This is an activity that includes: reading, a little bit of writing, speaking and listening. It can be done with a lower level class because of the visuals. Higher level classes can also do it, but with either a more complicated topic, or with more options in their answers.
I did this activity ON Halloween. It could also be a fun post-Halloween one too… You can use this format for almost any topic for collecting data from the students. My colleague, Estela, did something similar with pastimes and had students create infographics.
Please remember that all activities done in Spanish at our Middle School are done in 100% Spanish. Teacher and students interact in only the target language. If students need words they know to ask by describing the word in Spanish, acting it out or drawing it. If you want more information on how we’ve worked toward creating an environment in which students leave English at the door, look through this blog or contact me.
Do you want to talk about chocolate?
1- Looking at a graph:
We looked at a graph that showed the chocolate companies that make the most money in Mexico in 2015. It was something I found with a quick google search. http://www.merca20.com/5-marcas-que-lideran-las-ventas-de-chocolate/
Before reading, I had them vote on which company they thought might be at the top of the list, then I passed out the article and they read the graph for the info. I asked some brief comprehension questions for pairs to chat about while looking at the graph.
2. Create questions about candy!
I told students that we were going to create our own graph, but that first they needed to chose a topic. Students created their own survey question about chocolate and/or candy. Some questions were very simple like:
- Do you prefer Reese’s or Snickers?
- Do you like chocolate better with mint, caramel, peanut butter, or alone?
- What is your favorite color starburst?
3. Collect data- Students interviewed their classmates, asking their question and recording the responses on a personal white board. Students needed to greet one another each time they spoke with a new person.
4. Graphs- Once they had all of their data, they created graphs (pie or bar) in their notebooks based on that data.
5. Shared out- In small groups, using their graphs as visuals, students shared their question and summarized their results. They shared things like:
- The most popular answer was…
- The least popular answer was…
- My opinion is…
Listeners asked follow-up questions or gave comments. You could also do a gallery walk and then group discussion.
Vocabulary- Some vocabulary words that came up or were recycled in context were:
- I prefer…
- Do you prefer… ?
- me too!
- and you?
- caramel, mint, peanutbutter, coconut
- sweet, sour, bitter, salty, dark
It is also working on a crucial skill of question asking!
What topics could you use this format with? Share in the comments how you could apply this.