La Vivie
Please Note: 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
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.
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.
Using the WLRC Repository’s Activities:
When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language.
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.
Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.com and we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.
Enjoy!
- Boise State World Languages Resource Center
La vivienda
Proficiency Level: Intermediate low
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.
Keywords:
House, home, bedroom, kitchen, living room
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can interact to share ideas about where I would prefer to live and why
- I can exchange information about the types of furniture and decoration styles I prefer
- In my own and other cultures, I can identify locations to buy something and how culture affects where people shop
Relevant ACTFL World-Readiness Standards
Communication
Standard 1.1
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Materials Needed:
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow.
2. Put the students into pairs to talk about these questions.
Preguntas:
¿Vives en casa o apartamento con tu familia?
¿Te gusta decorar tu dormitorio? ¿Tienes un estilo específico? ¿Colores? ¿Una marca? ¿Un tema?
¿Cuáles son los muebles o accesorios más caros para el dormitorio?
3. We are going to talk about important department stores in the Spanish-speaking world.
Vamos a hablar sobre unas tiendas grandes en el mundo hispanohablante.
El Cortés 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 tu país? (Un ejemplo puede ser Nordstrom o Bloomingdales. Target es un ejemplo más barato.)
Este almacén se llama Éxito. Algo interesante sobre este almacén es que esta en unos centros comerciales. Tiene todo como comida, muebles, ropa, tecnología, accesorios para vehículos.
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. Recuerda que los estudiantes tienen un dinero limitado 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. Estas muy feliz por la nueva pareja y quieres comprarles un regalo en la tienda “El Cortes Inglés” para su nuevo hogar.
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?
Tu mamá se encuentra en México. 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 le compras?
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.
Wrap-up
Wrap-up questions:
1. ¿Alguna vez has comprado un mueble caro para tu casa? ¿Qué compraste? y ¿Dónde?
2. ¿Cuál es tu tienda favorita de muebles? ¿Por qué te gusta ese lugar?
3. ¿Alguna vez has visitado una tienda en otro país?
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 interact to share ideas about where I would prefer to live and why
- I can exchange information about the types of furniture and decoration styles I prefer
- In my own and other cultures, I can identify locations to buy something and how culture affects where people shop