Spanish Level 2, Activity 14: Para terminar / To End (Face-to-Face)

Created Dec. 3, 2024 by Amber Hoye, Madi Goertzen, Gabby Bates, Alexis Araiza, 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)

"Escenarios", Novice High

Description:

In this activity, students will review by talking about food, health, and parties. Students will interview each other in Spanish about foods, health, culture, and parties. Students will learn how to ask and answer questions entirely in Spanish. 

Proficiency Level:

Novice High

Keywords:

Food, health, healthy, parties, holidays, family, friends.

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 hold a conversation regarding familiar topics 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

Materials Needed:

Interview Cards (print 1 set per group of students)

Google Slideshow (Linked)

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

- Interview Cards (Canva Template, free account required)

Warm-up

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

2. Ask quick, basic questions to make sure the students are comfortable with Spanish. 

¿Cómo están?

¿Tienen planes para el fin de semana?

¿Tienen planes para las vacaciones?

¿Están listos para los exámenes finales?

Main Activity

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.

Share these rules with students:

Las reglas para los estudiantes:

1. Tienen que hablar español todo el tiempo. 

2. No pueden hace preguntas durante la actividad. ¡Intenten usar todo el español que saben! Vamos a tener unos minutos al final para que hagan preguntas. 

3. Si terminan las pregunta temprano, tienen que hablar más. Tienen que hablar por tres minutos en total. 

1. There will be 3 topics (scenarios) sitting across the table. Each topic will have 4 question cards (2 for each student). The students will be in pairs and sit across from each other. The students will take a turn (3 minutes) to ask the questions they have, and then another one (3 minutes) to answer, in detail, the questions they are being asked. 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. Hoy vamos a estar en parejas. Tienen cuatro cartas enfrente, y una persona va a leer la pregunta, y la otra persona tiene que contestar la pregunta, tiene que hablar por 3 minutos en Español. Es importante usar muchos detalles. Después, cuando terminen, la otra persona tiene que leer otra pregunta, y la otra tiene que responder en detalle en Español por 3 minutos. Si terminan las preguntas, tienen que seguir hablando Español hasta que los 3 minutos acaben.

2. 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 terminar, los estudiantes sentados en la derecha de la mesa se van a mover un asiento a la derecha para adelante, y los estudiantes a la izquierda de la mesa se quedarán sentados en el mismo lugar. Entonces todos los estudiantes van a tener un nuevo amigo y nuevas preguntas cada 6 minutos.

Wrap-up

Ask students the following questions to finish the lab: 

  1. ¿Cuáles son los temas más fáciles? ¿Cuáles son los temas más difíciles?
  2. ¿Qué preguntas tienen? ¿Hay alguna 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 hold a conversation regarding familiar topics 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

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