Author:
Ashley Johnson, Amber Hoye
Subject:
Languages
Material Type:
Activity/Lab
Level:
Middle School, High School, Community College / Lower Division, College / Upper Division
Tags:
  • Ayuda
  • Cliente
  • Customer
  • Devices
  • Dispositivos
  • El Subjuntivo
  • Help
  • Los Adjetivos Posesivos
  • Los Pronombres Posesivos
  • Por vs. Para
  • Possessive Adjectives
  • Possessive Pronouns
  • REPAIR
  • Reparar
  • Situación
  • Situation
  • Spanish
  • Subjunctive
  • Technology
  • Technología
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    Spanish

    Spanish Level 3, Activity 02: Repara mi tecnología / Repair my technology (Face-To-Face)

    Spanish Level 3, Activity 02: Repara mi tecnología / Repair my technology (Face-To-Face)

    Overview

    In this activity, students will discuss technology. Students will also practice interacting with an employee to determine how to fix their product or obtain a new one.

    About the Pathways Project

    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 amberhoye@boisestate.edu 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 amberhoye@boisestate.edu.

    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 WLRCLAR@gmail.com 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)

    Activity Instructions

    Phone with a broken screen

    Photo by Laura Rivera

    Description: In this activity, students will discuss technology. Students will also practice interacting with an employee to determine how to fix their product or obtain a new one.

    Semantic Topics: Technology, devices, repair, help, customer, situation, technología, dispositivos, reparar, ayuda, cliente, situación

    Grammatical Structures: Subjunctive, possessive pronouns, possessive adjectives, por vs. para, el subjuntivo, los pronombres posesivos, los adjetivos posesivos, por vs. para

    Products: Technology, broken and/or damaged products

    Practices: Shopping behaviors, negotiating with and/or explaining a situation to an employee

    Perspectives: Value of personal belongings, the importance of technology

    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 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.

    Relevant NCSSFL-ACTFL Can-Do Statements: 

    • I can talk about familiar and unfamiliar technology
    • I can talk about the technology that I use every day
    • I can request services, such as repair for a phone, computer, or other electronic items

    Materials Needed

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

    (Canva Template, free account required)

    WARM UP

    1. Begin by introducing the Can-Dos for today’s activity and distributing the Materials to each student.
      Vamos a empezar con los Can-Do statements hoy.
    2. Have students begin by getting into pairs and sharing the different types of technology they use. Students can talk about brands and what products they use often. Next, 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.

    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. Emphasize to the student that they should read over the goals and work together to come to a solution.
      Después, los empleados van a trabajar con los clientes para resolver (o no resolver) el problema. Es importante que lean las metas y trabajen juntos, empleados y clientes, para llegar a un acuerdo.
    4. The instructors will act as the “manager” and walk from each 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.
    5. 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, 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 empiecen una nueva situación.
    1.  

    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 usar aparatos electrónicos todos los días?

    END OF ACTIVITY

    • Pay attention, and try to use feedback for future activities! 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 activities!

    Can-Do Statements:

    • I can talk about familiar and unfamiliar technology
    • I can talk about the technology that I use every day
    • I can request services, such as repair for a phone, computer, or other electronic items

    CULTURAL NOTES: