Spanish Level 3, Activity 08: Idiomas del Mundo / World Languages (Face-To-Face)

Created Feb. 7, 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)

Idiomas del mundo / World Languages, Intermediate Low

Description:

Students will learn which languages are spoken in which countries as well as be able to recognize Spanish accents from around the world. Students will learn more about accents from different Spanish-speaking countries by recognizing the differences in played recordings. 

Proficiency Level:

Intermediate Low

Keywords:

language, Spanish, accents, world

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 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.

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.
  • CLTR 1.1-Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
  • COMP 2.1 - Identify, describe and compare/contrast products and their use in the target culture with the learner’s culture.
  • COMP 1.2 - Identify patterns and explain discrepancies the sounds and the writing system in the target language.

NCSSFL-ACTFL Can-Do Statements:

  • I can understand and describe characteristics of different countries in the target language
  • I can recognize a variety of  Spanish accents (intercultural)

Materials Needed:

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

- Taboo Cards (Canva Template, free account required)

Warm-up

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

2. Divide the students into groups of 2-3 and divide the Taboo cards between them. They must use circumlocution to get the other students to guess the nationality/nation they have on the card.

“Ustedes van a dividirse en grupos de dos o tres. Voy a dividir las cartas de Tabú entre Uds.. Deben usar el circunloquio para adivinar el país en la carta. No pueden decir las palabras debajo de la imagen. Usen descripciones del país o de la gente de manera respetuosa."

Main Activity

1. Divide the students into two teams. Similar to Jeopardy, have the teams take turns and play recordings of Spanish varieties (accents). The goal is to see if they can identify the variety spoken and name it in Spanish (del Caribe, España, Chile, México.). The team who guesses correctly gets a point, if one team doesn’t get it right the other team gets to steal the point. 

"Voy a dividirlos en dos equipos. Van a escuchar varios acentos hispanohablantes y la meta es si pueden adivinar el acento y identificar de dónde es. El equipo que adivina correctamente gana un punto." 

Wrap-up

Ask the following questions to finish the lab: 

1. ¿Qué acentos fueron los más difíciles para entender?

2. ¿Qué acento te gustaría aprender? ¿Por qué?

3. ¿Hay otro idioma que te gustaría aprender?

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 understand and describe characteristics of different countries in the target language
  • I can recognize a variety of  Spanish accents (intercultural)

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