Vamos de Compras/Let's go shopping - Spanish, Novice High

Created Feb. 7, 2024 by Alejandra Garcia

Please Note: 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 amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

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 

Vamos de Compras/ Let's go shopping - Spanish, Novice High

Proficiency Level: Interpersonal speaking, Novice High

In this activity, students will practice identifying where they can buy certain items. Students will also work on asking a partner what their likes are and use these characteristics to come up with a potential gift for them. 

Keywords:

Favorite, conversation, ask, question, objects, store, gift, price

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can select a gift based on someone's likes and interests. 
  • I can exchange preferences about which stores, sports, and other interests I like. 
  • I can interact with a partner to find out their favorite things. 

Relevant ACTFL World-Readiness Standards

Communication

Standard 1.1

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Materials Needed:

  • White boards
  • Markers

Google Slideshow (linked)

Object cards


Warm-up

1. Begin by introducing the Can-Dos for today’s activity and distributing one object card to each student. 

“Hoy, vamos a practicar como comprar objetos y cómo preguntarle a otra persona sus gustos." 

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can select a gift based on someone's likes and interests. 
  • I can exchange preferences about which stores, sports, and other interests I like. 
  • I can interact with a partner to find out their favorite things. 

2.  Hand out one of the object cards to each pair of students and explain:

“Necesitan hablar sobre el objeto en la tarjeta y decidir lo siguiente....” 

1. ¿Cuáles tiendas venden este tipo de objeto?
2. ¿Cuál es el precio "típico" del objeto?
3. ¿Qué tipo de persona quiere este objeto como regalo? (por ejemplo: una madre, un chico, un estudiante, un trabajador)

3. The students will then report back to the group with information they have agreed upon

Main Activity

1. Project the slide "entrevista" to the students. Have the students quickly jot the answers to these items on a whiteboard (writing them on the board will be helpful for them to answer)
a. tienda favorita
b. temporada favorita
c. deporte o actividad favorita
d. color favorito
e. comida favorita
f. su personalidad en una palabra- amable, serio, simpático, chistoso, etc.

“______” (TEXT YOU SAY TO THE STUDENTS IN THE TARGET LANGUAGE)
                
2.  Tell your students:
    1. “_____” (TEXT YOU SAY TO THE STUDENTS IN THE TARGET LANGUAGE)
    2. “_____” (TEXT YOU SAY TO THE STUDENTS IN THE TARGET LANGUAGE)    

3. Use this model for an example: (CREATE AN EXAMPLE OF THE MAIN ACTIVITY TO HELP THE STUDENTS UNDERSTAND)
        1. ____
            1. ____
        2. _____
            1. _____
        3. ____
            1. ____
        4. ____
            1. ____

3. ________. (INSTRUCTIONS)
 
4. ______ (INSTRUCTIONS)
    1. ______ (TEXT YOU SAY TO THE STUDENTS IN THE TARGET LANGUAGE)
    2. ______ (TEXT YOU SAY TO THE STUDENTS IN THE TARGET LANGUAGE)

Wrap-up

Wrap-up questions (Pick the a few you’d like to ask): (TEXT YOU SAY TO THE STUDENTS IN THE TARGET LANGUAGE)

1. ¿Cuál fue el regalo...
-más creativo?
-más barato?
-más caro?
2. ¿Cuál es tu regalo favorito? (ask this to everyone)
3. ¿Cuál es un regalo que quieres recibir en el futuro?

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 select a gift based on someone's likes and interests. 
  • I can exchange preferences about which stores, sports, and other interests I like. 
  • I can interact with a partner to find out their favorite things. 

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