Repair my Technology - English Template, Novice High

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 with any suggestions and we will update the content in a timely manner.  — The Pathways Project

Looking for the Spanish 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. 

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.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided. 


- Boise State World Languages Resource Center

Repair my Technology


In this activity, students will be able to practice talking about technology. Students will also be able to practice talking to an employee to determine how to fix their product or obtaining a new one. 

Proficiency Level:

Interpersonal speaking, novice high


Technology, devices, repair, help, customer, situation

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 (target language) on a variety of topics.
  • Standard 1.3 Students present information, concepts, and ideas in (target language) to an audience of listeners or readers on a variety of topics.
  • Standard 4.1 Students demonstrate an understanding of the nature of language through comparisons between (target language) and English.

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.
  • COMP 1.1 - Observe formal and informal forms of language.
  • CLTR 1.3- Function appropriately in diverse contexts within the target culture.

NCSSFL-ACTFL Can-Do Statements:

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

Materials Needed:

Google Slideshow

Cards with broken items (Main activity) (Lamination is optional)

Employee cards (Main activity) (lamination is optional)


1. Begin by introducing the Can-Dos for today’s activity and distributing the Materials Required for Warm Up to each student.

“Today, we are going to chat about repairing technology.

2.  Have students begin by getting into pairs and share the different types of technology they use. Students can talk about brands and what products they use often. Then ask for volunteers to share what technology they use in their life. 

“For the warm up, we are going to chat in partners about technology. With your partner, you can talk about the different types of technology that you use day by day.

If students need some assistance getting the discussion going, use the questions below: 

What type of technology do you commonly use? 

What brands do you prefer?

Main Activity

1. Divide the students into groups of 3 or 4 and give each group the same situation card.  

“Now you are going to work in partners. One student is going to be the client and the other student is going to be the employee. There are two cards for each situation, one for the employee and one for the client."

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.

 “The clients take some minutes to read their cards and prepare what they are going to say to the employee.”

3. The employees will then work with them to find a solution to their problem.

“After, the employees are going to work with clients in order to resolve (or not resolve) the problem.”

4. Emphasize to the student that they should read over the goals and work together to come to a solution.

5. The Lab instructors will act as “managers” and walk from group to group to help employees with their conversations and vocab, or add to the conversation in general.

“I am going to act as a director and I will go to groups in order to help the employees with their conversations to help with vocabulary or to add something to the conversation in general.”

6. 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.

“Now that we have finished the first round of groups, the ones who are employees are going to change to clients and the ones who were clients are going to change to employees. You all need to choose a new card and start a new situation.”

Wrap Up

Ask the following questions to finish the lab: 

1. What can you do in order to not break your electronic devices?

2. How many hours a day do you use your phone, tablet, television or other device?

3. Is it necessary to use electronics every day?

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

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