Spanish Level 1, Activity 11: ¿Qué haces en tu tiempo libre? / What do you do in your free time? (Face-to-Face)

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 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

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 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)

¿Qué haces en tu tiempo libre?

Proficiency Level: Novice Mid-Novice High

In this activity, students will talk about their hobbies and what they like to do in their free time. Students will learn how to describe their hobbies and what they like or do not like to do.  During the warm up, a fun game will help students to review vocabulary and the main activity will provide numerous speaking opportunities. 


Pastimes, preferences, hobbies, free time activities

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 State World Language 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.
  • 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.

NCSSFL-ACTFL Can-Do Statements:

  • I can exchange information about what I like to do in my free time with a partner.
  • I can ask and answer questions about my hobbies while in a conversation.
  • I can share my reasoning for liking/disliking an activity.

Materials Needed:

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

- Tarjetas de conversación (Canva Template, free account required)

- Headband Cards (Canva Template, free account required)


1 Begin by introducing today's activity and the Can-Dos statements for today’s activity.

2. Students will play Headbands as a warmup

3. Lab assistants will demonstrate by picking a headband card and place it on their head WITHOUT looking at it, as an example. Next, they will ask questions to the group to determine what word they have picked. 

4.After the lab assistant has successfully guessed their activity, they will ask the whole group some follow up questions about the activity. 

5.The lab assistant will have each student pick a card and repeat the same process. The lab assistant will ask the follow up questions, essentially guiding the entire group and not putting someone in the spotlight. 

6. Repeat with 3-4 different cards to familiarize students with the vocabulary. 

"Vamos a revisar el vocabulario de los pasatiempos con un partido de "Headbands." Como ejemplo, voy a poner una tarjeta con una actividad en mi frente y les voy a hacer preguntas sobre la actividad. Ustedes me van a dar respuestas útiles para ayudarme a averiguar la actividad. Ahora, ustedes van a jugar y vamos a ayudarles a averiguar qué actividad tienen en sus frentes (foreheads.)"

Follow Up Questions
(Reminder: should be done after a card is guessed): 

"¿Les gusta _____________? ¿Por qué sí/no?"

"¿Con qué frecuencia ______________?"

"¿Con quién __________?"

Main Activity

1. Divide the students into 2 groups.

"Voy a dividir a los estudiantes en 2 grupos.."

2. Group number 1 will be the sedentary group and group number 2 will be the traveling group. Each person in group 1 will be paired with someone from group 2.

Students should be set up like they’re “Speed Dating”, one in front of another.

"Grupo número 1, Uds. se van a quedar en su sillas (que es sedentario) y grupo número 2 va a ser el grupo viajante. Estudiantes del grupo 1 deben estar en frente de los estudiantes en grupo 2."

3. Each pair will have their own set of activity cards.

"Cada pareja va a tener sus propias tarjetas."

4. Students will introduce themselves and then draw an activity card. They should ask each other questions about the subject and have casual conversation for 2-3 minutes.

"Primero, ustedes necesitan introducirse. Entonces, ustedes necesitan agarrar una tarjeta de conversación. Después, van a discutir las preguntas y tener una conversación casual por 2 o 3 minutos."

5. After 2-3 minutes, people in the traveling group (group 2) will rotate so they have a new partner from group 1.

**Después de 2-3 minutos**

"Ahora, vamos a cambiar parejas. Grupo 2 necesita levantarse y cambiar sillas."


Ask students questions to finish the lab. 

1. ¿Qué actividades son populares en Boise State?

2. ¿Participas en un club o un deporte?

3. ¿Qué es algo nuevo que puedes compartir sobre tus compañeros de lab?

4. Por la mañana, ¿Qué actividades prácticas? Por la tarde? Por la noche?

5. ¿Cuál es tu serie favorita o película?

6. ¿Cuál es tu tienda favorita para comprar en línea?

7. ¿Qué te gusta hacer cuando no tienes tarea?

8. ¿Cuál es tu aplicación favorita entre Facebook, Instagram, Snapchat y Twitter?

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 exchange information about what I like to do in my free time with a partner.
  • I can ask and answer questions about my hobbies while in a conversation.
  • I can share my reasoning for liking/disliking an activity.

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