¿Qué hac

Created Feb. 7, 2024 by Riki Garcia Rebel

Remixed by Riki García Rebel (teacher) 5/13/19

Altered to suit a high school classroom.

¿Qué haces en tu tiempo libre?

Proficiency Level:

Novice Mid-Novice High

In this activity, students will talk about their hobbies and what they like to do in their free time. During the warm up, a fun game will help students to review vocabulary and the main activity will provide numerous speaking opportunities. 

Keywords:

Pastimes, preferences, hobbies, free time activities

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can exchange information about what I like to do in my free time with a partner.
  • I can ask and answer questions about my hobbies while in a conversation.
  • I can share my reasoning for liking/disliking an activity.

Relevant ACTFL World-Readiness Standards

Communication

Standard 1.1

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

Materials Needed:

Warm-up

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

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can exchange information about what I like to do in my free time with a partner.
  • I can ask and answer questions about my hobbies while in a conversation.
  • I can share my reasoning for liking/disliking an activity.

2.  Headbands Game

The teacher will pick a headbands card and place it on their head WITHOUT looking at it, as an example. Next, they will ask questions to the group to determine what activity they are. After the teacher has successfully guessed their activity, they will ask the whole group some follow up questions about the activity. Then, the teacher will have several students pick a card and repeat the process. The teacher will ask the follow-up questions, essentially guiding the entire group and not putting someone in the spotlight. Repeat with 3-4 different cards to familiarize students with the vocabulary. 

"Vamos a revisar el vocabulario de los pasatiempos jugando "Headbands." Como ejemplo, voy a poner una tarjeta con una actividad en mi frente y les voy a hacer preguntas sobre la actividad. Ustedes me van a dar respuestas útiles para ayudarme a averiguar la actividad. Ahora, ustedes van a jugar y vamos a ayudarles a averiguar qué actividad tienen en sus frentes (foreheads.)"

Follow Up Questions
(Reminder: should be done after a card is guessed): 

"¿Les/te gusta _____________? ¿Por qué sí/no?"

"¿Con qué frecuencia ______________?"

"¿Con quién __________?"


Main Activity

1. Divide the students into 2 groups by counting them off by 2s.

"Voy a dividir a los estudiantes en 2 grupos. Grupo uno y grupo dos."

Ejemplo: Blake es 1, Madison es 2, Ashley es 1, Cecilia es 2....


2. Group number 1 will be the sedentary group and group number 2 will be the traveling group. Each person in group 1 is paired with someone from group 2.

Students should be set up like they’re “Speed Dating”, one in front of another.

"Grupo número 1 (sendentario), Uds. se van a quedar en su sillas y grupo número 2 va a ser el grupo viajante. Los estudiantes del grupo 1 deben estar en frente de los estudiantes en grupo 2."


3. Each pair will have their own set of activity cards.

"Cada pareja va a tener sus propias tarjetas."


4. They will introduce themselves and then draw an activity card. They should ask each other questions about the subject and have casual conversation for 2-3 minutes.

"Primero, ustedes necesitan hacer introducciones. Entonces, ustedes necesitan tomar una tarjeta de conversación. Después, van a discutir las preguntas y tener una conversación informal por 2 o 3 minutos."


5. After 2-3 minutes, people in the traveling group (group 2) will rotate so they have a new partner from group 1.

**Después de 2-3 minutos**

"Ahora, vamos a cambiar parejas. Grupo 2 necesita levantarse y cambiar sillas."

Wrap-up questions (Pick the a few you’d like to ask):

1. ¿Cuáles actividades son populares en Boise?

2. ¿Participas en un club o un deporte?

3. ¿Qué es algo nuevo que puedes compartir sobre tus compañeros de lab?

4. En la mañana, ¿cuáles actividades prácticas? En la tarde? En la noche?

5. ¿Cuál es tu serie favorita o película?

6. ¿Cuál es tu tienda favorita para comprar en línea?

7. ¿Qué te gusta hacer cuando no tienes tarea?

8. ¿Cuál es tu aplicación favorita entre Facebook, Instagram, Snapchat y Twitter?

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 exchange information about what I like to do in my free time with a partner.
  • I can ask and answer questions about my hobbies while in a conversation.
  • I can share my reasoning for liking/disliking an activity.

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