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Fortune teller

Overview

Purpose

To recognise and respond to questions and instructions in Spanish.

Learning outcomes

Students are able to:

Skills
Type

Pair activity

Related units in ¡Sí! kit

Instructions

The objective of this activity is to use the fortune teller to prompt students through a full conversation.

Students play in pairs, using one fortune teller between them. They should speak only Spanish throughout, including greeting their partner at the beginning, and saying thank you and goodbye at the end.

Materials

To download the template for the fortune teller, select from the following Word or PDF formats:

PDF help

Note that this template needs to be printed and copied in colour. You need one copy for each pair of students.

Making the fortune teller

Give each pair of students a copy of the fortune teller template, and tell them to cut it out. To fold it, give them the following instructions as they do it.

  1. Fold the template along the outer set of dotted lines, so that the numbers and colours fold over to the back of the page.
  2. Fold only the numerals back over – that is, fold the four new corners back into the centre. All you now see are the colours on one side and the numerals on the other side.
  3. With the number side up, fold along one diagonal line (between numerals 2 and 20) then unfold. Fold and unfold along the other diagonal line (between 10 and 12).
  4. Again with the number side up, fold and unfold along the other two crossing lines (between numbers 20 and 10, and between 12 and 11).
  5. Put a thumb and forefinger under two of the colour flaps. Put the other thumb and forefinger under the other two colour flaps. Use the forefingers and thumbs to push the fortune teller out into four pyramid shapes (as shown in the diagram on the fortune teller template).
Steps
  1. Student A holds out the fortune teller closed up (that is, only the colours are visible) and asks Student B to choose a colour.
  2. Student B replies with the colour name and then spells the word.
  3. Student A asks Student B to choose a number.
  4. Student B replies with the number and then counts from one up to that number.
  5. Student A turns out the number corner and asks Student B the question underneath the chosen number.
  6. Student B replies, using a full sentence.
  7. Student A then asks the adjacent question.
  8. Student B replies, using a full sentence.
  9. Student A says a version of 'thanks and goodbye'.
  10. Student B replies.
  11. Students swap roles and repeat the process.

For a model of one of the possible conversations, see 'Language to use' section below.

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Tips

Variations

Adapt the fortune teller for use with other units by:

Further learning


Language to use

Student A: Buenos días/Buenas tardes/Hola
Gidday/hello
Student B: Buenos días/Buenas tardes/Hola
Gidday/hello
Student A: ¿Qué color quieres?
Which colour do you want?
Student B: Azul, A–Z–U–L.
(Student B spells the colour.)
Student A: ¿Qué número quieres?
Which number do you want?
Student B: Tres. Uno – dos – tres.
Three. One – two – three. (Student B counts up to the chosen number.)
Student A: ¿De dónde eres?
Where are you from?
Student B: Soy de Mangakino, Nueva Zelandia.
I am from Mangakino, New Zealand.
Student A: ¿Cuándo es el cumpleaños de tu madre?
When is your mother's birthday?
Student B: El cumpleaños de mi madre es el trece de abril.
My mother's birthday is 13 April.
Student A: Gracias/Adiós/Hasta luego/Hasta pronto
Thanks / Goodbye / See you soon
Student B: Gracias/Adiós/Hasta luego/Hasta pronto
Thanks / Goodbye / See you soon

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