Author:
The Pathways Project At Boise State
Subject:
Languages
Material Type:
Activity/Lab, Lesson Plan
Level:
High School, Community College / Lower Division
Tags:
  • Citas Rápidas
  • Condicional
  • Conditional
  • Conversaciones.
  • Conversations
  • Escoger
  • Greetings
  • Preferences
  • Preferencias
  • Saludos
  • Speed Dating
  • This or That
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English, Spanish

    Spanish Level 4, Activity 12: Preguntas Sobre Ti/ Questions About You (Online) By Briana Livingston

    Spanish Level 4, Activity 12: Preguntas Sobre Ti/ Questions About You (Online) By Briana Livingston

    Overview

    Students will engage in conversation about their preferences when given two choices. Students will take turns asking their partners questions.

    Activity Information

    Did you know that you can access the complete collection of Pathways Project Spanish activities in our new Let’s Chat! Spanish pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysspanish/ 
     

    Please Note: Many of our activities 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 pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner. 

    Description: Students will engage in conversation about their preferences when given two choices. Students will take turns asking their partners questions.

    Semantic Topics: Preferences, this or that, greetings, speed dating, conversations, preferencias, escoger, saludos, citas rápidas, conversaciones.

    Grammatical Structures: Conditional, condicional

    Products: Preferences, hobbies, interests

    Practices: Asking and answering intervew-style questions, giving detailed responses

    Perspectives: What are good ways to get to know people better? What kinds of questions are okay to ask in different contexts?

    NCSSFL-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

    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.
    • COMT 1.2 Discuss personal preferences in activities and events both within and beyond the classroom.

    NCSSFL-ACTFL Can-Do Statements:

    • Given two options, I can indicate which I like better and explain why.
    • I can participate in a conversation with a classmate to get to know one another better.
    • I can respond to a partner’s question with a detailed response.
    • I can report on things my partner and I have in common.

    Materials Needed:

    Pictoline_Infographic

    Pictoline_Infographic

     Download View

    Tienes Que Decirle Adiós para siempre a dos, ¿Cuál  Eliges? By Pictoline, included under fair use as described in the CBPFUOER 

     

    Warm Up

    Project the Google presentation. Discuss the Can-Do statements for the activity.

    Part 1: 

    • With a partner, you're going to talk about the 6 items in this infographic. To start, you'll make a preference list, put the most important item at the beginning of the list and the least important item at the end of the list, then, you will work together to select two things to eliminate from your lives forever.  
      Con una pareja, van a charlar sobre las 6 cosas de esta infografía. Para empezar, van a hacer una lista de preferencia. Pongan la cosa más importante al principio de la lista y la cosa menos importante al final. Después, tengan que elegir las dos cosas que van a eliminar de sus vidas juntos.

    Part 2: 

    • Have students stand up. For each slide, ask the students which of the two items they prefer (¿Prefieres __ o __? Cuál te gusta más, ¿__ o ___?). They should move to the side of the room that corresponds with their choice. Follow up with a few students by asking for an explanation: ¿Por qué elegirías ___? Use follow-up questions as appropriate to learn more about their perspectives.

    Main Activity

    For the main activity, students should be split into pairs or groups of three to ask each other a variety of questions. 

    “Para nuestro lab de hoy, van a trabajar con una pareja (o grupo de tres) contestando preguntas personales para que puedan conocerse mejor.”

    2. Once students are in partners (or groups of 3, no more than this as it makes it difficult for everyone to talk and give a full answer), they should go through the slideshow and discuss the questions together. If you have one-to-one devices, students can move at their own pace, or you can project each question individually and give students time to discuss. The goal is for students to have as much of a conversation as they can, all of these questions must be answered in detail, not just a one-word answer. If moving through the questions as a class, encourage students to talk throughout all of the provided time.

    “Con su pareja, van a charlar sobre las diferentes preguntas de las diapositivas. La meta es que hablen y que se conozcan mejor. ¡Deben esforzarse para charlar los más que puedan! Todas estas preguntas deben responderse con detalle, NO solamente una palabra. También, si quieres saber más sobre lo que tu pareja ha dicho, ¡pregúntale!”

    With a partner, you will talk about different questions on the slides. The goal is that you talk and get to know one another better. You should to try to talk as much as possible! All these questions have to be answered with detail, not just one-word answers. 

      • Por ejemplo: “Mi animal favorito es un koala porque son pequeños y se ven muy esponjosos y bonitos.”
      • For example, My favorite animal is a koala because they are little, fluffy, and very pretty.

    Wrap Up

    After the activity, ask students to respond to the following in writing.

    Preguntas para terminar /  Wrap-up questions:

    • Según su conversación, ¿qué tienen en común tu y tu compañero? ¿Cómo son diferentes? Explica.

    End of Activity

    • 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 activities!

    Relevant NCSSFL-ACTFL Can-Do Statements:

    • Given two options, I can indicate which I like better and explain why.
    • I can participate in a conversation with a partner to better get to know one another better.
    • I can respond to a partner’s question with a detailed response.
    • I can report on things my partner and I have in common.