Spanish Level 4, Activity 10: Una telenovela nueva / A new telenovela (Face-To-Face)

Please Note: Many of 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 with any suggestions and we will update the content in a timely manner.  — The Pathways Project

Looking for the English Version of this activity to adapt for your language?  CLICK HERE

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. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

Un programa nuevo para la televisión, Intermediate High


Students will discuss and give reasons for their preferences and interests. They will practice discussing characters, plots, and elements of programs they already enjoy. Students will also decide appropriate ways to share their ideas in creating a new television program with a small group. 

Proficiency Level:

Intermediate High


interests, hobbies, preferences, TV shows, movies, favorites, television program, plot

Relevant ACTFL World-Readiness Standards:

  • Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.
  • Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
  • Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of (target culture).
  • Standard 4.2 Students demonstrate an understanding of the concept of culture through comparisons between (target culture) and their own.

Relevant Idaho State World Language Standards:

  • COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMM 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
  • CLTR 2.1- Analyze the significance of a product (art, music, literature, etc...) in a target culture.
  • CLTR 2.2- Describe the connections of products from the target culture with the practices and perspectives of the culture.
  • CONN 1.2- Relate information studied in other subjects to the target language and culture.

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can talk about my interests and hobbies
  • I can give reasons for my preferences
  • I can talk about my favorite TV shows

Materials Needed:

Plot Cards (Pt. 1)

Plot Cards (Pt. 2)

Google Slideshow (Linked)

Would you like to make changes to the materials? Access the template(s) below:

Plot Cards (Pt. 1) (Canva Template, free account required) 

Plot Cards (Pt. 2) (Canva Template, free account required)


1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow. 

2. Students will get into partners and answer the following questions:

Describe a TV show they really enjoy 

Describe el programa que más les gusta.

How is it? How is the protagonist? How many episodes have you seen? 
¿Cómo es? ¿Cómo es el/la protagonista? ¿Cuántos episodios has visto?

Do you agree with the list of the Rolling Stone? Is there a program that shouldn't be on the list (in your opinion)? 

Estás de acuerdo con la lista de Rolling Stones? ¿Hay un programa que no debe aparecer?

What is your favorite TV show? How is it? 

¿Cuál es tu programa favorito? ¿Cómo es?

What is your least favorite? Why? 

¿Cuál es el programa que menos te gusta? ¿Por qué?

Which types of TV shows do you like to watch? For example: dramas, DIY, food, reality, etc. 

¿Qué tipos de programas te gusta mirar? Por ejemplo: drama, DIY, comida, telerrealidad, etc.

Main Activity

1. Put the students into groups of 3-4. Give each group four of the picture cards and have them put them face down on the table. Follow by explaining the rules.

“En grupos de 3 a 4, ustedes van a crear la trama (plot) de una nueva serie de televisión. Van a recibir cuatro tarjetas con fotos y necesitan ponerlas de cara al suelo (facedown)
2.  Students will take turns choosing cards. One set of cards will have an object that you must incorporate into the plot of the program. 

3. The first student will begin the story, and the second will continue the story. The story must make sense. 

4. The person with the last card will try to solve the story. 

    “Ustedes van a toar turnos agarrando una tarjeta. Tiene que incorporar el objeto que tienes en la trama del programa. El primer estudiante va a empezar el cuento y el segundo va a seguir con el cuento.” 
    “Es importante que presten atención por qué el cuento debe tener sentido. La persona que tiene la última tarjeta necesita intentar resolver el cuento.” 

3. If there is extra time, have each group make their own commercial of the show. Ask students to come up with ideas and share how an ad would look for the show. 


Wrap-up questions (Pick the a few you’d like to ask):

1. Si tuvieras la oportunidad de ver tu programa, ¿Lo harías?
2. ¿Piensas que ABC, FOX, o CBS compraría los derechos del programa?
3.  ¿Qué es mejor: leer un libro o ver la tele? ¿Por qué?
4. ¿Cuál es el último programa que viste? ¿Qué pasó en el episodio?

Exit ticket - acertijos (riddles) para salir:

1. Sólo tres letras tengo pero tu peso yo sostengo. Si me tratas con cuidado, te llevaré a cualquier lado. Respuesta: El pie

2. Invita año tras año a tus mejores amigos, os coméis la rica tarta y os lo pasáis divertido. Respuesta: El cumpleaños

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!

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can talk about my interests and hobbies
  • I can give reasons for my preferences
  • I can talk about my favorite TV shows

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