Author:
Abby Cain
Subject:
Languages
Material Type:
Activity/Lab, Primary Source, Reading
Level:
Middle School, High School, Community College / Lower Division
Tags:
  • ASK
  • Conversation
  • Favorite
  • Gift
  • Novice High
  • Objects
  • Price
  • Question
  • Spanish
  • Store
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    Spanish

    Spanish Level 2, Activity 02: Vamos de Compras / Let’s Go Shopping (Online)

    Spanish Level 2, Activity 02: Vamos de Compras / Let’s Go Shopping (Online)

    Overview

    In this activity, students will practice identifying where they can buy certain items. Students will also work on asking a partner what their likes are and use these characteristics to come up with a potential gift for them. 

    This activity has been revised to add an authentic resource as an interpretive reading activity to scaffold for the interpersonal speaking activity, also attached. 

    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 amberhoye@boisestate.edu 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 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)

    Interpretive Reading Activity (with some Interpersonal Speaking)

    Can-Do Statements:

    • I can identify some basic facts from memorized or familiar words and phrases when they are supported by gestures or visuals in informational texts.
    • In my own and other cultures I can identify some typical products related to familiar everyday life.
    • I can identify common and some uncommon household items in a Spanish speaking culture using context clues and familiar vocabulary to aid me
    • In my own and other cultures I can identify some typical products related to familiar everyday life.

    Materials:

    The slideshow will walk you through the entire activity. See the information below for more detailed instructions.

    • Slides 1-2: Introduce the activity and the ACTFL Can-Do Statements
    • Slides 3-14: Hand out the anticipation guide. First, ask students to make a prediction about what the article will be about. Then, work through the second part by showing students the images from the article on the board. They will write 2 words associated with each image in Spanish.
    • Slide 15: Hand out the item cards so each group has a different sub-section of cards. Read the instructions to the students. Explain that this is the speaking piece, and students do not need to write anything. Be sure to explain the USD to MXN exchange rate. 
    • Slides 16-17: Hand out the "Lista de Navidad/Christmas List." Preview the instructions. Put students into new groups so that all the items are represented. Ask students to complete the Lista de Navidad. 
    • Slide 18: Go back through the Can-Do statements to rate student understanding. 
    • Slide 19: Preview the next activity - the interpersonal speaking in the next section!

     

     

    Interpersonal Speaking Activity

    Activity Title (in your target language)

    Vamos de Compras/ Let's go shopping

    Description:

    In this activity, students will practice identifying where they can buy certain items. Students will also work on asking a partner what their likes are and use these characteristics to come up with a potential gift for them.

    Proficiency Level:

    Novice High

    Keywords:

    Favorite, conversation, ask, question, objects, store, gift, price, Spanish, Novice High

    World-Readiness Standards:

    Communication

    Standard 1.1 Students exchange in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

    Idaho Content Standards for World Languages:

    NCSSFL-ACTFL Can-Do Statements:

    • I can select a gift based on someone's likes and interests.
    • I can exchange preferences about which stores, sports, and other interests I like.
    • I can interact with a partner to find out their favorite things.

    Materials Needed:

    Warm-up

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

    • “Hoy, vamos a practicar cómo comprar objetos y cómo preguntarle a otra persona sus gustos."

    2. As a group, go through slides 5-10 and have students take turns answering the questions. 

    • “Necesitan hablar sobre el objeto en la tarjeta y decidir lo siguiente.... ”
      • ¿Dónde compras el objeto?
      • ¿Para quién vas a comprar este objeto? por ejemplo: una madre, un chico, un estudiante, un trabajador)
      • ¿A qué precio se vende? 

    Main Activity

    1. Send students a copy of the “Student Materials” and put them into breakout rooms in partners. They should ask each other the questions from the slides.

    2. After they are done with the questions, the students will pretend to go shopping for their partner:

    • Tell them to go back to their breakout rooms and to explain in detail what presents/gifts they will buy for their partner and explain why (keeping in mind their favorite things ). 
    • Have them practice ir + infinitive (voy a comprarte...) . They will also explain what stores they will visit to buy the gifts and what price this item is typically sold for.

    3. After they are done, they will switch partners and repeat the previous steps.
    4. (If time permits, they can switch again)Tell your students “Necesitan comprar por lo menos 3 regalos para el grupo.”

    Wrap-up

    1. ¿Cuál fue el regalo...
    -más creativo?
    -más barato?
    -más caro?
    2. ¿Cuál es tu regalo favorito? (ask this to everyone)
    3. ¿Cuál es un regalo que quieres recibir en el futuro?

    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!
     

    NCSSFL-ACTFL Can-Do Statements:

    • I can select a gift based on someone's likes and interests.
    • I can exchange preferences about which stores, sports, and other interests I like.
    • I can interact with a partner to find out their favorite things.