Spanish Level 1- Face-to-Face Activities

⌚ Spanish Level 1, Activity 11¿Qué haces en tu tiempo libre? Remix by Rebecca Hasz

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Remix by Rebeca Hasz
Lakeland High School

About this Activity Remix:

Why did you revise this interpersonal speaking activity?

Our students are not allowed to have their Cell phones out even for 0Educational Purposes so I deleted the QR code and added a link to the Canvas Slides for the Actividad Principal. I changed some of the vocabulary so that it was specific to our town and HS level.

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

Watching the videos ahead of the communication activities can help students strengthen their vocabulary. It can aid in their pronunciation as well as their ability to sound natural if they listen and practice. It will reinforce the concepts they have been learning In using the Infographic from Observatorio de la Juventud en Iberoamérica students will be able to draw connections between their pastimes and things they to do with students in Spain.

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. Interpretive pre and post activities help students expand their language competency.
Semantic Topics: Pastimes, preferences, hobbies, free time activities, common verbs, preferencias, pasatiempos, tiempo libre, actividades, verbos comununes
Grammatical Topics: 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?

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
  • 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:

Google Slideshow

¿Qué haces en tu tiempo libre? – Talking about free time – Coffee Break Spanish To Go Episode 1.09  By Coffee Break Languages is included under fair use as described in the CBPFUOER.


Infografia: Cultura y ocio juveniles by OJI included under fair use as described in the CBPFUOER.

Interpretive Pre Activity

Pre Activity:

  1. Estudiantes will watch ¿Qué haces en tu tiempo libre?
  2. Students will be asked to answer questions regarding the vocabulary they recognize and what activities they have in common with the speakers.
  3. Students will have access to their vocabulary list for the Unit.
  4. As students listen and watch the video they will check off as many vocabulary words that they recognize.
  5. Students will be asked to listen for words not in their vocabulary but related to pasatiempos.
  6. Students will then be asked to share and compare with their table mates to see how many new words they recognized.

Interpersonal Activity

Pre activity:

Students will be in pairs. They will play the headbands game as a warm up. They are to guess the activity that is pictured without seeing the picture. They can do this by exchanging their chromebooks. If Chromebooks are available print off the cards putting them face down in the middle of the table. Each student will take turns pulling a card and having their partner describe it for them/they describe it having their partner trying to guess.

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. Each pair will have their own set of activity cards. “Cada pareja va a tener sus propias tarjetas.”

4. Students will introduce themselves and then draw an activity card. They should ask each other questions about the subject and have casual conversation for 2-3 minutes. “Primero, ustedes necesitan introducirse. Entonces, ustedes 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** “Ahora, vamos a cambiar parejas. Grupo 2 necesita levantarse y cambiar sillas.”

Post Activity:

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?)

Interpretive Post Activity

Post Activity:

Use the Infographic to draw connections to what teens in Rathdrum like to do and what teens in Spain are like. I would make this post activity a written activity for individuals to think about. Using the Infographic students will answer the following questions about themselves and teens in Spain. Students will then share their comparisons with the group.

Students will use context clues to figure out the infographic. Using the information they will then write down the answers to the next 3 slides. After completing the writing they will share and compare in Spanish with their tablemates.

1. ¿Qué actividades similares son populares en Lakeland High School y en España?

2. ¿ Cómo se comparan con los adolescentes en España a la hora de salir los fines de semana?

3. ¿Cuál es tu aplicación favorita entre Facebook, Instagram, Snapchat y Twitter? ¿ Cómo se comparan con los adolescentes en España?

End of Lab

  • Read can-do statements and have students evaluate their confidence
  • Encourage students to be honest in their self-evaluation
  • Pay attention, and try to use feedback for future labs!

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: 






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