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¿Qué hace que una entrevista sea buena?

¿Qué hace una buena entrevista?

¿A quién podrías entrevistar?

¿Qué podrías preguntarle?

Puedes tutearme.

Puedes hablarme de tú.

Si tienes dudas, ¡pregunta! Puedes decir: “Disculpe, ¿le puedo tutear?”

Escribe tu entrevista.

< < < para el profe > > >

Focus: interviewing skills, questions, tú v. Ud.


  • Index cards or just use paper (recipe card task, 1 per student)
  • Download “Guest Sheet” and copy front/back (1 per student)


Start by introducing the daily objective. First they will prepare for their interview (the person, the questions). 

There are a different ways you can set up the actual interviews.

1) You bring in one or more guests for them to interview. 

2) They find a person to interview and do it outside of class.


What makes a good interview?

Let’s predict… they may say: good questions, an introduction, a quiet location

Watch the interview. What made it good? What could be improved?

Recipe Card

Use the index cards (or paper) to create a “recipe” of what makes a good interview. The “ingredients” will things that were listed above (good questions, intro, quiet location, etc).

Watch the “how to” videos to find more tips and ideas to add to the recipe cards.

Extension: Write out the “Steps” to help them plan their interview.

Additional Reading Option:


Who will they interview?

Option 1: They find a person to interview in the community. Brainstorm with them ideas on how they can find someone that has a migration story and speaks Spanish.

Option 2: You bring in someone (or a few people) for them to interview. If you do this, give them a quick overview of who they person is.

Option 3: They could write out the questions and send them to someone to answer back (writen or a video).

Background Info

Let them think about what they already know about the person they will interview. Another angle, add what they know about the country/countries that they left.

What questions will they ask?

Now let them plan what questions to ask. They can take the questions from the videos and/or create their own. Give them the “Guest Sheet” to prepare for the interview.

If you want this to be a class collaboration, you could put up a big piece of butcher paper and let them write possible questions on there.


Set up a chance for them to practice with a partner before they do it. The partner should give them feedback. Take the time to teach them how to give each other meaningful feedback. This is a great 21st Century skill!

Other Details

Go over any other details like do they video/audio record the interview, if they will present it, due date, etc.

Mini-Grammar Talk (optional)

This would be a good time to talk about using the correct “you” (informal/formal) depending on who they are interviewing. Use the videos if needed.

From ACTFL’s Core Practices: “Teach grammar as concept and use in context. Students focus on meaning BEFORE from.”


After the interview, have them complete the second page of the “Guest Sheet.”

Decide if and how they will share their interviews with the class.

Extension Ideas:

  • Let them interview another person and make a comparison of the two stories. What was the same? What was different?
  • The interview could be used for the presentational “TEDxYouth Talk” assessment (see the “Assessment” lesson for more details).

Share your resources and ideas with the community below!

1 Comment

  1. Claudia

    ¿Qué hace que una entrevista sea buena?

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