Spanish Level 1, Activity 14: Un Buen Repaso / A Good Review (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

For the English version of this activity, 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)

"Un Buen Repaso", Spanish, Novice Mid

Proficiency Level:

Novice Mid


In this activity, students will review by talking about things revolving around the university, family, and vacations, using memorized vocabulary. Students will be interviewed by each other based on scenarios provided. Students will ask and answer questions entirely in Spanish. 


Vacation, hotel, opinion, class, university, family, vacation, review.

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
  • 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 effectively use the vocabulary and grammar functions I have learned throughout the semester
  • I can be interviewed in Spanish and answer questions in detail
  • I can speak Spanish for an extended period of time
  • I can answer simple questions about my plans (Intercultural)

Materials Needed:

Scenario Cards

Google Slideshow 

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

- Scenario Cards (Canva Template, free account required) 


  1. Begin by opening the Google Slideshow and introduce the Can-Do Statements.

  2. Ask quick, basic questions to get the students into Spanish and feeling comfortable:
    • ¿Cómo están?
    • ¿Tienen planes para el fin de semana?
    • ¿Tienen planes para las vacaciones?
    • ¿Están listos para los exámenes finales?

Main Activity

1. Share these rules with students: 

Tienen que hablar en español por todo el lab.
No pueden hacer preguntas durante la actividad. ¡Intenten usar el español que saben! Vamos a tener unos minutos tras el final para preguntas.
Si terminan las preguntas temprano, tienen que hablar más. Tienen que hablar por tres minutos total. 

2. For this activity there will be a set of scenario cards with three questions on each card. There are a total of three scenarios, with two cards per scenario (one green and one blue). Students should partner up and each pair gets a scenario. With each pair, each person should receive one of the two scenario cards (one green and one blue). 

Para esta actividad, vamos a tener tarjetas con tres preguntas en cada una. Van a trabajar en pareja y una persona va a tener una tarjeta azul y la otra va a tener una tarjeta verde. 

3. The students will sit across from each other. The student with the blue card will begin by asking their partner their questions, one by one in an interview format (3 minutes). After time is up, the partner with the green card will ask their questions and their partner will answer (3 minutes). The goal is for the student being interviewed to continuously speak Spanish for 3 minutes, so even if they finish answering the questions really quickly, they must continue talking until the 3 minutes are up. 

La persona con la tarjeta azul va comenzar la conversación. Va a hacerle las tres preguntas a su pareja y su pareja debe usar 3 minutos completos para responder las preguntas en detalle. Después la persona con la tarjeta verde va a hacer lo mismo con la otra persona. La meta es que los estudiantes hablen continuamente en Español por 3 minutes a la vez.

4. After both partners take a turn to be interviewed (6 minutes in total) the student sitting at the right side of the table will move forwards and the student sitting at the left side of the table will move backwards. That way, every student will find a new topic and partner after every 6 minutes. 

Después de que las parejas tomen sus turnos (6 minutos en total), van a cambiar. Una pareja puede cambiar a la derecha y la otra puede cambiar hacía la izquierda.


Ask students the following questions to finish the lab: 

  1. ¿Qué temas son los más fáciles? ¿Qué temas son los más difíciles?
  2. ¿Qué preguntas tienen? ¿Hay una cosa que quieren repasar juntos?

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!

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can effectively use the vocabulary and grammar functions I have learned throughout the semester
  • I can be interviewed in Spanish and answer questions in detail
  • I can speak Spanish for an extended period of time
  • I can answer simple questions about my plans (Intercultural)

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