Un Buen Repaso

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. In other words, the activities are “language-agnostic” to provide language instructors from around the country the platform to remix these instructional materials, infusing them with their target language and culture! 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.com and we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided. 


- Boise State World Languages Resource Center

"Un Buen Repaso"

Proficiency Level: novice mid-high

In this activity, students will review by talking about things revolving around the university, family, and vacations.


Vacation, hotel, opinion, class, university, family, vacation, review.

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can effectively use the vocabulary and grammar functions 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
  • I can answer simple questions about my plans (Intercultural)

Relevant ACTFL World-Readiness Standards


Standard 1.1

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

Materials Needed:

Google Slideshow (Linked)

Download: Un_Buen_Repaso_cards.pdf


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

  2. Students respond on paper to the following questions as a warm up:
    • ¿Cómo estás?
    • ¿Tienes planes para el fin de semana?
    • ¿Tienes planes para las vacaciones?
    • ¿Qué necesitas estudiar para los exámenes finales?

Main Activity

  1. Share these rules with students:
    • Tienen que hablar en español por toda la actividad.
    • No pueden hacer preguntas durante la actividad. ¡Intenten usar el español que saben! Vamos a tener unos minutos tras el final para preguntas.
    • Si terminan las preguntas temprano, tienen que hablar más. Tienen que hablar por tres minutos total.

  2. Para esta actividad, tenemos tarjetas con tres preguntas en cada una. Van a trabajar en gupos de dos y una persona va a tener una tarjeta azul y la otra va a tener una tarjeta verde. 
    For this activity there will be a set of scenario cards with 3-4 questions on each one. There are a total of three scenarios, with two cards per scenario (one green and one blue). Students should partner up and each pair gets a scenario. Within each pair, each person should receive one of the two scenario cards (a green and a blue).

  3. La persona con la tarjeta azul necesita hablar primero. Va a hacerle las tres preguntas a su amigo y su amigo necesita responder a las preguntas. Después, la persona con la tarjeta verde va a hacer lo mismo con la otra persona. La meta es que los estudiantes hablen continuamente en Español por 3 minutes a la vez.
    The students will sit across from each other. The student with the blue card will begin by asking their partner their questions, one by one in an interview format (3 minutes). After time is up, the partner with the green card will ask their questions and their partner will answer (3 minutes). 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.

  4. Después de que las parejas tomen sus turnos (6 minutos en total), van a cambiar. Van a formar grupos diferentes y necesitan tarjetas diferentes también.
    After both partners take a turn to be interviewed (6 minutes in total), the students should get in new partners and get different situation cards.


Wrap-up questions

  1. ¿Cuáles temas son los más fáciles? ¿Cuáles temas son los más difíciles?
  2. ¿Cuáles preguntas tienen? ¿Hay una 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 effectively use the vocabulary and grammar functions 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
  • I can answer simple questions about my plans (Intercultural)

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