A Good Review- English Template, Novice Mid

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 amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

For the Spanish version of this activity, 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 amberhoye@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 WLRCLAR@gmail.com 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)

A Good Review

Proficiency Level:

Novice Mid


In this activity, students will review by talking about things revolving around the university, family, and vacations, using memorized vocabulary. Students will be interviewed by each other based on scenarios provided. Students will ask and answer questions entirely in Spanish. 


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

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 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)

Materials Needed:

Scenario Cards

Google Slideshow 


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

  2. Ask quick, basic questions to get the students into Spanish and feeling comfortable:

How is everyone?

Do you all have plans for the weekend?

Do you all have plans for the vacation?

Are you all ready for your final exams?

Main Activity

1. Share these rules with students: 

• You all have to talk in Spanish for the entire lab
• You can’t ask questions during the activity. Try to use the Spanish you know! We are going to have some minutes at the end for questions.
• If you all finish the questions early, you need to talk more. You have to talk for three minutes total.

2. For this activity there will be a set of scenario cards with three questions on each card. 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. With each pair, each person should receive one of the two scenario cards (one green and one blue). 

For this activity we are going to have cards with questions on each of them. You all are going to work with a partner and one person is going to have a blue card and the other is going to have a green card. 

3. 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. 

The person with the blue card is going to start the conversion. They are going to ask three questions and their partner should use 3 minutes to respond to the questions in detail. After the person with the green card is going to do the same with the other person. The goal is that the students talk continuously in Spanish for 3 minutes at a time.

4. After both partners take a turn to be interviewed (6 minutes in total) the student sitting at the right side of the table will move forwards and the student sitting at the left side of the table will move backwards. That way, every student will find a new topic and partner after every 6 minutes. 

After the partners have each taken a turn (6 minutes in total), they are going to change. One partner can change to the right and the other to the left.


Ask students the following questions to finish the lab: 

1. What topics are the easiest? What topics are the hardest?

2. What questions do you have? Is there something you all want to review together?

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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