Repair my Technology/Repara mi tecnología - Spanish, Novice High
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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.
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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.
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- 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 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.”
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.
- COMP 1.1 - Observe formal and informal forms of language.
Relevant NCSSFL-ACTFL Can-Do Statements:
- 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
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.
Relevant NCSSFL-ACTFL Can-Do Statements:
- 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
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. Divide the students into groups of 3 or 4 and give each group the same situation card.
"Ahora se van a dividir en grupos de 3 or 4. van a escoger una tarjeta y luego leerla para sí mismos."
2. Two people will act as customers and the other one or two people will act as the employees. The two customers will read the card to themselves and prepare to explain to the employee(s) that their electronic device is broken or whatever the situation says on their card."Dos personas van a ser clientes y las otras personas van a ser empleados. Los que son clientes van a explicar a los empleados cómo se quebró su aparato o explicar la situación que está en su tarjeta. Vamos a tomar unos minutos para que se puedan preparar para la actividad."
3. The employees will then work with them to find a solution to their problem."Es importante que lean las metas y trabajen juntos, empleados y clientes, para llegar a un acuerdo."
5. The Lab instructors will act as “managers” and walk from group to group to help employees with their conversations and vocab, or add to the conversation in general.
"Voy a actuar como director e ir de grupo a grupo para ayudar los empleados con sus conversaciones para ayudar con vocabulario o solo para añadir algo a la conversación en general."
6. Once the first round of situations has been completely talked through, the employees move to a different group but become customers at that new store, and the people who previously played the customers now become the employees of that store."Ahora que hemos terminado la primera ronda de grupos, los que eran empleados se van a convertir en clientes y los clientes se van a convertir en empleados. Qué escojan una nueva tarjeta y empiezan una nueva situación."
Wrap Up
Wrap-up questions (Pick a few you’d like to ask):
1. ¿Qué pueden hacer para que no se rompan sus aparatos electrónicos?
2. ¿Cuántas horas al día usan sus teléfonos, tabletas, televisiones u otros aparatos?
3. ¿Es necesario que usen aparatos electrónicos todos los días?
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 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