OLA Games, Activities, and Topics
Rock, Paper, Scissors (Evolution)
Play rounds. Whoever wins evolves.
Order of evolutions: 1) Egg, 2) Chicken, 3) Dinosaur, 4) Super Hero, 5)Rock star or Dancing king/queen
Rock, Paper, Scissors (Lines)
Play rounds. Whoever looses grabs onto the winner’s shoulders. Lines walk around chanting their leaders
name as they battle other lines.
Verb Dice
Create materials – Make your own paper dice
Small group practice – Grps of 3-4 roll, conjugate, practice or play for points
Large group competition – In large circle, point to a person/ say a subject and verb/they conjugate/choose
another person.
OR in large circle, point to a person/ say a subject and verb/ they invent a sentence/ choose another person
Competition – Add a timer. Whoever is talking when it goes off is out. Once out, sit down in middle with
composition book and write the sentences others say.
Sillas Musicales (Vocab)
Tape vocab on chair (visible to all students). Play music. Music stops. Person without a chair picks 2 people.
The 2 people say their word on their chair. The out person describes the word, draws it, acts, or says a
sentence with it. Once out, sit down in the middle with composition book and write sentences others say.
Sillas Musicales (Experiential)
Play musical chairs. Only Spanish allowed. If English, out. If out writing a visual list of English spoken. At the
end, students write a paragraph or share aloud their experience of playing. Who won? What happened that
was funny. What was the music like, did you like it?
Addition activity: Make a list of the songs and artists played. Class chooses favorite song. Print out lyrics and
activity for next day.
Song Lyrics
Print out a song (English or Spanish, but Spanish preferred). Try to translate it, best you possibly can. Pull out
stuff you know as a class. Identify 5 things you want to look up or figure out as a class. Watch the music video
(must pre-view it and be school appropriate), sing karaoke, have class sing along, act it out, etc.
Dance Moves/ Rhythms
One person starts with an original dance move or rhythm. Whole class mimics or copies the move/rhythm.
Go around the circle. Everyone does a dance more or rhythm.
Copy Cat
First – just repeat after the leader. Example) Leader says, “Sí, Sí, No, No” class repeats, “Sí, Sí, No, No”
Second – say the opposite word the leader says. Example) Leader says, “Sí, Sí, No, No” class says “No, No, Sí,
Sí”
Can do with any opposite vocab: tall/short, black/white, pretty/ugly, up/down, etc.
Papers in the middle
Use two different colors of paper. Write verbs on one color. Write animals on other other. Crumple it up.
Throw it in the circle. Pair students, call them partner A and partner B. Tell one of the partners to go grab one
paper of each color. Bring back to partner. Together invent an action or a sentence. Have students share
out/ present to the class or present to another group
Snowball
Option 1: Write an interesting question. Crumple it up. Throw it in the middle. Grab a paper. Becomes the
topic(s) of the day.
Option 2: Write an interesting fact about yourself. Crumple it up. Throw it in the middle. Grab a paper. Try
to guess who the fact is about.
Mini Books (Verb)
Make mini books out of scratch paper. Use a study tool or for notetaking in any class on any subject. Write
out the table for the ar endings. Make list of 3 ar verbs. Write one example sentence using an ar verb. Do
same for er and ir verbs. On back write subjects/people in the table.
Mini Books (Other)
Or make separate books for separate topics (ie. Ar, er, ir verbs, self, family, friends, activities, school, vocab
and pictures, whatever). Or write mini funny stories or experiences and illustrate it.
Salad Bowl
Each person gets 5 little pieces of scratch paper. Class chooses a letter of the alphabet. Write one word on
each paper starting with the choose letter of alphabet. Crumple up 5 papers. Put all words in salad bowl.
Separate into teams (3 vs. 3 or 4 vs. 4) There are 3 rounds to this game. Round 1: Describe (similar to Taboo,
have to describe the word without saying the word). Describe as many words as possible for your team in 30
seconds or 1 minute. Count up points. Round 2: Only 1 word (the trick is to listen during round one and say
one of the words they already said. Also, try saying an opposite, or another clue, maybe an inside joke, etc).
Tally points. Round 3: Act it out/ Silent Charades. Tally points. Two ways to play. One person from each team
does the round, alternating teams back and forth. OR one person from each team does the round and then
next team’s person does the round and move through the rounds faster.
Bell Ringer
Form 2 lines or form 4 lines. 2 lines - Objective: Hit the bell! 2 lines will compete against each other. 4 lines
will work as teams to compete against the other team. Leader in the front of the line. Leader gives three
types of questions. 1) complete the sentence, 2) conjugate the verb correctly, 3) Respond to the question.
Objective is to ring the bell first and be correct. Leader is the judge at who rings the bell the fastest. If first to
ring the bell, but wrong, take away point. Second team has chance to steal. Second team can also pass with
no penalty. Tally points of each team.
Variation: Leader describes something. Opposite of 20 questions. It is black, it is round, it is full or air, it is fast
or slow, it is on a car. Answer: a wheel. Reward points to the person in the line who guesses correct. Take
away points for person who is incorrect. Can’t just say every possible thing it could be. Example) Category:
animals. Secret Answer = Bear. Description: Is hairy, is brown, eats fish, lives in the forest, is big, etc.
Twenty Questions
One person thinks of a secret object. Can be anything. The participants ask questions. The leader can answer
in yes or no form. The participant who guess correct first gets a point. Small groups and large group option.
Back to Back/ Action Telephone
Groups of students (5) stand in a line back to back. One person starts. That person looks at a premade
sentence on a sheet of paper. Example) Cat eats cake. Dog plays basketball. That person acts out the
sentence to the one person face to face with him/her. The next person turns around and passes the action to
their back to back partner. The next person passes the action. Goes all the way down the line. If the last
person can guess the sentence correctly, they get the point. Can play for fun and practice. Can tally points in
each team. Can make it a race.
Circle
Students sit in a circle with the backs of the circle facing in. Each student gets a word or a picture printed on a
paper and puts the word on the back of their chair so that all students around the circle can see that
word/picture. One person is in the middle. The objective: the person in the middle wants to touch the paper
before the person on the outside is able to say another word around the circle…. If they move slowly, they will
end up staying in the middle a long time. If they run, it puts pressure on the outside and they are more likely
to make a mistake and end up in the middle. Someone on the outside (A) begins by saying the word of
another student around the circle (B). The person in the middle runs to touch that word (B) before he/she (B)
can say another word around the circle (C). If the person in the middle is able to touch (B) before he/she says
another word, they sit in the chair of (B) and (B) is now in the middle. Also, if a student mispronounces or
repeats a word that has already been said in a round, they go in the middle. Works well for about 15-20
minutes.
The Line
Each person gets a mini whiteboard, marker, and towel. Or each team gets one whiteboard, marker, and
towel. Separate class into 5-6 teams. Form lines. Use vocab or verbs. Leader yells out a word. In silence,
students write down the first letter of the word. The next person writes down the second letter. The last
person with the last letter raises up their white board. First team to spell the word correctly gets the point. If
it’s misspelled they have to erase it and start all over. Teammates can fix an error, but can’t fix and write a
letter.
Pictionary (Group)
In groups of 3. Each group gets a whiteboard, marker, and towel. One person draws on big whiteboard. All
groups guess. Write down the word they think the person is drawing. Raise up whiteboard when you have
the answer. 1st team correct gets the point. That person who guesses correct then gets to draw.
Pictionary (Teams)
One person from each team draws. That team gets to guess. If they don’t get it within one minute, second
team gets a chance to steal. Tally points between teams.
Vocab/ Verb Race Rows
Make 3 rows of 12 (for big classes). Teacher picks a number and has the students seated in the 4 corners
guess the number to determine which student is seated in chair #1. Or just choose who gets to start. Put 5
minutes on the timer. The objective: say a different vocab/verb in Spanish. No repeats. No longer than 2
seconds to say it. No mispronunciations. Students have to listen and can say “I already said that”. If a student
makes an error and repeats a word from a round, they go the end of the line and everyone from that point
back moves up 1 chair. The next round begins in the chair the student just vacated. The round starts over
(words can be repeated) when a student has moved to the end. To win you need to be seated in chairs 1, 2
and 3.
Bluff
From 2-3 teams. Each team needs a captain. Leader says: subject and a verb (or any other problem to solve).
Each team gets a round to respond. The members on that team who “think they know the answer” stand up.
This is where students can bluff and stand up even if they don’t know. Team 2 gets to call on one member
from Team 1 to share out the correct answer. If that member is right, team 1 gets as many points as it has
member standing. If Team 1 gets it wrong, they get as many points subtracted from their score as they have
members standing. There is absolutely no talking during the rounds. If a group talks they forfeit their round
and get 5 points taken away. Teams can steal the point if the team before them gets it wrong. Play continues
same as above (stand up, bluff, captiain ask member to answer, answer, award or take away points). At the
end, teams can wage points. Show the leader the wager. Teacher hands them a typed predetermined
question. Team has to respond correctly to get the amount of points they wagered. Teams with most points
wins.
Colors
Form 3 teams and identify one representative. On colored card stock or paper, tape them to the board.
Teammates run up to the board and draw something that matches that color. Example) Red – apple, Blue –
ocean, Yellow – sun, Green – money).
Variation: Can play similar to Scategorries. Each color only represents the different teams this time. Above the
colored paper write different labels or categories for each color group (grammar, vocab lists, categories)
Examples) family, activities outside, ir verbs. Each team has to write something underneath the color. Team
who can produce the more ideas wins. Will need category ideas pre-prepared
Eye Spy
Can be played in any location, as long as there is visual stimuli and accessible vocabulary. In pairs, one student
chooses an object. They then make statement describing the object “I spy with my little eye
something…(brown, skinny, strong, rough, and alive) Answer: A tree branch. The other person attempts to
guess what the object is. They look around the space to get ideas.
Juegos
Mine field
Forward, back, left, right – getting from one side to the other (couldn’t stop, if they stopped, it was a death)
Puppet
one person puts arms through the other one and acts out the motions/vocab. Variation: one student moves
the arms of the other.
Matamoscas
Variation 1: put vocab on the board. 2 students get fly swatters. The teacher describes the word and
whichever student hits it correctly, gets the point.
Variation 2: students get 2 minutes to write as much vocab as they can on a piece of paper. Each student gets
a different color marker. Same procedure as above, but you count up who has more marked vocab with their
color pen at the end.
Carrera de preguntas
2 rows and 2 rows that face each other. The first person in each row asks a question and the other person
answers. They then run to the back of the row directly in front of them. It continues.
Taxi Driver
Students are all in a ‘car’ (set up the chairs). As students come and go out of the ‘taxi’ they have to copy the
emotion of the person in front. The class has to identify what the emotion is.
Cube Toss (created by a student)
make cubes with all the subjects on different sides (yo, tú, él, etc.). The teacher writes a verb on the board and
the students stand in a circle and toss the cube. Whatever side it lands on, they have to conjugate the verb.
Throw in more cubes as the game proceeds.
Correr y saltar
Run, jump, high five/ten, ask question & respond, other person runs
Asesino
Pancho Camancho
Students create verb cards – they hold it up and the teachers gives a subject. Students conjugate
someone else’s verb and then that person has to conjugate someone else’s, etc.
Modified Pancho Comancho Activity: (Spanish 2, but totally adaptable)
1) Levelized students into groups A, B and C (using exit cards on Friday)
• Group A - still working on perfecting regular verb conjugation (hablar, comer, vivir, ayudar)
• Group B - working on standard irregular verb conjugation (tener, ir, ser, estar)
• Group C - ready to move on (pensar, querer)
2) Divided class into three circles (A/B/C). Each circle received a set of verb cards and a set of pronoun cards.
Attached.
• Group A - yo, tu, el, ella, usted, nosotros, ellos, ellas, ustedes and above listed verbs
• Group B - same pronouns but added ones like "Tim y yo" and above verbs from group A and B
• Group C - all pronouns in attached document as well as all verbs
3) Each circle would put one verb face up on the floor. Each student in the circle would pick one subject card
and set the extras aside. To play (we only practiced yesterday), the students would say something like the
following:
• Group A - (person with the yo card begins) yo no hablo, nosotros hablamos - (person with the nosotros card
continues) nosotros no hablamos, el habla - (person with the el card continues) el no habla ellos
hablan... etc.
4) This game is fairly complex but some of the best practice I've found for conjugating on the fly in a useful
way. We demonstrated with 5 people as a class, got in groups and practiced, and then were done for the day.
We will practice again today for 10 minutes or so (3 min / verb to keep it going and I have them switch subject
pronouns frequently too) and will probably play the "if you're speaking when the timer goes off you're out"
version.
La mano/piso juego
Cruzar la mano derecha sobre la mano izquierda de la otra persona. Pasar el aplauso. El objeto es tocar
el piso cuando el aplauso te toca a ti (es tu turno)
Pelea de gallina
Students tape colors to their back, then have to face each other and attempt to see what color the other one
has on his/her back. Whichever one sees the color and correctly identifies it first, gets the point! She also
times it (1 min limit) and has torneos and all kinds of fun additions. This could also be played with verbs, or
anything.
o Pegado
o Espalda
o Ver
o Decir
o Identificar
o Minuto
o Torneo
o Competencia
o Cubrir los ojos
Elbow tag
A corre te pillo (con codos). Explicación: "Tag" es el juego de niños cuando uno persigue (perseguir) a los
otros, intentando tocar a uno, quien entonces es "it," y él o ella tiene que persigue a los demás hasta que
toque a otro...
Vocabulario util
Seguir – to follow
Perseguir – to chase, persue, try to capture
Al corre que te pillo - to play tag
Pillar – to catch
¡Te pillo! – I got/ catch you!
¡Te pillé! – I get/caught you!
Es tu turno – it’s your turn
Te toca a ti – it’s your turn
Los demas – the others
¿A quien le toca? – Whose turn is it?
Me toca a mi – It’s my turn
Te toca a ti – It’s your turn
Le toca a él/ella – It’s his/her turn
Rainbow Tag
Object of the Game: To avoid being caught by the rainbow catcher. First: Choose a “rainbow
catcher”. They will stand in the middle of a large play area. Next assign all the remaining players
different colors of the rainbow. Red, orange, yellow, green, blue and purple. (Don’t let the rainbow
catcher hear what colors each person is assigned.) Play: The rainbow catcher then calls out a color.
All the players that have been assigned that color try and run past the catcher to the other side of
the play area. The rainbow catcher tries to tag as many of children as they can before they reach the
other side. The kids who are tagged become rainbow catchers and stand in the middle to help tag
other players on the next round. Sometimes the rainbow catcher can yell “Rainbow!!” and all the
players must try and reach the other side. The last person caught becomes the new rainbow catcher.
Freeze Tag
When "it" tags someone in the game the tagged player must freeze where they are and cannot
move. The only way to become unfrozen is to be tagged by another player. When "it" has tagged
everyone and everyone is frozen "it" gets to choose who will be "it" for the next round.
Hospital Tag - or Body Part Tag
When tagged by "it" you cannot use the part of the body that you were tagged on. If "it" tags your
arms then you cannot use your arm ... if they tag you left leg then you cannot use your left leg (you
can hop on your right leg). If "it" tags both of your legs then you can crawl on your stomach or pull
yourself with your arms - as long as your arms aren't frozen. Other players can unfreeze (or heal)
arms and legs if they tag you. Play stops and "it" picks someone to replace them when no one can
move.
Blob Tag or Amoeba Tag
One person is "it" or the blob. When "it" tags someone they must join hands with the blob and try
and tag people also. They cannot let go of their hands as they are running after people. Play
continues until the blob has tagged everyone.
Variation: If you have a lot of students playing the game set rules that as soon as the blob gets to
be 6 people they must break off into 2 separate blobs of 3 people each.
Pato Pato Ganso (variation)
-verb conjugation
the person who was being chased, once he or she made it to their original place had to yell out a verb, "ar",
"er" or "ir", their choice. The chaser then had to conjugate the verb as fast as they could.
Chasee- Viajar!
Chaser- yo viajo, tu viajas, el viaja, ella viaja, nosotros viajamos, ellos viajan, ustedes viajan, ellas viajan!
GAME Ideas from Nanosh Lucas!!!
Any board game in Spanish
Apples to Apples
Scrabble
Jeopardy
Ninja
Ultimate Frisbee
Sharks & Guppies
Musical Chairs
Bop, bop, boppity bop
Duck, Duck, Goose
Heads up, 7up
Red light, green light
Tic tac toe
Tag
Simon Says
Mother may I?
Hopscotch
4 square
twister
golf
ping pong
Rock climbing
Basketball
Hockey
horse shoes
Word association
Family Feud
Monopoly
Poker/Texas hold 'em
Teléfono
Staring game
soccer
karaoke
risk
Making food
Battle Royale
Helicopter
Red Rover
Spanish duck duck goose
circle game
rain
telephone game (doesn’t work with big groups)
art
fruit store game
potluck
jeopardy
dodge ball
laps around the track
relay race
spanish rap
body parts (doctor)
music videos for spanish songs
red rover
Mafia
20 questions
La Bomba
ACTIVITIES
- Vocab actions (old & new)
-Drawing pictures of the emotions – then doing an activity with the emotions
-Competitions with emotion flashcards (or any vocabulary)
-Students perform short stories with the vocab and verbs of the class – others students listen and write
sentence that they know. Share out after.
-As homework, students write a list of 10 things using different numbers, 1-1000, in English and Spanish, i.e.
cuarenta y siete libros.
In class I grouped students (2 or 3's) together and had them share their lists, NO English. The students
repeated the names of the items and came up with actions for each. Each group then shared vocabulary and
actions. Those with no homework had to work with someone who had the assignment completed.
-For tarea: Students write 10 frases with “you like” In class, students interview asking Yes or No. Ask the class,
Does Jenny like… Class responds, Yes, she likes or What does Jenny like? Can do the same, but modify to use
What do you prefer?
Vocab Brainstorm Challenge
In partners write down all the Spanish words you can think of in five minutes
•
Each group reads off their most creative words (one group by one group) - they get a point for
any word they wrote that no other group in the class wrote, group with the most points wins
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Each group counts their total words and the group with the most words wins
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I've added categories for most words in a specific category or most enthusiastic or ...
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Then use their vocab "game" papers to create their vocab list...
Pictures
Put a picture up and students have to describe the picture. In pairs for 2 minutes. Do that 5 times. Then share
out different sentences to class. Students switch pictures and have to switch the subject to describe the
picture.
Variation: make up stories about the picture (more advanced levels or simple stories for beginning levels).
Variation: Write 10 sentences about a picture (something from the house or a magazine) Share in class.
Interviews
Write the questions in the you form. Interview another person and that person responds in the I form. The
interviewee writes down the answer in the I form. The student then rewrites the answers in s/he form.
Create a poster. Share out orally to the class or in groups. Can also write a paragraph out about themselves.
Can do conjugation practice with the verbs from the questions
Paper Throw (Kate Friendly Jones)
Students write their name and birthday on a slip of paper. They throw it into the middle of the room.
They have a paper where they write10 names of students from class. On the upper part of the paper it says,
‘Amigo A’ / ‘Amigo B’. They grab 2 pieces of paper and write that information for Amigo A / B. They then have
to go around the room and ask about Amigo A / B. Whoever has the information of the 10 people they need,
they write it on their paper – the whole activity is in Spanish. *Break down the directions into small parts to
explain.
The Macarena/ Latin Dance
Includes practice of body part and music and dancing. 99% buy in. Can add in other dances too (ie. Salsa,
Merengue, Reggaeton, and/or Bachata. Before each dance we went over body parts involved and directional
changes.
BINGO
Numbers. Practice spelling. Fun and easy and leader doesn't have to be involved. Students keep BINGO
boards in their Spanish Notebook- can be pulled out and small groups can work on them independently.
BINGO game for pret perf Nanosh Lucas (see attached)
Juego de los dados (conjugation) Tess Siemer
Can be adapted for any tense) / (see attached) 1) Print out attached game board (if you can't print in color,
mark the verbs boxes one color and the subject pronoun boxes another) 2) Put in a sheet protector. Each
group will need a copy of the game board, two different colored dice (mine are green and white, hence the
colors), and a non-permanent marker 3) Have students get into groups of 4-6 kid 4)Each student takes a turn
and rolls the dice. They then state their roll (ie - verde dos, blanco seis). That square is x-ed out. They
conjugate the verb and subject pronoun accordingly. If they get it right, they get the total number of points
(2+6=8). If they get it wrong the first person to shout out the correct answer gets to "steal" the points. Play
progresses clockwise around the table. Scores for all players are kept on a group tally sheet. 5) Total scores at
the end. I usually have them play with at least two groups of different students and keep total scores per
person for both games and then see who has the highest points.
Pass the Paper (created by a student)
Students are in groups of about 5. Each group gets a paper with a beginning sentence at the top. The first
student adds a line, folds down the first line, and passes it to the next student. The next student adds another
line, then folds over the line before it. This continues around the circle until all students have added a
sentence 1-2 times. You then unfold the paper at the end and read the whole story! *This activity is intended
to help the students write longer, fuller sentences using more detail.
Pancho Camancho (Spanish I adaptation) (see attached)
1) Print out enough 1 pg sized photos that correspond with class vocabulary so that each student can have
one. 2) Let each student pick one (I throw them on the rug in a pile and give them 10 seconds - but I like
mayhem ). 3) Go around the circle and each student states what they have (yo tengo agua. yo tengo comida.
yo tengo camisa.). 4) Then the game begins. I have a volunteer start. They have to say it is not the card they
are holding, it is the card of someone else. Then whoever's card was said has to say it wasn't their card, it was
someone else. Etc. Whoever is talking when my timer goes off is "out" or "in the mushpot" or whatever you
do in your room. (ej: No es agua, es comida. No es comida, es camisa. No es camisa, es...). Last 5 standing
get...
Advanced options: they have to create a sentence, use a different tense in their sentence, intersperse verbs
and nouns... etc.
***Cool things about this game: they LOVE it, you can add new cards every day, sheet protectors will make it
last forever, you can guarantee that after 30 minutes of this game EVERY student will know the words
backwards and forward, it's energetic, THEY'RE doing the talking and I get to play too...
Visuals: Here is what I'm using for Spanish IA and IB. I use Google, Clip Art and leave copyright stuff intact.
Questioning (Anastasia)
1. We did lots of review questions, I would ask direct questions, students responded and then I would ask the
class the indirect questions regarding the person I had just spoken to. I used all of the questions we had
studied from day one, ¿Cómo estás?, ¿Cuántos años tienes?, ¿Cómo te llamas, ¿Cuando es tu cumpleaños?,
¿Te gusta/n...?, and ¿Tienes....?, etc. 1. I asked everyone to quietly write 5 interview questions, all mix. 2.
Teacher paired the students up. They asked direct questions and wrote down the responses using the indirect
forms. 3. Each person then shared out one piece of information in the circle. 4. Now we will continue with a
daily practice - 10 min – fixing corrections as teacher goes around, practicing pronunciation. 5. The final is an
Entertainment Tonight format. One person being the interviewer and the other a movie star interviewee...Lots
of fun!
Family Feud (Anastasia)
Responde a la frase / completa la frase – mi mamá…, ella tiene…, / cual parte del cuerpo?
Vocab Brainstorm (Door)
Putting all words they know on the door. That becomes the vocab list. Do actions with that (working on them
speaking in complete sentences and/or expanding)
Expanding sentences/ Detail
Who, what, where, when, why, etc… Pushing them to include more details. Can be done in open conversation
or as structured activities.
Variation: Make math like equations out of the question words. They write a sentence following that sentence
equation.
Subject/Verb + Where + What/Which + Why
He is + in the ocean + with the dolphin + because they like to swim.
TOPICS
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Best friend. Describe, tell a story, explain why s/he is your friend, can you compare friends, etc.
Enemies. Describe, tell a story, explain why s/he is your enemy
An important person in your life
A person in your family who is important
People that you don’t like and why
A famous person you like and why. A famous person you don’t like and why. Simple descriptionspersonality and/or physical, behaviors that famous people do and if they’re acceptable or not, etc.)
A party with someone famous. What do you guys do?
Vacation with a famous person. Where do you guys go? When? Describe the climate, etc.
Interesting situations. Famous people, friends, family
Good memories. Bad memories
A favorite movie and why it’s your favorite. Can talk about themes, characters, compare it to other
movies, etc.
What types of movies do you like and why. Romantic, dramatic, action, comedy, etc. What types don’t
you like and why.
What do you do in your free time?
What do you do in school?
What do you do after school? What is your after school routine? Do you have an after school routine?
What do you do with your family (vacations, during the week, weekends, holidays, birthdays,
anniversaries). What don’t you do with your family. Why or why not?
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What do you do with your friends? (during school, after school, weekend, etc.)
Do you spend more time with your family or friends and why?
¿Qué es un día festivo y por qué?
¿Qué es un día festivo que no te gusta y por qué?
Describe tu fiesta de cumpleaños favorita y por qué? (dónde, quién, qué, cuándo, etc. – this one
can be done in present and/or past tense)
Describe una fiesta (de tus amigos, tu familia, etc.)
Describe un dia perfecto (que haces, con quien, cuando – this could be used for ‘clima’ or
‘actividades’, etc.)
Describe la cita perfecta
Describe una cita mala
Describe el/la novio/a perfecto/a
OR horrible (this one can also lead to lots of ‘storytelling’
about experiencias con ex-novios ;)
Describe tu escuela (clases, descripcion fisica, las personas, etc.)
Describe tu maestro/a favorito/a y por que
Describe un/a maestro/a que no te gusta y por que (no nombres!)
Describe tu clase favorita y por que
Describe una clase que no te gusta y por que
Describe tu casa (this could be done for many different reasons and in many different ways – to
teach house, or just to get them to think about their routines, what different people in their
house do, list parts of a house, etc.)
Describe tu dia favorito de la semana y por que?
Que haces en tu dia favorito?
Describe un dia de la semana que no te gusta y por que?
Que haces en ese dia?
Topicos Corrientes / programas de television / controversias / etc (estas buscando opiniones)
*even in 2nd yr (possibly in 1st yr), students can begin to talk very simply about topics de controversia
Amigos con derechos
‘Bullying’
Poligimia (un esposo con cuatro esposas, etc)
*puedes elevarlo por hablar sobre otros paises y religiones y sus expectaciones
bailes en la escuela
-parejas del mismo sexo que van
semanas de celebracion (homecoming, etc.)
emergencias
desastres naturales (haiti, los mineros en chile, etc.)