Spanish Level 3, Activity 13: La ciudad / The City (Face-To-Face)

Created Dec. 3, 2024 by Amber Hoye, Gabby Bates, Abby Cain, Alejandra Garcia, Sue Juarez, Mardy Morales, Alesandra DiMatteo, Ismenia Gallegos, 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)

La ciudad / The City, Intermediate Mid

Description:

Students will be able to ask for directions, information, and recommendations in the target language. Students will also learn to provide directions and information to other students. Students will play a game of "Chutes and Ladders" and answer trivia questions in the target language. 

Proficiency Level:

Intermediate Mid

Keywords:

City, population, residence, directions

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.”
  • “Standard 5.1 Students use Spanish both within and beyond the school setting.”

Relevant 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.

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can give information, details, and explanations. 
  • I can give directions and recommendations.
  • I can talk about city life.

Materials Needed:

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

- Prompt Cards

Warm-up

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

2. Ask students the following questions:

"¿Cuál es la población de su ciudad natal?" 

"¿Quién tiene la ciudad natal más poblada? ¿La menos?"

Main Activity

1. Put the students into two groups. Each group will play Chutes and Ladders with their game boards.

"Van a trabajar en dos grupos. Cada grupo va a jugar el juego de Serpientes y Escaleras."

2. Each student needs a belonging for a game piece. You can give each student one, or they can use something from in their backpacks or around the room. 

"Cada estudiante necesita una ficha (game piece). Si no quieren usar la ficha que tengo, pueden buscar uno en sus mochilas o en el cuarto."

3. One by one, each student will roll the dice and progress their piece through the board.

"Van a jugar Serpientes y Escaleras! ¿Saben cómo jugar? Cada persona tira los dados y mueve su ficha de acuerdo al número que cayó."

4. When a student lands on a blank space, he or she must grab a prompt card and answer the question or do the prompt. If a student lands on a space with a star, he or she must answer one of the Trivia questions.

"Cuando un estudiante cae en un espacio vacío, deben tomar una tarjeta. Las tarjetas tienen apuntes (prompts) o preguntas. El estudiante que escoja la tarjeta va a contestar la pregunta o el apunte. Si un estudiante cae en un espacio con una estrella, él o ella va a contestar una de las preguntas de trivia que tiene el/la asistente de labs." 

5. Play until there is a winner!

"¡Vamos a jugar hasta que alguien gane!"

Wrap-up

Wrap-up: Riddles! ¡Acertijos!

Have students try to solve the following riddles to finish the lab: 

¿Sólo tres letras tengo pero tu peso yo sostengo. Si me tratas con cuidad, te llevaré a cualquier lado. ¿Qué soy? (es un parte del cuerpo) (el pie)

Caemos del cielo y parecemos algodón, abrígate porque causamos una extraña sensación. ¿Qué es? (La nieve)

Si lo escribes como es, soy de la selva el rey. Si lo escribes al revés soy tu Papá Noel. (el léon)

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 give information, details, and explanations. 
  • I can give directions and recommendations.
  • I can talk about city life.

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