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Students practice family vocabulary in Spanish by playing TicTacToe. "La madre de mi padre es mi ____."
This product comes with two games: one for beginners, and one with more advanced vocabulary. (See below).
Copy and laminate the tic-tac-toe grids to create a class set. Copy and cut the playing sheets into strips so each pair of students has four grids to fill in.
Students play in pairs. Student A and student B have different versions of the game. Student A requests a square by number, and student B reads the corresponding prompt. Student A must answer correctly in order to mark the square on the playing grid. If student A answers incorrectly, student B should NOT give away the answer, and does NOT get to automatically mark the square. The square is left blank and either student may ask for it again.
As in regular Tic-Tac-Toe, you can have students play until one player has three in a row. However, to maximize the use of Spanish, I like to require students to fill all of the grid squares, and award 2 points to the person who gets 3-in-a-row first, and 1 point to the player who has the most filled squares in the end of the round.
Encourage students to repeat the prompts as many times as necessary in order for their partner to understand it. Discourage translations into English or partners´ showing one another the prompts.
The Nivel 1 grids contain basic family vocabulary, including:
mamá, madre (madrastra is also included as a possible answer)
papá, padre (padrastro is also included as a possible answer)
abuelo, abuela
tÃo, tÃa
hermano, hermana
primo, prima
hijo, hija
esposo, esposa
sobrino, sobrina
nieto, nieta
The Nivel 2 game contains the previous vocabulary plus:
suegro, suegra
cuñado, cuñada
bisabuelo, bisabuela
biznieto, biznieta
yerno, nuera
madrastra and padrastro are more directly included, as are hermanastro and hermanastra
Please contact me if you have any questions! michelle.jolley@rsd.edu
"
This product comes with two games: one for beginners, and one with more advanced vocabulary. (See below).
Copy and laminate the tic-tac-toe grids to create a class set. Copy and cut the playing sheets into strips so each pair of students has four grids to fill in.
Students play in pairs. Student A and student B have different versions of the game. Student A requests a square by number, and student B reads the corresponding prompt. Student A must answer correctly in order to mark the square on the playing grid. If student A answers incorrectly, student B should NOT give away the answer, and does NOT get to automatically mark the square. The square is left blank and either student may ask for it again.
As in regular Tic-Tac-Toe, you can have students play until one player has three in a row. However, to maximize the use of Spanish, I like to require students to fill all of the grid squares, and award 2 points to the person who gets 3-in-a-row first, and 1 point to the player who has the most filled squares in the end of the round.
Encourage students to repeat the prompts as many times as necessary in order for their partner to understand it. Discourage translations into English or partners´ showing one another the prompts.
The Nivel 1 grids contain basic family vocabulary, including:
mamá, madre (madrastra is also included as a possible answer)
papá, padre (padrastro is also included as a possible answer)
abuelo, abuela
tÃo, tÃa
hermano, hermana
primo, prima
hijo, hija
esposo, esposa
sobrino, sobrina
nieto, nieta
The Nivel 2 game contains the previous vocabulary plus:
suegro, suegra
cuñado, cuñada
bisabuelo, bisabuela
biznieto, biznieta
yerno, nuera
madrastra and padrastro are more directly included, as are hermanastro and hermanastra
Please contact me if you have any questions! michelle.jolley@rsd.edu
"
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FEEDBACK
melicaravello
Thanks!
March 18, 2013 
msinger
Different activity to review family members. Students have to think!!
February 25, 2013
lindstmm
Very helpful! Thanks!
September 18, 2012
milflo
Great job. I love this to practice the vocabulary. Very useful.
April 16, 2012
ckozy
Wonderfully created!
March 18, 2012
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I have 23 years of experience in the classroom. I've taught Spanish most of my career, with a few years of Language Arts thrown in. I spent 13 years at the middle school level, and am in my 9th year at high school. I love both levels, and often can't believe how lucky I am to be in this profession. I taught a Spanish Teaching Methods course at BYU as an adjunct professor for two semesters, and loved that experience. When I retire from public school, my goal is to get a doctorate and start a second career at the university level.
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