Spanish Level 1- Face-to-Face Activities

💃 Spanish Level 1, Activity 11: ¿Qué haces en tu tiempo libre? / What do you do in your free time? (Face-to-Face) Remix by Omar Ponce Vera

Portrait of Omar

Omar Ponce Vera
Jefferson School District

About this Activity Remix:

Why did you revise this interpersonal speaking activity?

I thought the activity needed more language supports for students at a basic level in proficiency. I also incorporated an authentic material that provides students with a better cultural understanding of what people from the target culture does for pastimes and hobbies.

How does this activity prepare students for the speaking task that follows?

This activity allows students to take a quick peek at what is culturally relevant in Mexico City in regards to hobbies and how young adults spend their free time. Most of the vocabulary used in the video has been used in class before which will facilitate the conversation portion of the lesson. Another goal of the video is for students to start making connections in writing about activities that they like doing in their free time. By writing down what they hear, students start building a vocabulary bank that will be useful as we progress in the lesson.

Description: In this activity, students will watch a video about free time hobbies in Mexico City and fill out a graphic organizer, then they 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:

Optional Physical Materials:

Would you like to make changes to the materials? Access the template(s) below:

(Canva Template, free account required)

Interpretive Activity

Authentic Materials: ¿Cuáles son los hobbies de los mexicanos? | ActitudFEM

Pre Activities:

Before watching the video and to activate background knowledge, I will provide students with the following graphic organizer: Graphic Organizer – Template.pdf. I will explain the categories for the graphic organizer (actividad activa, actividad pasiva, actividad social, actividad individual, actividad económica), provide examples and will ask students to work in pairs to list hobbies or pastimes that they can categorize for each one, for example: Actividad activa: senderismo, pescar, ir al gimnasio, etc. Actividad pasiva: leer un libro, mirar la televisión, jugar videojuegos, etc.


During Activities:

Once students have completed the organizer, I will show the following sentence starters:

Teacher: ¿Qué actividad pasiva/activa/social/individual/económica seleccionaste?

Student: La actividad ________ que yo seleccione es _________

I will do this several times and provide feedback if necessary. Then, I will hand a blank copy of the organizer and will ask students to fill it out using the activities that are described in the video. I will pause the video at strategic times or slow the playback speed if necessary. After watching the video a couple times and give students time to write, I will engage in the following modeling cycle with the students using the sentence frames:

Teacher: ¿Qué actividad _________ escuchas en el video?

Student: La actividad ________ que yo escucho en el video es _________

We will do this a couple times.


Post Activities: 

Students will make cultural comparisons about the things that people do for fun in Mexico City compared to what people do for fun in Idaho Falls, or their community.

Students will be asked to reflect on the activities available for them in case they need to visit Mexico City and hang out with people there.

Interpersonal Activity


Materials Needed For Warm Up: 

  1. 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.
  2. Students will play Headbands as a warm-up
    Vamos a empezar con un juego de headbands
  3. 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.
  4. 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.)
  5. Ask follow-up questions below after the round is over

Follow Up Questions
(Reminder: should be done after a card is guessed): 

“¿Les gusta _____________? ¿Por qué sí/no?”

“¿Con qué frecuencia ______________?”

“¿Con quién __________?”


Materials Needed For Main Activity: 

Optional Physical Materials:

  1. Divide the students into 2 groups
    Voy a dividir a los estudiantes en 2 grupos
  2. 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.
  3. 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.
  4. 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.
  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, vamos a cambiar parejas. Grupo 2 cambia una posición con Grupo 1. 


Ask students the following questions to finish the lab:

1. ¿Qué actividades son populares en nuestra escuela?(Which activities are popular in your home?) 

2. ¿Participas en un club o un deporte?(Do you participate in a club or a sport?)

3. ¿Qué es algo nuevo que puedes compartir sobre tus compañeros de lab? (What is something new you can share about your lab partner?)

4. Por la mañana, ¿Qué actividades prácticas? Por la tarde? Por la noche?(In the Morning, which activities do you practice? In the Afternoon? At Night?)

5. ¿Cuál es tu serie favorita o película?(What is your favorite series or movie?)

6. ¿Cuál es tu tienda favorita para comprar en línea? (What is your favorite online store?) 

7. ¿Qué te gusta hacer cuando no tienes tarea?(What do you like to do when you don’t have homework?)

8. ¿Cuál es tu aplicación favorita entre Facebook, Instagram, Snapchat y Twitter? (What is your app between Facebook, Instagram, Snapchat, and Twitter?) 




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