Spanish Level 2, Activity 01: Vamos a conocernos / Let’s Get to Know Each other (Face-to-Face)

Created Feb. 7, 2024 by Amber Hoye, Madi Goertzen, Gabby Bates, Abby Cain, Claire Werlin, Alejandra Garcia, Sue Juarez, Mardy Morales, Borja Aguilera, Camille Daw, Mimi Fahnstrom

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 pathwaysproject@boisestate.edu 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 pathwaysproject@boisestate.edu.

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 pathwaysproject@boisestate.edu 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)

Vamos a conocernos/ Let's Get to Know Each Other, Spanish, Novice High

Description:

In this activity, students will answers questions about themselves using memorized words and phrases. In addition, they will have the opportunity to share information about their hometown with the rest of the group. Students will learn how to discuss places and how to describe themselves. Students will also learn how to ask question to get to know each other.

Proficiency Level:

Novice High

Keywords:

Greetings, introductions, restaurants, families, hobbies, sports, hometown, birthplace, activities, recommendations, preferences 

Relevant 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.”

Relevant 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.

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can exchange recommendations with a friend regarding the best places to visit in my hometown.
  • I can ask and answer questions regarding popular locations in my hometown.
  • I can share my preferences regarding things I like to do in my hometown.

Materials Needed:

Warm-up

1. Begin by introducing the Can-Dos for today’s activity (located in the Google Slideshow). 

2. Give a whiteboard and a marker to each student. They will play the “one word” game. The rule is that the students can only use one word to answer the question. First they will write down their response and then share it with the group. You can use the questions below and make up their own

“Para empezar nuestro lab de hoy, vamos a jugar el juego de "una palabra". Cada persona necesita una pizarra y un marcador. Voy a leer una pregunta y todos van a escribir una respuesta en la pizarra. ¡Escriban sólo una palabra! Después de cada pregunta, vamos a compartir las respuestas."

3.  Go through the Google Slideshow asking a question, giving students time to write a 1 word response, and having them share aloud. Repeat until all the questions are finished. 

Main Activity

1. Today we are going to share a few things about our hometowns. Does anyone know what “natal” means? It is the place where you start your life, the city where someone grows up. For example, my hometown is _____.” 

“Ahora vamos a compartir algunas cosas sobre nuestras ciudades natales. ¿Qué significa “natal?” Es el lugar donde empieza la vida, es la ciudad donde una persona crece. Por ejemplo, mi ciudad natal es ________.” 

2. Have students use their phones/iPads to google an “illustrated map” for the city they were born in.  Students will act as tour guides. They will describe their favorite places or their hometown to the group. 

"Van a usar los teléfonos o iPads para encontrar un mapa ilustrado de sus ciudades natales. Van a ir al sitio de Google y escribir “Tu Ciudad Natal + illustrated map". Por ejemplo- Portland, OR, este mapa es muy bonito y tiene los lugares interesantes de Portland. Si no puedes encontrar tu ciudad natal, intenten encontrar la ciudad cerca o tu ciudad favorita.” 

3. Put the students into pairs and then ask them to answer each of the questions on the slideshow. The slideshow will display only one question at a time. The objective is to learn more about the hometown of your partner. Also, you should give some recommendations about places to visit in your hometown.  

"Ahora van a tomar turnos con las preguntas de la presentación. El objetivo es aprender más sobre la ciudad natal de tu pareja. También, deben dar algunas recomendaciones sobre lugares interesantes en sus ciudades natales.” 

4. After they've shared with their partners, have them share one thing they learned to the group. 

“Después de hacer las preguntas, vamos a compartir nuestras ciudades natales con el grupo. También van a compartir algo nuevo que ahora saben sobre la ciudad natal de su pareja.” 

Wrap-up

Ask the following question to finish the lab: 

1. Cómo es tu ciudad similar a las demás? ¿Cómo es diferente?

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 exchange recommendations with a friend regarding the best places to visit in my hometown.
  • I can ask and answer questions regarding popular locations in my hometown.
  • I can share my preferences regarding things I like to do in my hometown.

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