Repair my Technology/Repara mi tecnología - Spanish, Novice High
Please Note: The activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale.
This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.
Using the WLRC Repository’s Activities:
When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language.
Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials.
Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.
Enjoy!
- Boise State World Languages Resource Center
"Repara mi tecnología"
Proficiency Level:
Interpersonal speaking, novice high
In this activity, students will be able to practice talking about technology. Students will also be able to practice talking to an employee to determine how to fix their product or obtaining a new one.
Keywords:
Technology, devices, repair, help, customer, situation
Relevant NCSSFL-ACTFL Can-Do Statements: (SPECIFY THE LEVEL OF THE CAN_DO STATEMENT AFTER EACH ONE)
- I can talk about familiar and unfamiliar technology
- I can talk about technology that I use every day
- I can request services, such as repair for a phone, computer, or other electronic item
Relevant ACTFL World-Readiness Standards
Communication
Standard 1.1
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Materials Needed:
- Computer or projector to display Google slideshow
Google slideshow
Cards with broken items (Main activity) (lamination is optional)
Employee cards (Main activity) (lamination is optional)
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and distributing the “Materials Required for Warm Up” to each student. (INSTRUCTIONS)
“Today, we are going to chat about ____. We will chat about ___. We will also decide
Relevant NCSSFL-ACTFL Can-Do Statements:
2. Have students begin by getting into pairs and share the different types of technology they use. Students can talk about brands and what products they use often. Then ask for volunteers to share what technology they use in their life.
“Para el calentamiento, van a charlar en parejas sobre la tecnología. Con su pareja, pueden hablar sobre los diferente tipos de tecnología que usan día a día. Esto puede incluir el hablar de diferentes marcas, diferentes objetos, etc.
If students need some assistance getting the discussion going, use the questions below:
- What type of technology do you commonly use?
¿Qué dispositivos usan a diario?
- What brands do you prefer?
¿Qué marcas prefieren?
Main Activity
1. For this activity, students will be working in pairs. One student will act as a customer and the other person will act as an employee. There are two cards per situation, one for the customer and one for the employee.
“Ahora van a trabajar en parejas. Un estudiante va a ser el cliente y el otro estudiante va a ser el empleado. Hay dos tarjetas para cada situación, uno para el empleado y uno para el cliente."
2. Distribute them to the students and have them read their card to themselves and prepare to explain to the partner who has the employee card
“Los cliente Toma de unos minutos para leer sus tarjetas y preparar que van a decirle al empleado.
3. Use this model for an example: (CREATE AN EXAMPLE OF THE MAIN ACTIVITY TO HELP THE STUDENTS UNDERSTAND)
1. ____
1. ____
2. _____
1. _____
3. ____
1. ____
4. ____
1. ____
3. ________. (INSTRUCTIONS)
4. ______ (INSTRUCTIONS)
1. ______ (TEXT YOU SAY TO THE STUDENTS IN THE TARGET LANGUAGE)
2. ______ (TEXT YOU SAY TO THE STUDENTS IN THE TARGET LANGUAGE)
Wrap-up
Wrap-up questions (Pick the a few you’d like to ask): (TEXT YOU SAY TO THE STUDENTS IN THE TARGET LANGUAGE)
1. ¿?
2. ¿?
3. ¿?
4. ¿?
5. ¿?
6. ¿?
7. ¿?
8. ¿?
End of lab:
• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!