Spanish Level 1, Activity 14: ¡Vamos a hablar! / Let’s Talk! (Online)

Spanish Level 1, Activity 14: ¡Vamos a hablar! / Let’s Talk! (Online)

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)


Students will review different grammar functions they have learned throughout the semester as well as speak Spanish for the entire lab.

Proficiency Level:

Novice Mid


Interviewing, Speaking, Spanish

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 

Materials Needed:



  • 1. After introducing the can-do statements, go over the rules that are on a slide for the warm-up. Talk through the rules, emphasizing that today’s lab is going to be about asking and answering questions using the vocabulary/knowledge students have accumulated thus far. The ultimate goal of the lab is for students to just dive into the questions and speak as much Spanish as they can within a time frame.
    • Para el calentamiento, vamos a repasar algunas reglas del lab de hoy. Para el lab de hoy vamos a charlar sobre diferentes preguntas. Vamos a practicar el uso del vocabulario que conocemos. ¡La meta del lab de hoy es de hablar tanto Español como sea posible! ¡De usar todo lo que han aprendido y aplicarlo en una conversación!

Main Activity

  • 1. Explain to students that they will be taking turns asking and answering questions. Provide students with the link to the slideshow so that they can see the questions on their end. The goal is for students to use the entire 3 minutes to have conversations related to the questions on each slide.
    • Para la actividad principal, ustedes van a tomar turnos haciendo las preguntas y respondiendo. Les voy a dar un enlace para el slideshow donde están todas las preguntas. La meta es usar 3 minutos COMPLETOS para tener conversaciones relacionadas a las preguntas que están en cada diapositiva.  


  • 2. Students will be split up into pairs and put into breakout rooms. Since this online version is slightly different, we have modified it. Students in the breakout rooms should take turns asking questions and answering. Each slide has 4 questions, so they should take turns on who asks a question. Students are encouraged to ask their partner the same question they answered if they would like. The ultimate goal is not necessarily to go through all the questions quickly but instead to have a conversation, even if that means students only get through 2 or 3 of the questions. 
    • Ahora los voy a dividir en parejas y van a trabajar en un breakout rooms. En el ‘breakout room’ deben tomar turnos preguntando y respondiendo las preguntas. Van a tener 3 minutos para responder las 4 preguntas de cada diapositiva, entonces deben alternarse (tomar turnos) para responder las preguntas. Si creen que alguna de las preguntas que respondieron fue interesante o les gusta, pueden hacerle la misma pregunta a su pareja. 


  • 3. Each time 3 minutes is up, the lab instructor should announce it in the chat so everyone can see and students should then move onto the next slide. Once the group has gone through all six slides, they should all return to the main session with any vocabulary questions or other questions they may have. 
    • Cada vez que pasen 3 minutos, voy a mandar un mensaje en el chat para que todos se den cuenta que deben ir a la próxima diapositiva. Después de charlar sobre las preguntas de las 6 diapositivas, vamos a tomar la última parte del laboratorio para hablar de cualquier pregunta que tengan de vocabulario o sobre los temas de las preguntas en general.


  • ¿Cuáles son los temas más fáciles? 
  • ¿Cuáles son los temas más difíciles? 
  • ¿Tienes alguna pregunta? ¿Hay algo que quieran repasar juntos?

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