Spanish Level 3, Activity 07: La Vivienda / Living Spaces (Online)

Spanish Level 3, Activity 07: La Vivienda / Living Spaces (Online)

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 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)

Activity Instructions

Activity Title (in your target language)

La vivienda


In this lab, students will discuss where they live, the furniture they have in their home, and where one might be able to shop for certain household items. Students will learn how to describe furniture, housing, and useful household items. Students will also express opinions about furniture and where they prefer to live. 

Proficiency Level:

Intermediate Low


House, home, bedroom, kitchen, living room 

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. 

Idaho Content Standards for World Languages:

  • 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 2.1 - Identity, describe, and compare/contrast products and their use in the target culture with the learner’s culture. 

NCSSFL-ACTFL Can-Do Statements:

  • Given a budget and situation, I can purchase gifts for a variety of people and occasions 
  • I can exchange information about the types of furniture and decoration styles I prefer on my own and other cultures
  • I can identify locations to buy something and how culture affects where people shop 

Materials Needed:


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

2. Share the student slideshow with the students and put them into pairs using breakout rooms to talk about these questions. 

  • Preguntas: 
    • ¿Te gusta decorar tu casa? ¿Qué tal tu cuarto? ¿Tienes un estilo específico? 
    • ¿Cuáles son los muebles más caros para el hogar? 
    • ¿Cuál es un buen lugar para comprar muebles? 

3. We are going to talk about important department stores in the Spanish-speaking world. 

  • “Vamos a hablar sobre unos almacenes populares en el mundo hispanohablante. 
  • El Corte Inglés es un gran almacén (department store) muy popular en España. Tiene muchos pisos y aún un restaurante y una cafetería. ¿Pueden pensar en una tienda similar en los Estados Unidos o en tu país? (Un ejemplo puede ser Nordstrom o Bloomingdales. Target es un ejemplo más barato.) 
  • Este almacén se llama Éxito. Un hecho interesante sobre este almacén es que está en unos centros comerciales. Tiene comida, muebles, ropa, tecnología, accesorios para vehículos, etc. 
  • Aquí tenemos otro ejemplo de un gran almacén. Se llama Liverpool. ¡No es una tienda de Inglaterra, sino que México! Tiene más de 150 años de historia. “

Main Activity

1. Read the following scenarios to your students: Put the students into pairs to talk about the scenario. They have a budget in each situation. Make sure to tell them to use all their money. Recuerden que tienen una cantidad de dinero limitada para gastar. 

Scenario 1: Your sibling's wedding is in Spain next week. You're very happy for the new couple and you want to buy them a gift from the store "El Cortes Inglés" for their new home. 

  • La boda de tu herman@ es la próxima semana en España. Estás muy feliz por la nueva pareja y quieres comprarles un regalo de la tienda “El Cortes Inglés” para su nuevo hogar. 
  • Uds. van a ir al Corte Inglés para comprar regalos para su herman@. Solamente pueden escoger de ciertos objetos. 

Scenario 2: Your mom is in Mexico. She is turning 50 years old next week and you want to buy her a special gift from the store "Liverpool" for her new stage in her life. What will you buy her? 

  • Ella cumple 50 años la semana siguiente y quieres comprarle un regalo muy especial de la tienda “Liverpool” por esta nueva etapa en su vida. ¿Qué vas a comprar para ella? 
  • Ahora vamos a convertirnos en personas muy ricas que viven vida lujosas. 

Scenario 3: You moved into a new apartment with your best friend and you are both very excited to decorate it. 

  • Te mudaste a un nuevo apartamento con tu mejor amig@ y están muy emocionados para decorarlo. 


  • ¿Alguna vez has comprado un mueble caro para tu casa? ¿Qué compraste? y ¿Dónde? 
  • ¿Cuál es tu tienda de muebles favorita? ¿Por qué te gusta esa tienda? 
  • ¿Alguna vez has visitado una tienda en otro país? ¿Qué compraste ahí? 

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! 

NCSSFL-ACTFL Can-Do Statements:

  • Given a budget and situation, I can purchase gifts for a variety of people and occasions 
  • I can exchange information about the types of furniture and decoration styles I prefer on my own and other cultures
  • I can identify locations to buy something and how culture affects where people shop