Author:
Ashley Johnson, Amber Hoye
Subject:
Languages
Material Type:
Activity/Lab
Level:
Middle School, High School, Community College / Lower Division, College / Upper Division
Tags:
Conversation, Emoji, Opinions, Preferences, Spanish, Technology, Text Messages
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
Spanish

Spanish Level 3, Activity 05: Medios de Comunicación / Media (Online)

Spanish Level 3, Activity 05: Medios de Comunicación / Media (Online)

Overview

Students will practice initiating conversations, sharing their personal opinions, and giving their preferences. Students will discuss their daily use of technology and who they stay in contact with on a regular basis. They will practice different scenarios and express how they would handle a situation. 

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 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)

Activity Instructions

Activity Title (in your target language)

Medios de Comunicación

Description:

Students will practice initiating conversations, sharing their personal opinions, and giving their preferences. Students will discuss their daily use of technology and who they stay in contact with on a regular basis. They will practice different scenarios and express how they would handle a situation. 

Proficiency Level:

Novice High

Keywords:

Text messages, conversation, opinions, preferences, technology, emoji 

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 1.1 - Observe formal and informal forms of language. 
CONN 2.1 - Access authentic materials prepared in the target language by or for native speakers. 
 

NCSSFL-ACTFL Can-Do Statements:

  • I can initiate conversations in the target language 
  • I can bring the conversation to a close 
  • I can give reasons for my preference 
  • I can hold conversations regarding personal opinions with others in the target language (intercultural) 

Materials Needed:

Google Slideshow

Warm-up

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

  • “Today, we are going to discuss our daily use of technology. We will chat about who we talk to on a regular basis and how we contact them. We will also decide how to appropriately navigate situations." 

2. Students will answer open-ended questions. They will express their opinion and reasoning behind that opinion. 

  • a. ¿Qué es lo que te gusta sobre los mensajes de texto?¿Qué no te gusta? 
  • b. En tu vida diaria, ¿Quién te manda mensajes de texto, te escribe correo electrónicos o te llama por teléfono frecuentemente? 
  • c. ¿Eres una de esas personas que se comunica más texteando o hablando por teléfono? 
  • D. ¿Cuáles son las ventajas y desventajas de conocer a un amig@ en línea? 

Main Activity

1. Have the students go into breakout rooms and discuss the following questions!

  • Si tuvieran la oportunidad de enviar un mensaje de texto a sí mismos cuando eran pequeños. 
  • ¿Qué consejos se darían?
  • ¿Cuál es el mejor consejo que han recibido? ¿Quién te lo dijo? ¿Por qué es lo mejor para ti?

Wrap-up

Ask students wrap-up questions to finish the lab. Have students show a classmate their most recently used emojis to see if they have any in common. Have them explain the stories behind their most recently used emojis. 

  • Tienes que eliminar un emoji. ¿Cuál eliminarías? 
  • ✋👆👉👍👤👦👧👨👩👪💃🏃💑❤😂😉😋😒😭👶😸🐟🍒🍔💣📌📖🔨🎃🎈🎨🏈🏰🌏🔌🔑 
  • Un día mandas un mensaje de texto para tu novio/a a uno de tus padres. ¿Qué harías?
  • ¿Cómo crees que los celulares van a avanzar en 10 años? 

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 initiate conversations in the target language 
  • I can bring the conversation to a close 
  • I can give reasons for my preference 
  • I can hold conversations regarding personal opinions with others in the target language (intercultural)