Spanish Level 3, Activity 04: Tecnología y el futuro / Technology in the Future (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 pathwaysproject@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 pathwaysproject@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 pathwaysproject@boisestate.edu 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)
Tecnología y partes de un auto- Novice High
Description:
Students will practice speculating about the past and present in regards to events that have happened. They will also discuss the environment and technology. Students will learn how to describe technology, parts of a car and solutions to problems that come technology in the future.
Proficiency Level:
Novice High
Keywords:
Technology, environment, creating stories, cars
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 State World Language Standards:
- COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
- 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.
- COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
NCSSFL-ACTFL Can-Do Statements:
- I can describe and discuss popular technology or forms of social media
- I can brainstorm a resolutions to problems
- I can access information about technology and cars in the target culture
Materials Needed:
Would you like to make changes to the materials? Access the template(s) below:
- Cards (Canva Template, free account required)
Warm-up
1. Begin by introducing the Can-Do's for today’s activity and displaying the Google slideshow on the projector.
“Today, we are going to discuss technology. We will chat about things that have happened and identify familiar technologies with a partner. We will also decide how to come to a resolution of a problem."
2. Students will get in pairs and answer a few questions to begin a conversation on topics related to the main activity:
1. ¿Qué se tiene que hacer para mantener un carro?
2. ¿Con qué frecuencia se necesita hacer?
3. ¿Con qué frecuencia lo haces en realidad? (ejemplos: el servicio al automovíl, cambiar el aceite, hacerle rotación a las llantas)
Main Activity
1. Divide the students into two groups. One group will describe the word on the card and the other group will try to guess what the word is. Move the groups into different spaces of the room.
“Para empezar vamos a formar dos grupos.Un grupo describirá la palabra en la tarjeta y el otro grupo intentará adivinar cuál es la palabra. Mueve los grupos a diferentes espacios de la sala."
2. The first group will take turns picking a card and will always work together to describe the word without saying what it actually is to the second group.
"El primer grupo se turnará para elegir una tarjeta y siempre trabajarán juntos para describir la palabra sin decir lo que realmente es al segundo grupo."
3. Process
A. An example of step 2: if they draw the word WiFi, the "describers" could say, "It's something you log into on your phone so you don't need to use data"
A. Por ejemplo si tienen la palabra WiFi, los 'describiradores' pueden decir "Es lo que usas para que no tengan que usar tu data cuando estas en el internet."
B. We will have a timer for one minute. After, the describers become the 'guessers' become the 'describers'
B. Vamos a tener un cronómetro para un minuto. Después, los que describen van a adivinar y los que adivinan van a describir
C. Explain some rules of the game:
C. Hay algunas reglas para este juego: no se puede decir en voz alta la palabra que está en la tarjeta y no pueden usar nombres de marcas famosas (como iPhone, Android, etc)
3. Have students continue practicing.
Wrap-up
Ask students the following questions to finish the lab:
¿Qué tipo de tecnología usas todos los días?
¿Qué tecnología nunca usas?
¿Qué problemas encuentras con la tecnología?
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:
- I can describe and discuss popular technology or forms of social media
- I can brainstorm a resolution to problems
- I can access information about technology and cars in the target culture