¿Qué país

tiene los mejores parques?

parte uno:

Investiguen los parques en el país asignado.




Estados Unidos

Nueva Zelanda




parte dos:

Preparen una presentación.

la batalla de los parques

Explica qué país tiene los mejores parques en tu opinión.

< < < para el profe > > >


  • Download/print a note sheet for each group (8 copies + a few extras)
  • Optional: Prizes for the winners (see “Battle” for ideas)
  • Optional: Put the battle bracket on the wall on a piece of large paper (see “Battle” for more details)
  • A way for groups to present their pictures

Introduce the Objective 

Start by introducing the daily objective.


Ask the question. See if they have an opinion already.

Then ask the WHY they picked that country. Make a list of these reasons that are important to them.

They may say… location, a specific feature, an activity, something unique about it.

Part 1: Research

Create 8 small groups.

Assign a country to group. You can add more countries if you want. We picked 8 so the “Battle” doesn’t take too long.

They will research their assigned country. Then they need to find IMPRESSIVE INFORMATION about parks in those countries. Explain to them that details matter! Example: “It has waterfalls.” is vague. That will not win the in the upcoming battle. “Venezuela has Angel Falls. It is considered the highest waterfall in the world, at more than 800 meters.” Now that’s better!

You can give them the graphic organizer for them to write down notes.

Alternate Idea: See “extension” below.

Part 2: Prepare Presentation

Next they will need to put together anything they want to showcase the country’s parks in 2 minutes. You can give them additional guidelines [Photos only/your group has to do the talking, not a video/no words in your visuals] and extend the time limit as you thing will be best for the class.

You may need to model some phrases to help them compare (the most… other superlatives, more X than… higher than… other comparatives) and state facts (according to… it’s considered… big numbers). Remind them of what they said during the first question of the class. That’s what they want to target. They want to make people want to go to their country’s parks.

Part 3: The “Battle”

Preferred Option: Draw the bracket on a large piece of paper on the wall so you can write on there. Use the screen/projector for them to show their photos/presentations.

Announce that there will be a battle of the parks! Explain the prize if any. 

Announce the first battle… China vs. France.

Give each group 2 minutes to convince the class that their country has the best parks. You can let the class ask follow-up questions or let the two groups go back and forth for a bit. Then let the class vote. The winner will move on to the next round.

Continue this process with the rest of the “elite eight” round. Explain that it’s important to listen to the other countries because they may be battling them next!

Now do the “final four” round. Repeat until you pick a champion.

Variations: If you add more countries, you’ll need to do more rounds. Give a short prep time between rounds for them to adjust their presentations for the next battle. If they are out, they get a break.

Prize Ideas:

Hiking Foods: trail mix, bars, gel packs

Hiking Gear: Bandanas/Gaiters, water bottles

Homework Passes

Check for Learning / Reflect

At the end of class, have them explain which country has the best parks in their opinion. See if their opinion changed from the beginning of class.

You can mark their “Objective Sheets” if they can do it at their proficiency target.

Remind them to be working on their experiences, especially if one relates to this objective.

If they are using the “Unit Vocabulary Sheet,” give them time to write down what they learned today.

Extension Ideas:

  •  Have a “fair” as a department! This whole lesson could be changed up if you want to work with other language teachers. For example: The German and French teachers would have their students talk about parks from their target cultures. Your students would talk about parks from Spanish-speaking countries. Then they learn from each other. Then you can still do the trivia at the end when back in your class.
  • Have them read OR create a listicle about parks. Examples: The most dangerous parks, the most beautiful waterfalls, the best parks for mountain biking, the most diverse parks, etc.

Share your resources and ideas with the community below!


  1. Marta Harrington

    Hi Kara, i’m doing this lesson with my Spanish IV for the first time and they are really enjoying it. With a class of only 11, how would you recommend I do the bracket activity? I need to have an even number of teams to do the bracket. Not ideal. Perhaps 8 groups, some of which might have two members? seems unfair to the ones working alone. I guess the academically stronger students could be alone? Any suggestions? Thank you.

    • Kara Parker

      Hey Marta!
      One way could be to not use the bracket format at the beginning and do a “round-robin tournament” (A round-robin is a sports competition in which each player or team plays against every other player or team.) The easiest would be to assign everyone their own country, or you could give them a choice (alone or partners).
      Each time they win, they get a point.
      If you still want to use the bracket, then do that with just the top 4 after the round-robin to determine the winner.
      What do you think about that?

  2. Marta Harrington

    i like it. So for the round robin tournament, Do I just give each student an evaluation sheet to assess who will goto the next round?

    • Kara Parker

      I’d probably just do a quick vote.

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