Span. 201 Lab 1 - Interés Bingo/Interest Bingo - Intermediate Mid/High

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

Looking for the English Version of this activity to adapt for your language? CLICK HERE

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact amberhoye@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email WLRCLAR@gmail.com and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

Interés Bingo

Description:

Students will practice discussing their preferences, how to defend and support their ideas. Students learn topics through a game of bingo and express how relevant certain ideas are over others. 

Proficiency Level:

Intermediate Mid/ High

Keywords:

Interest, Bingo, Situations, Preferences, Technology, Defend opinions, Likes, Dislikes, Hobbies

Relevant 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.”

Relevant Idaho State 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.
  • COMT 1.2 - Discuss personal preferences in activities and events both within and beyond the classroom.
  • 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.

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can give reasons for my preference
  • I can chat with a partner to defend and support my position for why I believe one opinion is more relevant than another
  • I can create open ended questions in order to spark conversation with my partner

Materials Needed:

Warm-up

1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow. 

“Hoy vamos a conocernos."  

2. There will be two lines of people. Using the question cards, the students will talk in partners and they have 30 seconds to ask and answer the question of their choice. Once done, one line will rotate down a person to create new partners.

“Tienen que estar en dos filas. En parejas, ustedes van a escoger una pregunta de la lista en la pantalla. Tienen 30 segundos para preguntar y contestar la pregunta. Después van a cambiar las parejas y una fila va a moverse.

Main Activity

1. Pass out the Bingo cards. 

2.  Students will move around the room asking each other questions relating to the Bingo Cards
EXAMPLE:

Pregunta sobre la tecnología: ¿Prefieres Android o Apple?

Respuesta: Tengo un teléfono Apple y me gusta mucho porque es fácil de utilizar, pero el precio es muy caro

Pregunta sobre la familia: ¿Quién es tu miembro de familia favorito?

Respuesta: No tengo un miembro de familia favorito, pero me encanta salir a comer con mi hermana porque ella siempre paga la comida.

3. Once the student answers, they sign that square. Then the other person can ask a question.

4. Students should try to get a BLACKOUT (getting a signature on each square) or BINGO (by asking students questions about pictures in a row) Do whatever you have more time for (blackout takes longer)

EXAMPLE: Foto de Juguetes -

¿Tienes un juguete favorito de tu niñez?
¿Cuál era y por qué?

Wrap-up

Ask the following question to finish the lab: 

1. ¿Qué han aprendido sobre tus compañeros durante el lab?

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 give reasons for my preference
  • I can chat with a partner to defend and support my position for why I believe one opinion is more relevant than another
  • I can create open ended questions in order to spark conversation with my partner

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