This document describes an activity for the first day of a Spanish class aimed at building confidence, monitoring prior knowledge, and finding out about students' interests. The activity involves students answering questions about themselves on a worksheet and then circulating to find other students who share the same answers. A random name is then picked and students say what they know about that classmate. The goal is for students to get to know each other and the teacher to assess skills after the summer break.

1. BREAKING THE ICE
Back to Spanish class
ROMPIENDO EL HIELO
De vuelta a la clase de español
For Students of Intermediate Level
“CADA OVEJA CON SU PAREJA”

2. SPANISH
Level: Levels 9 and 10 (also applicable to levels 7 and 8)
Duration: 45 – 50 minutes
Aims:

Building confidence and positive relationships on the first day at Spanish class

Monitoring students' prior knowledge and skills

Finding out about the interests and background of each student
Rationale:
The first day of school can be difficult for students and teachers. Students' main concern
may be adapting to their new schedule and environment and getting to know new
classmates. It is also important for teachers to begin the year by trying to get to know their
students well, in order to adjust their activities. Finally, although the students have been
studying Spanish for some years, they may have lost some confidence after the summer
break.

3. SPANISH
Task:
Step 1: Give the students the “Cada oveja con su pareja” sheet and have them fill in the
‘Respuesta’ column for each of the listed questions.
Step 2: After all students have completed this task, have everyone circulate the classroom
attempting to get the names of students who have filled in the same favorite item for a given
question. (ex. If my favorite colour is blue, I must find someone else who listed that colour
as their favourite and write that person’s name in the last column). Students may not have
any individual’s name listed more than twice.
Step 3: The teacher uses a random name picker tool to choose a student and the rest of
them have to say what they know about this student.
Step 4: Have the students reflect on the activity.

4. “CADA OVEJA CON SU PAREJA”
Cuestionario

5. Victorian Curriculum F-10 compliance
Learning area: Languages – Spanish
Level: Levels 9 and 10
Strand: Communicating
Substrand: Socialising – Socialising and interacting

Socialise, exchange and compare ideas and opinions in relation to issues relevant to
their own lives and interest, such as relationships, events and aspirations (VCESC019)
Elaboration:
Expressing likes and preferences, giving information and asking for information
Outcome:
Establish and maintain a spoken exchange in Spanish related to their own lives and
interests
SPANISH

6. Victorian Curriculum F-10 compliance
Learning area: Languages – Spanish
Level: Levels 9 and 10
Strand: Communicating
Substrand: Socialising – Socialising and interacting

Socialise, exchange and compare ideas and opinions in relation to issues relevant to
their own lives and interest, such as relationships, events and aspirations (VCESC019)
Elaboration:
Expressing likes and preferences, giving information and asking for information
Outcome:
Establish and maintain a spoken exchange in Spanish related to their own lives and
interests
SPANISH