section of the above linked slideshow, supporting the students’ with unknown vocabulary as needed.
- Teacher will then present the linked “palabras útiles” slideshow as students jot down the words in a student generated diccionario.
- Students will view a recruiting video at .75 playback speed from a school in Santiago, Chile, that shows students engaged in activities that they do in their free time. Students will list, in Spanish, as many activities in Spanish that they see taking place in the video.
- Students will again view the same video at .75 playback speed and will list any words that they hear and recognize.
Main Activity:
1. Divide the students into 2 groups.
“Voy a dividir a los estudiantes en 2 grupos..”
2. Group number 1 will be the sedentary group and group number 2 will be the traveling group. Each person in group 1 will be paired with someone from group 2.
Students should be set up like they’re “Speed Dating”, one in front of another.
“Grupo número 1, Uds. se van a quedar en su sillas (que es sedentario) y grupo número 2 va a ser el grupo viajante. Estudiantes del grupo 1 deben estar en frente de los estudiantes en grupo 2.”
3. You will see a series of questions presented on the t.v.
“Van a ver varias preguntas presentadas por la televisión.”
4. Students will introduce themselves and then ask the question on the t.v. They should ask each other questions as they appear on the t.v. and have casual conversations about the activities mentioned.
“Primero, ustedes necesitan presentarse. Entonces, ustedes necesitan conversar usando las preguntas presentadas en la tele. Después, van a discutir las preguntas y tener una conversación informal de las actividades mencionadas.
5. After 2-3 minutes, people in the traveling group (group 2) will rotate so they have a new partner from group 1.
**Después de 2-3 minutos**
“Ahora, vamos a cambiar parejas. Grupo 2 necesita levantarse y cambiar sillas.”
Wrap Up:
Watch the video once again at regular speed. Have the students each tell one activity that they have in common with a Chilean student, or something that the student does, that was NOT seen in the video.
Interpersonal Activity
Materials Needed For Main Activity:
Optional Physical Materials:
Warm Up:
- Begin by introducing today’s activity and the Can-Do’s statements for today’s activity.
Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements. - Students will play Headbands as a warm-up
Vamos a empezar con un juego de headbands - The instructor will demonstrate by picking a headband card and placing it on their head WITHOUT looking at it, as an example. Next, they will ask questions to the group to determine what word they have picked.
Como ejemplo, voy a poner una tarjeta con una actividad en mi frente y les voy a hacer preguntas sobre la actividad. Ustedes me van a dar respuestas útiles para ayudarme a averiguar la actividad. - After the instructor successfully guesses the word, they will ask the whole group some follow-up questions about the activity.
Ahora, ustedes van a jugar y vamos a intentar adivinar qué actividad tienen en sus frentes (foreheads.) - Ask follow-up questions below after the round is over
Main Activity:
- Divide the students into 2 groups
Voy a dividir a los estudiantes en 2 grupos - Group 1 will be the sedentary group and group 2 will be the traveling group. Each person in group 1 will be paired with someone from group 2 and stand in two lines facing each other. Students will be set up like they’re “Speed Dating”, one in front of another.
Grupo número 1, Uds. se van a quedar en sus sillas (el grupo sedentario) y grupo número 2 va a ser el grupo viajante. Estudiantes del grupo 1 deben estar en frente de los estudiantes en grupo 2. - Each pair of students will scan the QR code in the presentation or have their own set of activity cards if using physical materials.
Cada pareja va a tener sus propias tarjetas. - Students will introduce themselves and then either choose a new card or draw a physical activity card. They should ask each other questions about the subject and have a casual conversation for 2-3 minutes.
Primero, ustedes necesitan introducirse. Luego, necesitan agarrar una tarjeta de conversación. Después, van a discutir las preguntas y tener una conversación casual por 2 o 3 minutos. - After 2-3 minutes, people in the traveling group (group 2) will rotate, so they have a new partner from group 1.
Después de 2-3 minutos, vamos a cambiar parejas. Grupo 2 cambia una posición con Grupo 1.
Wrap Up:
- On the slide show, there are 8 questions to choose from for the wrap up.
Vamos a terminar con pocas más preguntas para toda la clase.
END OF ACTIVITY:
• 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 activities!
NCSSFL-ACTFL Can-Do Statements:
- I can exchange information about what I like to do in my free time with a partner.
- I can ask and answer questions about my hobbies while in a conversation.
- I can share my reasoning for liking/disliking an activity.
Cultural NOtes:
- Spanish: Hobbies and Sports Quizlet
- Deportes En La Ciudad de México
- Día Internacional del Flamenco 2019
