Author:
Amber Hoye
Subject:
Languages
Material Type:
Activity/Lab
Level:
Middle School, High School, Community College / Lower Division, College / Upper Division
Tags:
  • Answers
  • Break
  • Conditional
  • Conversaciones.
  • Conversation Preguntas
  • El Condicional
  • El Imperfecto De Subjuntivo
  • Past Tense Subjunctive
  • Practica
  • Practice
  • Questions
  • Respuestas
  • Speed Dating
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English, Spanish

    Spanish Level 4, Activity 14 Personal Questions/ Preguntas Personales (Online)

    Spanish Level 4, Activity 14 Personal Questions/ Preguntas Personales (Online)

    Overview

    The students will start by having a simple conversation. Then they will move into a speed dating activity. They will be using the questions that they created during the previous lab. To wrap things up they will talk about how they are going to practice their Spanish over break.

    Activity Information

    Description: The students will start by having a simple conversation. Then they will move into a speed dating activity. They will be using the questions that they created during the previous lab. To wrap things up they will talk about how they are going to practice their Spanish over break.

    Semantic Topics: Questions, answers, speed dating, break, practice, conversation Preguntas, Respuestas, Practica, Conversaciones

    Grammatical Structures: Past tense subjunctive, conditional, el imperfecto de subjuntivo, el condicional

    Products: Preferences, routines

    Practices: Asking and answering personal questions

    Perspectives: Importance of individual choices and preferences and being able to communicate those with others.

    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."
    • “COMP 1.1 - Observe formal and informal forms of language.”

    NCSSFL-ACTFL Can-Do Statements:

    • I can exchange opinions on what foods are healthy vs. unhealthy.
    • I can exchange opinions on the length of the work week and giving employees the option to work remotely.
    • I can exchange opinions about movies based on books and whether the movie or book is better.

    Materials Needed: 

    Warm-Up

    1. Begin by reading the Can-Dos for the activity and opening the Google Slideshow.
    2. Ask the students a few questions to get them started with speaking Spanish before you move onto the main activity:

    “¡Hola estudiantes! ¿Cómo están? Cómo pasaron el fin de semana? ¿Tienen planes divertidos para el fin de semana? ¿Cómo les va la semana?” 

     

    Main Activity

    1. Remind students we are doing speed dating. Explain that each slide will have a timer. In partners, they are going to answer the questions but need to remember that both need to respond in the time given. When the timer goes off, one person will move. Then the process will repeat.

    “¡Hoy vamos a hacer una actividad similar a ‘speed dating’! Cada diapositiva va a tener un cronómetro (timer). En parejas van a contestar las preguntas, recuerden dar tiempo para que LOS DOS pueden responder. Cuando suene el cronómetro, una persona va a mover y ¡El proceso repita!”

    Wrap-Up

    • Exit ticket, before everyone leaves they need to share one way they will keep up with their Spanish over break

    “Antes de salir, todos van a compartir una manera que van a seguir practicando español durante el descanso.”

    End of Lab

    • Read Can-Do statements once more and have students evaluate their confidence.

    (Use thumbs up/thumbs down or have them rate 1-5 on how they feel after the activity.)

    NCSSFL-ACTFL Can-Do Statements:

    • I can exchange opinions on what foods are healthy vs. unhealthy.
    • I can exchange opinions on the length of the work week and giving employees the option to work remotely.
    • I can exchange opinions about movies based on books and whether the movie or book is better.