The Pathways Project At Boise State
Material Type:
Upper Primary, Middle School, High School
  • Maps
  • Novice Mid
  • Preposiciones
  • Spanish
    Creative Commons Attribution Non-Commercial Share Alike

    Spanish Level 1, K-12 Practicing Directions/Locations (face-to-face)

    Spanish Level 1, K-12 Practicing Directions/Locations (face-to-face)


    This activity is revised for a face-to-face K-12 classroom, although it is most appropriate for secondary (middle school and high school) levels. I added layers to the warm-up and cool-down and the entirety of the activity could easily last one full (50 minute) class period or be divided into two classes. The entire activity is contextualized as an authentic performance task where prospective students go on a virtual “university campus tour”. 

    About the Pathways Project

    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 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

    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 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)

    Activity Instructions

    Activity Title (in your target language)

    Las Ubicaciones


    ¡Vamos a la uni!
    This is the context that provides authenticity to the activity. We are practicing this important vocabulary and expressions for a real purpose (getting to a place or finding something). To be prepared for that, we have students practice real-world activities. In this context, the whole point is to help students do a virtual campus tour of a university. If you aren’t in Idaho, consider the following: Switch the map with a university map that is closer to the local context and customize the slides accordingly. Or, swap the map with a campus map at your institution (primary or secondary). You can take images or look for some on the Web. You might also ask students or a parent helper to take and submit images of their campus (if they have phones) a few days before to help you. 

    Proficiency Level:

    Novice Mid


    Spanish, Novice Mid, Preposiciones, Preposiciones, Maps, Mapas

    Standards for Learning Spanish:

    • 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.

    Idaho Content Standards for World Languages:

    • 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.

    NCSSFL-ACTFL Can-Do Statements:

    • I can talk about the location of objects and the directions they move
    • I can present basic information about my community and/or a future university
    • I can name places on a map
    • In my own and other cultures, I can identify locations to get somewhere. 

    Materials Needed:


    Funny meme: “First Day of Class”
    Using this funny meme, bring humor into the context: you don’t want to get lost around campus. For the virtual tour, students will be visiting the campus through images, video, and then looking at the campus map to get around. Before you do that, however, you want to review some important vocabulary. 

    Mini juego para practicar preposiciones 

    Play a game of Kahoot to review the vocabulary they already know and need for the main activity!  

    ¡A practicar! Let's Practice!
    Grab an object from your class and ask a student to put it somewhere on the ground just within reach (up at the front of the class). The student should then tell you if the object is in front, to the right, or to the left. Keep your eyes closed and follow their instructions. Students can play this a few times with their partner but this time add in prepositions (on top of, beneath, etc.).  You might have the next slide up on the screen to help them. 


    Main Activity

    Exploremos estas imágenes. Let’s look at some images. 
    First, you’ll show them images of the university. Ask students to write down a list of words that associate with what they see. After showing several images, ask students to volunteer the words from their list. The teacher can scaffold a sentence or two that describes the university by writing it on the board, modeling how these descriptions string together to form a sentence. 

    Hagan una pregunta. Ask a question. 
    Watch the video once. It has music and no narration. Ask students to work in pairs to write a question they have about the university. Have students submit the question using mentimeter  (or write them on the board for a low-tech option) and the teacher can then answer the questions whole-class (researching them with the students, live or making an educated guess; the point is to have them practice question-asking). 

    ¿Qué prefieres? What do you prefer?
    Ask students this question and have them respond with a show of hands: Mapa físico (count hands) mapa google (count hands). Then, write the numbers on the board and model a comparison: Hay más estudiantes que prefieren

    Mapa de Boise State / Boise State Map
    Explain the rules of the upcoming activity:

    • Using the slides with maps, students ask one another questions about where certain buildings are in relation to each other.
    • Ask“¿Dónde está este lugar?”
    • The partner should work together to describe the location. Have them try to use prepositions to describe where the place is at. 
    • For example, “la biblioteca está cerca al edificio de administración” 

    Note, there is one model that you, the teacher, will demonstrate and then there are 8 slides so each partner asks 4 questions and responds to four questions, taking turns 

    Wrap-up Exit Ticket

    Have students tell you how to get to their favorite restaurant or ice cream shop. They can write two general descriptions like “it’s next to _____” or it’s to the left of “___”. The next slide has the example and vocabulary all together so you can have them reference it while they write. 

    End of activity:

    • Read can-do statements and have students evaluate their confidence with cards 
    • Encourage students to be honest in their self-evaluation

    NCSSFL-ACTFL Can-Do Statements:

    • I can talk about the location of objects and the directions they move
    • I can present basic information about my community and/or a future university
    • I can name places on a map
    • In my own and other cultures I can identify locations to get somewhere.