Where Do You Want to Travel?, Novice- Mid

Created Feb. 7, 2024 by Madi Goertzen

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.

This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.

Using the WLRC Repository’s Activities:

When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language.

Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials.

Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.

Enjoy!

- Boise State World Languages Resource Center

A Lot of Questions Activity

Theme: Personal preferences, traveling, hobbies, future using ir

Description: This activity will help students practice discussing where they want to travel and what they want to do there.

Relevant Can-Do statements:

I can answer questions about what I like and dislike
I can describe and talk about places I want to go to and what I want to do there
I can ask other people about what they like and dislike to do on vacation

Materials Needed:
The following materials are needed for this activity

Stopwatch

Buzzfeed Quiz- Printed and Laminated (one per student)

Traveler Type Quiz

Activity Overview Powerpoint: This helps you move smoothly throughout the activity

Google Slideshow

Heads Up Cards - 1 set for the whole group

Download: Headband Cards

Warm-up

Today we are going to play Head's Up. Start with the Head's Up cards in a deck, facing towards the middle of the table.

"Hoy vamos a jugar el juego de Heads Up. Empieza con las tarjetas de Heads Up en una baraja, mirando hacia abajo en el medio de la mesa."
The students are going to play in a big group. One student is going to choose a card from the deck without looking. The student is going to put a card on their forehead so that the rest of the group can see.

"Ustedes van a jugar en un grupo grande. Un estudiante va a escoger una tarjeta de la baraja sin verla. El estudiante va a poner la tarjeta en su frente (Point to forehead) para que el resto del grupo pueda ver."
The rest of the group is going to give hints to the person who has the card on their forehead. The students will give the hints in Spanish only.

"El resto del grupo va a dar pistas a la persona que tiene la tarjeta en la frente. Ustedes van a dar pistas en español solamente."
All of the students will start with 10 points for the game. There are 3 ways you all can lose points:
1. If a students uses English (minus 1 point)
2. If a student doesn't know a hint to give to the person guessing, they can pass their turn (maximum of 2 times) but they will lose a point for every time they pass
3. If the student who is guessing can't name the word on the card after everyone has given a hint and they don't have more hints, the student guessing can ask what the word is. However, they will lose a point.

"Todos de ustedes van a empezar con 10 puntos para el juego. Hay tres maneras que ustedes pueden perder puntos:
1. Si un estudiante usa el inglés, se le quitará un punto.
2. Si un estudiante no sabe que pista dar a la persona adivinando, puede pasar un turno (máximo dos veces) pero se le quitará un punto por cada vez que “pase.”
3. Si el estudiante que está adivinando no puede adivinar la palabra en la tarjeta después que todos han dado una pista y ya no tienen más pistas, el estudiante adivinando puede preguntar qué es la palabra. Sin embargo, se le quitará un punto."

Main Activity

Tell your students that you'll be using a stopwatch today during lab. As a lab, including the lab instructor, will have 3 minutes TOTAL of English. Use it wisely. The lab will be held completely in Spanish and to receive credit, they MUST speak only in Spanish. We will not sign their sheet if they use English!
"Hoy yo voy a usar un cronómetro (Show the stopwatch) durante la actividad principal. Solamente nosotros tenemos (Gesture to both you and the entire group) tres minutos TOTAL para usar el inglés. Para recibir crédito, ustedes necesitan hablar en español. No voy a firmar sus mapas si ustedes usan más de los tres minutos de inglés."

Parte A
Hand out the quiz to each student, put them in partners and then tell them the following:

¡Ustedes van a hacer una entrevista con un amigo para averiguar qué tipo de viajero tu amigo es. En parejas, deben hacer las preguntas el uno al otro. Llena (Gesture to circling an answer on the quiz) la hoja con la respuesta de tu pareja. Tomen turnos preguntando y leyendo las respuestas en voz alta.
After the students have interviewed their partners to find out their answers to the quiz. The students should read the results of their cards and share which type of traveler they are with the group.

"Ahora, cuenten el número de las As, Bs, Cs, y Ds en la prueba de tu compañero. Dime la letra con más respuestas. ¡Voy a darte una tarjeta que corresponde con la letra! ¿Es cierto o falso?"

Clave de las Personalidades-
La mayoría A’s- Palma de Mallorca, España
La mayoría B’s- Buenos Aires, Argentina
La mayoría C’s- Montezuma, Costa Rica
La mayoría D’s- Patagonia, Chile

Parte B- Preguntas de Conversación
Use the following questions to have discussion with the students. They can also make their own questions as well. Be sure to model an answer for the first few questions.

Use las preguntas para tener una conversación:
¿Cuál es tu pasatiempo favorito?
¿Cuál es tu café favorito en el centro de Boise?
¿Hay un café en otro lugar que te gusta ir?
¿Prefieres ir al museo o nadar en el mar cuando estás de vacaciones?
¿A ti te gusta jugar videojuegos?
¿Cuál es tu videojuego favorito?
Cuándo estás de vacaciones, ¿Cuáles actividades te gustan hacer?
¿A qué hora prefieres almorzar durante una vacación?
¿Dónde quieres que sean tus vacaciones este verano?
¿Prefieres viajar con tus amigos o con tu familia? ¿Por qué?

Wrap-up

Wrap-Up Questions:

Nombra una cosa que te gusta traer contigo para la vacaciones.
Nombra un lugar que te gusta ir por diversión.
¿Estás de acuerdo con el lugar que recibiste en el Buzzfeed?
Nombra el destino perfecto para una vacación.
Nombra el destino más horrible para una vacación.

End of lab: Can-Do statement check-in... “Where are we?”

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

Learning Goals