Author:
Amber Hoye
Subject:
Languages
Material Type:
Activity/Lab
Level:
Middle School, High School, Community College / Lower Division, College / Upper Division
Tags:
Citas Rápidas, Condicional, Conditional, Conversaciones., Conversations, Escoger, Greetings, Preferences, Preferencias, Saludos, Speed Dating, This or That
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English, Spanish

Spanish Level 4, Activity 12: Preguntas Sobre Ti / Questions About You (Online)

Spanish Level 4, Activity 12: Preguntas Sobre Ti / Questions About You (Online)

Overview

Students will engage in conversation about their preferences when given two choices. Students will take turns asking their partners questions.

Activity Information

Description: Students will engage in conversation about their preferences when given two choices. Students will take turns asking their partners questions.

Semantic Topics: Preferences, this or that, greetings, speed dating, conversations, preferencias, escoger, saludos, citas rápidas, conversaciones.

Grammatical Structures: Conditional, condicional

Products: Preferences, hobbies, interests

Practices: Asking and answering intervew-style questions, giving detailed responses

Perspectives: What are good ways to get to know people better? What kinds of questions are okay to ask in different contexts?

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

NCSSFL-ACTFL Can-Do Statements:

  • Given two options, I can use a chatbox to respond with what I like better.
  • I can participate in a conversation with a partner to better get to know one another
  • I can respond to a partner’s question with a detailed response.

Materials Needed:

Warm-Up

1. Today’s activity will consist of asking and answering a variety of questions to get to know your fellow classmates.

“Para nuestro lab de hoy, vamos a responder a una variedad de preguntas. La meta de hoy es hablar con mucho detalle y conocer a tus compañeros un poco mejor.”

For today's activity, we will answer a variety of questions. Today's goal is to talk in a lot of detail and get to know your partner a little better.

2. The warm-up will consist of “this or that” questions. Each slide will have two options. Students should reply with their preference and a reason in one sentence in the chatbox.

“Para el calentamiento, vamos a ver varias diapositivas con dos opciones en cada una. Ustedes deben escribir una oración que diga cuál de las dos opciones prefieren y porque en el chatbox. 

For the warm-up, we will look at several different slides with two options on each one. You will have to write in the chatbox a phrase explaining which option you prefer and why.

Main Activity

For the main activity, students should be split into pairs or groups of three in breakout rooms to ask each other a variety of questions. Depending on how comfortable with Zoom the lab instructor is, they could switch around the breakout rooms so students are talking with a different partner or group. This decision is up to the discretion of the lab instructor!

“Para nuestro lab de hoy, van a trabajar con una pareja (o grupo de tres) contestando preguntas en un breakout room. Les voy a mandar en el chatbox un enlace para que puedan ver las preguntas que van a contestar en sus propias pantallas.”

For today's activity, you will work with a partner (or a group of three) answering questions in breakout rooms. I will send you a link in the chatbox so you can see the questions on your own screens.

2. Once students are in partners (or groups of 3, no more than this as it makes it difficult for everyone to talk and give a full answer), they should go through the slideshow they are given and discuss the questions together. The goal is for students to have as much of a conversation as they can, all of these questions must be answered in detail, not just a one-word answer

“Con su pareja, van a charlar sobre las diferentes preguntas de las diapositivas. La meta de este lab es que hablen. Estamos por terminar el semestre, ¡entonces deben esforzarse para charlar los más que puedan! Todas estas preguntas deben responderse con detalle, NO solamente una palabra.”

With a partner, you will talk about different questions on the slides. The goal of this activity is that you talk. We are almost done with the semester, so you have to try to talk as much as possible! All these questions have to be answered with detail, not just one-word answers.

    • Por ejemplo: “Mi animal favorito es un koala porque son pequeños y se ven muy esponjosos y bonitos.”
    • For example, My favorite animal is a koala because they are little, fluffy, and very pretty.

3. When there are around 5-7 minutes left of the lab, students should return to the main session to start wrapping up the activity. If students finish sooner, they should ask each other their own questions and continue to have a conversation in Spanish.

“Cuando falten 5-7 minutos para terminar el lab, por favor regresen al “main session”. Si terminan rápido con las preguntas, entonces hagan sus propias preguntas y continúen la conversación en ESPAÑOL hasta que falten 5-7 minutos.” 

When there are 5-7 minutes left of the lab, please return to the main session. If you finish the questions quickly ask your own questions but continue to converse in Spanish until there are 5-7 minutes left of the activity.

Wrap-Up

  • Preguntas para terminar:
  • Wrap-up questions:
    • ¿Cuál es la edad perfecta?
    • What is the perfect age?
    • ¿Cuál es mejor, el dinero o la felicidad?
    • Which one is better, money or happiness?

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!

Relevant NCSSFL-ACTFL Can-Do Statements:

  • Given two options, I can use a chatbox to respond with what I like better.
  • I can participate in a conversation with a partner to better get to know one another
  • I can respond to a partner’s question with a detailed response.