Class Activities, Sp 1 Unit 3: What do you like to do?

A mí me gusta Frozen…¿y a tí?

Here’s a CI-heavy activity for I like, I don’t like, me too, and me neither.

Objective: Get in lots of reps of  a mí también a mí tampoco, modeling when it’s appropriate to respond with each phase.

Prep: I made a power point with pictures of things and people that I thought would get a strong reaction from my students. I saved a second copy with the slides set to change at 10 second intervals.

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In class: I had students make signs that said “Me gusta” and “No me gusta.” I began showing the slides, and had students hold up the sign for their opinion. Oooh, me gusta mucho Frozen. Ashley, ¿te gusta frozen? ¡A mí también!

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After the first couple of slides, I had students flip their signs over and add A mí también to the back of the Me gusta sign, and a mí tampoco to the back of the no me gusta sign.  I then told them that they weren’t allowed to show the same sign as me – if I said I liked it, and they liked it too, they had to show me a mí también, not me gusta. 

After we finished the slides, I opened up the second powerpoint – the one with the slides on a timer.

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I designated each student as “Uno” or “Dos,” and instructed them to tell each other their opinions for each slide, and respond with a mí también and a mí tampoco when appropriate. Partner 1 went first, and about halfway through, I had them switch roles.


  • I could have done this with the “official” vocab – verbs like to dance, to eat, to practice sports – but I felt like many of my students don’t have much of an interest in those activities. In my slideshow, I included sports, football teams (I live in the south!), celebrities, and social media – things that students have strong opinions on! My students enjoyed discussing the images in my slideshow, and engagement was high throughout the activity.
  • I saved two copies of the powerpoint – 1 to click through in the intial presentation, and one on a timer for students to practice with partners. I initially set the timer to 5 seconds, but it was too fast for students to process and respond, so we slowed it down to 10 seconds (the students helped me with the timer – my powerpoint skills are rusty!). I also added a sound effect for each transition during the partner work phase, alerting students that the slide had changed and to discuss the next picture.
  • Pairing Me gusta/A mí también and No me gusta/A mí tampoco on the front and back of the signs worked beautifully – if they showed me gusta when it was supposed to be me too, I just pointed at my sign and back to theirs until they realized they needed to flip it.  In this way it was also easy to give quick feedback, even during a whole-class activity.
  • I used this song (which I actually remember from my days as a student in 3rd or 4th grade Spanish!) at the end of the class for more reinforcement of A mí también. You can’t help but chant along with it!
  • I got observed during this lesson 1st period – my administrator loved it! He came back later and told me how impressed he was with the amount of Spanish I spoke to my little Spanish 1 babies. And then he told me “¡me gusta!”  Success 🙂

12 thoughts on “A mí me gusta Frozen…¿y a tí?”

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