Teaching Spanish Adjectives Ideas (Characteristics)

Find what you need to teach the Spanish adjectives with these ideas and activities. Spanish Characteristics are specific versions of adjectives, which is a fun and unique topic to teach beginning Spanish students. I like to start by taking a few days to teach the basic vocabulary for what I plan on using throughout the unit. Once I feel the students have a stable hold on the vocabulary, I add the grammar with this Power Point. Sometimes I will teach the singular part of the Power Point one day, then add the plural part later.

The following can be used as supplemental material as you teach and practice the characteristics.


Spanish Adjectives/Characteristics/SER PowerPoint:

Spanish Adjectives PowerPoint

Spanish Adjectives/Characteristics/SER Activity Song (¿Cómo soy yo?)

Characteristics Song Missing Lyrics (¿Cómo Soy Yo?)

Spanish Adjectives/Characteristics/SER Worksheet Chart to Practice (FREE):

Characteristics Worksheet Chart (FREE!)

Spanish Adjectives/Characteristics/SER Survey Activity:

Characteristics Survey Activity (SER)

Spanish Adjectives/Characteristics/SER Quiz:

Spanish Show and Tell Project

Purchase EVERYTHING on the site for only $54.99!

Spanish Class Activities Discount Package

Other Activities/Resources:


Is an online tool to help students practice and memorize stories, especially TPRS stories

Teachers input the story and then share the link with the students who can accomplish many different randomly created activities. I have a paid account which allows me to follow my students’ progress along with other cool features. Check out this Textivate story I created. Just hit “Textivate” at the bottom to see all the different activities students can do with the story as they practice the Spanish Adjectives.

This website isn’t very user-friendly but comes recommended from Martina Bex who is known for teaching with comprehensible input from her blog: The Comprehensible Classroom


Is another online tool teachers can use to have students practice their listening schools. Teachers choose a video already uploaded, one from YouTube or upload one themselves. My school district blocks YouTube for students so I just have to download a YouTube video then upload it myself to my edpuzzle.com account. Then you add questions in the video about it’s content that students need to answer. You can also track their progress and this is completely FREE!


I think most Spanish teachers out there have heard of Sr. Wooly, or at least “Billy la Bufanda”. This man is a genius when it comes to making Spanish songs for students. I can do an entire blog post on him. I currently have a pro subscription to his website and use his materials in my classes almost weekly. Here are the Sr. Wooly songs that use the verb SER a lot in the present tense:

  • Guapo (12 times using “soy” / 3 times “eres” / 4 times “es”)
  • Amnesia (9 times “soy”)
  • La Confesión de Victor (13 times “soy” / 4 times “eres”)

Sr. Wooly also provides supplementary material for Pro users along with activities students can do on the computers themselves to practice these.


This is a way to help students acquire vocab by practicing and seeing the words differently. This website is like quizlet.com but I enjoy it more for a few reasons.

  1. The free version allows me to track students’ progress. (quizlet.com you have to get the paid version to track them)
  2. You can add audio to your words which then is played automatically every time a student sees the word, hearing it at least 5 times as they practice. (quizlet.com doesn’t play audio automatically, only if you click)

Quizlet.com does have quizlet.live which is awesome and I totally recommend looking into that for a good practice before a quiz. This is a guaranteed way to get 100% of your students totally engaged in what’s going on. I usually do quizlet.live and a Kahoot on the same days.

¿Cómo eres? Game

This is a fun game that can be used for many different concepts which I talk about in my other lesson plans. How you play is you give each student a half sheet of clean 8.5×11 paper along with a word from the vocab list (in this case an adjective you’re using to describe someone else: ex. bajo, inteligente, rubio, rico, etc). Students are given a few minutes to draw (not write) that word on the paper and then hang it up somewhere in the room with a piece of tape. When everyone is done I go around and help students know what each word is as they repeat it after me in Spanish.

Next comes the game. I start by asking someone “¿Cómo eres?”. That student then stands up, says “Soy…” and then chooses a Spanish adjective hung up in the room (not their own) and stands next to it (watch and make sure the girls agree the adjective when describing themselves). When that person has said their answer and stands next to a word they then ask someone else “¿Cómo eres?” who responds with “Soy…” who then gets up and stands next to that sign describing them. Play continues until all students have been asked and are standing next to a different sign, then play it again.

Add different variations like:

  • Time the class to see how fast they can do it and if they can beat their time or another class period’s time.
  • Students can’t ask someone of the same gender as them.
  • Students can’t go to a Spanish adjective they already went to in previous rounds.
  • Students can’t ask someone they already asked in previous rounds.

I like this activity because it has many repetitions of the basics of the Spanish adjectives and Spanish characteristics of SER (eres, soy) where students can practice verbally in a structured manner.


This is kind of like the charades you play at home but with some twists. I give Students a few minutes to get in groups of 1-3 and prepare 3-5 words they are to act out in front of the class. Groups won’t act out all words at a time, they just prepare a few words to act out in case another group takes one of their words. I require that they know the words they are going to act out in English and Spanish so they can walk out of class at least having learning those new words for the day.

Once preparation time has ended I usually go first and act out a word from the Spanish characteristics vocab list. Students then raise their hand and guess, but of course this is Spanish class so if a student wants to guess they have to say an entire sentence: “Es es rico”. If the student is correct, his/her group goes next. Play continues until all groups have gone.

I like this because those answering can really use the different forms of SER when describing along with agreeing the adjective with the noun. For example if a group of 2 is up acting something out a student might guess “Ellos son bajos”.

Other YouTube Videos I use:

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