El mundo del trabajo / The workplace, Spanish intermediate mid

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)

El mundo del trabajo / The workplace, Intermediate Mid

Description:

Students will discuss their future career preferences. They will practice how to be persuasive with their speech to achieve something or to be convincing. Students will decide appropriate ways to talk about themselves and their talents in a formal setting. 

Proficiency Level:

Intermediate mid

Keywords:

career preferences, career, talents, speech, applications, jobs, workplace

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 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.
  • Standard 3.1 Students reinforce and further their knowledge of other disciplines through Hispanic cultures.

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 1.1- Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
  • CLTR 1.3- Function appropriately in diverse contexts within the target culture.

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can be persuasive in my speech to achieve something or be convincing
  • I can talk about my career preferences
  • I can talk about myself and my talents in a formal setting

Materials Needed:

Warm-up

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

“Today, we are going to chat about our ourselves, our talents, and our future career preferences. We will chat about how we can be persuasive or convincing in our speech. We will also decide how to best promote ourselves in formal settings.  

2. Have students look over applications from Argentina and the United States and answer the following questions:

"Tomen unos minutos para leer las solicitudes de trabajo y después contesten las siguientes preguntas:"

“¿En qué se parecen?” 
“¿En qué no se parecen? (diferencias)” 

“En tu opinión, ¿Cual es lo más interesante?” 

Main Activity

1.Before watching the video on the Google slideshow and discuss what an elevator pitch is. 
               a. First define what is an "elevator pitch"
i. An elevator pitch is a short description of an idea, product, company, or oneself that explains the concept in such a way that any listener can understand it in a short period of time
              b. When could they use an elevator pitch?
i. Present themselves for a job, join an organization, or to impress a boss for a raise/higher position
ii. Present their idea to an individual/group, boss, or organization
iii. Present an item they are trying to sell (sales pitch)

2.  To help gain more understanding of what an elevator put is watch this video starting at 1:10 until the end. As the lady gives steps and her own pitch:

             a. Explain to students they should pay attention to the points she talks about BUT when they make their own, they should only include what is relevant to them

3. Students, will have 5 minutes to come up with an "elevator pitch" of about one minute using the 7 step process from the video

4. Divide students in pairs

5.  Potential employer profiles are going to be on the slides (i.e. principal of the school they want to work at, CEO of a company, owner of a restaurant, manager for music or art). In each pair, someone will play the employer while the other person does their elevator pitch. After each slide, students will switch roles so that they can each practice talking to different types of employers and practice giving their pitch.

6. After each slide: partners should switch roles so they can both practice giving their pitch and listening to the other

7. If the students need some help, use this model as an example:
        1. ¿Cuáles son tus mejores cualidades?
            1. "Mis mejores cualidades son mi habilidad de poner atención a los detalles más pequeñas y actualizar planes"

Wrap-up

Ask the following questions to end the lab: 

1. ¿Funcionaría tu discurso breve en la vida real?

2. ¿Cómo podrías usar tu discurso breve en la vida real?

3.  ¿En qué otros momentos o situaciones, se podía usar el discurso breve?

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 be persuasive in my speech to achieve something or be convincing
  • I can talk about my career preferences
  • I can talk about myself and my talents in a formal setting

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