Spanish Level 4, Activity 13: Vocabulario Vibrante / Colorful Vocabulary (Face-To-Face)
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Vocabulary Vibrante / Colorful Vocabulary Intermediate Mid
Description:
Students will play a game called "Colorful Vocabulary". Students will practice describing people, places, and items using a game. This will teach students how to describe multiple topics using different vocabulary words.
Proficiency Level:
Intermediate-Mid
Keywords:
Vocabulary, practice, sentences, person, place, thing, review, game
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
- 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 describe a person, place, or thing using vocabulary I know
- I can share and be descriptive with my ideas
- I can think quickly when relating different topics
Materials Needed:
Would you like to make changes to the materials? Access the template(s) below:
- "Change the theme cards" (Canva template, free account required)
- "Deck of Words" (Canva Template, free account required)
Warm-up
1. Introduce the Can-do's for today's activity and opening up the Google Slideshow.
2. Ask students to describe their favorite animal using only adjectives.
"Describe tu animal favorito usando adjetivos."
3. Students will then take turns guessing each other's favorite animals based on the descriptions they give to each other.
"Ahora adivina los animales favoritos de cada uno"
Main Activity
1. Students will play a game called "colorful vocabulary". The objective of the game is to work on our vocabulary and work on describing people, places, and things.
“Hoy vamos a jugar al juego "vocabulario vibrante." El objetivo del juego es mejorar tu propio vocabulario y describir lugares, personas y cosas.”
2. Each student will take out a sheet of paper so they can write and keep their score. Each person will get a card that says "erase the topic". Students should mark an "X" every time they get a point.
1. “Cada persona va a sacar una hoja de papel dónde puedan escribir y anotar sus puntos.”
2. “Cada persona va a tener una tarjeta de "borrar el tema" para anotar puntos y escribir respuestas.”
3. Students will take turns choosing a card that has a person, place, or thing. They will have 90 seconds to write down a few words that describe the topic. Students should use verbs, nouns, and adjectives. After 90 seconds, students will share what they have written and if another person has a mutual word, neither student gets a point. The goal is to be creative!
“Vamos a tomar turnos para escoger una tarjeta que tiene una persona, lugar o cosa. Van a tener 90 segundos para escribir tantas palabras como puedan pensar (como verbos, sustantivo o adjetivos). Después de 90 segundos van a compartir lo que escribieron y si tienen palabras en común, ningún estudiante gana puntos. ¡La meta es ser creativo!”
4. Use this model for an example:
Justin and I both have "perro" as a descriptive word for the topic. Therefore, neither of us receives a point.
Si Justin y yo tenemos la misma palabra, por ejemplo "perro", ninguno de nosotros ganamos el punto.
5. If a student has a word that no one knows, doesn't understand, or is just more out-of-the-box, ask them to explain it to the group. The person that has to describe their word cannot say it in English, they have to find creative ways to describe it.
Si tienen una palabra que no entendemos o una respuesta más creativa, pueden dar una explicación al grupo. No puedes dar la palabra en inglés, ¡tienes que describirla!
6. The person with the most points is the winner!
La persona que tiene más puntos es el/la ganador/a
Wrap-up
Ask students the following questions to finish the lab:
¿Hay adjetivos que usaste varias veces?
¿Cuál fue el adjetivo más popular?
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 describe a person, place, or thing using vocabulary I know
- I can share and be descriptive with my ideas
- I can think quickly when relating different topics