Spanish Level 4- Face-to-Face Activities

Spanish Level 4, Activity 12: Las noticias (Face-To-Face) Remix By Pam Uriarte

Portrait of Pam
Pam Uriarte
West Ada School District

About this Activity Remix:

Why did you revise this interpersonal speaking activity? 

I wanted to incorporate the interpretive activity with the interpersonal. I also added a presentational aspect.

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

Modeling how to interpret a news story and extract important information.

Description: Students warm-up with 2 videos that we interpret and discuss as a class. Students then read a news article (A reads a different article then B) and identify the most important information from the article. A and B partner to talk about what they read and ask/answer questions about the others’ article. Students then record a short, live report on the article they read.

Semantic Topics: News, crime, disasters, peace, violence, noticias, crimen, desastres, paz, violencia

Grammatical Structures: Past tense, preterite, imperfect, present perfect, past perfect, el pasado, el pretérito, el imperfecto, el presente perfecto, el pluscuamperfecto

Products: Spanish-language newspapers, governments, and systems in Hispanic countries

Practices: Elections and other governmental processes, how people get their news

Perspectives: What issues or themes are occurring in other parts of the world? How are those issues being addressed?

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.
  • Standard 2.2 – Students demonstrate an understanding of the relationship between the products and perspectives of (target culture).
  • Standard 3.2 – Students acquire information and recognize the distinctive viewpoints that are only available through the (target language) and its cultures.
  • Standard 4.2 – Students demonstrate an understanding of the concept of culture through comparisons between (target culture) and their own.

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.
  • 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.
  • CLTR 2.2- Describe the connections of products from the target culture with the practices and perspectives of the culture.
  • CLTR 2.3- Justify the underlying beliefs or values of the target culture that resulted in the creation of the product.

NCSSFL-ACTFL Can-Do Statements:

  • I can understand a topic involving current events.
  • I can talk about weather conditions and dangerous climates.
  • I can understand terms about the news.
  • I can present on world events.

Materials Needed: 

Interpretive Activity: 

Google Presentation

(Attributions for materials included in speaker notes of presentation)

Interpersonal Activity: 

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

Interpretive Activity

  1. Teacher will show the Google Slideshow. We will watch two short videos and students will discuss in Spanish what they understood. We will identify key and crucial information in the videos.
  2. Students will then read two different articles about the fire in Panama and tropical storm in El Salvador and write down important information that answers the questions: who, what, why, when, how, and where.
  3. Students will partner with someone who read the opposite article and discuss key points of each.
  4. Finally, students will record a flip pretending to be the live newscaster reporting on the event.


Interpersonal Activity

Warm Up: 

  1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow.
    Vamos a empezar con los Can-Do statements.
  2. For the warm-up students will be playing a game of fishbowl in small groups. Put the linked taboo cards in a hat. Before starting the game, review the definitions of the words so that all of the students are on the same page.
    Van a jugar un partido se llama “fishbowl.” Voy a poner tarjetas con palabras en un plato. Primero, vamos a repasar las palabras de vocabulario.
  3. To play Fishbowl, start by putting students in two teams. One person will draw a card from the bowl and describe it to their team, once their team guesses it correctly, they will choose a new card to describe and so forth. This continues until one minute has passed. Then, it is the other team’s turn. A different student will describe each round. This will continue until there are no cards left in the bowl. Whichever team has guessed the most total cards wins.
    Vamos a dividir en grupos de dos. Una persona va a describir tarjetas por un minuto, y su equipo necesita adivinar tantas tarjetas como sea posible en un minuto. Después, el otro equipo va a tomar un minuto para adivinar tarjetas. Continuan hasta que todas las tarjetas están adivinado. El equipo con las mas tarjetas gana. 

Main Activity: 

  1. For the main activity, students will receive a card with a situation (some kind of current event) on it, they will discuss the event with a partner. Students will present the event to the rest of the group as if they are news reporters. Remind students the idea isn’t to have a perfect report but to have fun practicing new vocabulary through real-life examples.
    Para la actividad principal, los estudiantes van a recibir una carta con una situación real del mundo. Van a hablar sobre el evento con tu pareja y preséntalo al grupo como si fueran reporteros. Recuerda a los estudiantes que la idea no es un informe perfecto, pero practicar y aprender nuevo vocabulario.

Wrap Up: 

1. Have students share new words that they learned or looked up throughout the activity

  • ¿Qué nuevas palabras aprendieron? (What new words did you learn?)
  • ¿Dónde te gusta leer o ver las noticias? (Where do you like to read or watch the news?) 
  • ¿Prefieres leer o ver las noticias? ¿Por qué? (Do you prefer to read or watch the news? Why?)

End of Lab

  • 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 labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can understand a topic involving current events.
  • I can talk about weather conditions and dangerous climates.
  • I can understand terms about the news.
  • I can present on world events.





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