Purpose: You will practice your conversation skills in Spanish by listening to a recording and responding to the questions about your schedule in Spanish. You will get exposure to different -ar verbs, and you will practice changing them based on the subject of the sentence. You will also need to answer the question ¿A qué hora…? with a la or a las depending on the time at which you do these activities. You may use the Entrevista PDF to help you prepare your answers before recording.
Task: This activity has four parts.
- An introductory listening portion modeling questions and answers
- An original audio post to the discussion board answering and asking questions
- An audio response to your peers
- A final audio post to those who commented on your original posts
Part 1. Listen to the following questions about student schedules and norms. The Spanish instructor includes an example answer after each question to model the activity.
Part 2. Pick three questions you want to answer and three questions you want to ask your fellow students (these may be the same or different, but they need to be from the 7 options modeled in the original audio file by the Spanish instructor). Using a computer or a voice memo function on a smartphone, in a single audio file record your answers to the 3 questions you selected to answer in Spanish, along with the 3 questions you chose to ask you peers (if you make mistakes, it is okay and expected; start over from the beginning of the sentence and keep recording). Post the audio file including your three responses and three questions in Spanish to the discussion board. Others will be able to hear your responses and questions in Spanish, just as you can hear theirs.
Part 3. You will respond to the original posts of two classmates by answering the three questions they asked you and asking them ¿y tú? to 1 of their questions.
Part 4. Just as you have responded to the three questions of two of your peers and asked them ¿y tú?, some of your peers have responded to your questions and asked you ¿y tú? on your original post. Finish up the conversations by responding to each peer who commented on your original post. Answer their questions, and politely thank them for their time and sign off. If you need some help wrapping up the conversation, there are some ideas listed below.
Criteria: The components of this activity add up to 100%.
Parts 1 & 2. 30% of the grade will be earned from this portion of the activity. You will hear 7 questions, and you will choose 3 questions that you would like to answer and 3 questions you would like to pose to your classmates. Record your 3 responses plus your 3 questions in Spanish in a single audio file (if you make mistakes, it is okay and expected; start over from the beginning of the sentence and keep recording). Each response is worth 5% and each question for your peers is worth 5%.
Part 3. 40% of the grade will be earned for interacting with two peers on their initial posts: you are to answer the three questions on the posts of two peers, so each answer is worth 5% and responding with ¿y tú? after one question is worth 5%.
Part 4. 30% of your grade will be earned for responding to your peers on your original post: you are to answer the ¿y tú? question that your two peers asked on your original post (10% each) and politely thank them and sign off (5% each).
Sally listens to the recording. She looks at the Entrevista PDF and follows along with the Spanish instructor as she hears the questions asked and the responses given. Sally then chooses which three questions she wants to answer and which three she wants to ask to her classmates. She then records her responses in Spanish to the three questions she chooses to answer and she ends by asking three questions to her classmates. She uploads this single audio file to the discussion board. She has earned 30% of the points for this activity.
She then finds two peers, Tom and Rebecca, and she listens to their responses to the original prompt, as well as the questions they ask her. She looks at the Entrevista PDF and circles the questions that she needs to answer for each peer. She then prepares her responses, carefully changing the verb endings and being sure to include a la or a las in her responses. She records a single file for each peer in which she answers the three questions they asked her and she follows up with ¿y tú? on one of the three questions her peers asked. She has earned 40% of the points for this activity.
Sally goes back to her original post and sees that two of her classmates have answered the questions she asked. She listens to their responses carefully and takes note of what they are asking her when they ask their ¿y tú? question. She records a final audio file for each peer in which she answers their ¿y tú? question, thanks them by name, and signs off.
Additional comments students can use to wrap up the conversation:
- Yo también (I as well/ Me too)
- Como tú (Like you)
- ¡Gracias! (Thank you!)
- Adiós (Goodbye)
- Hasta luego (See you later)
- Cuídate (Take care)
- Nos vemos (See you!)
You will hear 7 questions and 7 responses in this recording. Each new question will be introduced by the number of the question and the answer will immediately follow.
- ¿A qué hora estudias español?
- Estudio español a las 10 de la noche.
- ¿A qué hora es tu clase favorita?
- Mi clase favorita es a las 9 de la mañana.
- ¿A qué hora miras la televisión?
- Miro la televisión a las cinco de la tarde.
- ¿A qué hora caminas con el perro o caminas para hacer ejercicio?
- Camino con el perro a las 7 de la mañana.
- ¿A qué hora bailas con tus amigos?
- Bailo con mis amigos a medianoche.
- ¿A qué hora llegas a tu primera clase?
- Llego a mi primera clase a las 8 de la mañana.
- ¿A qué hora regresas a tu casa o dormitorio?
- Regreso a mi dormitorio a la una de la tarde.