Author:
Amber Hoye
Subject:
Languages
Material Type:
Activity/Lab
Level:
Middle School, High School, Community College / Lower Division, College / Upper Division
Tags:
  • Condicional
  • Conditional
  • Narración en El Pasado (pretérito e Imperfecto)
  • Past Narration (preterite and Imperfect)
  • Past Subjunctive
  • Plot
  • Preferences
  • Preferencias
  • Program
  • Programa
  • Show
  • Subjuntivo Imperfecto
  • Television
  • Televisión
  • Tema
  • Theme
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English, Spanish

    Spanish Level 4, Activity 10: Un programa nuevo para la televisión / A new television program (Online)

    Spanish Level 4, Activity 10: Un programa nuevo para la televisión / A new television program (Online)

    Overview

    Students will be put into groups to create their own tv show using the vocabulary words provided on the slides.

    About the Pathways Project

    Did you know that you can access the complete collection of Pathways Project Spanish activities in our new Let’s Chat! Spanish pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysspanish 

    Please Note: Many of our activities 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. 

    Activity Information

    Man controlling a remote

    Photo by JESHOOTS.COM

    Description: Students will be put into groups to create their own tv show using the vocabulary words provided on the slides.

    Semantic Topics: Program, television, show, preferences, plot, theme, programa, televisión, programa, preferencias, tema

    Grammatical Structures: Past narration (preterite and imperfect), conditional, past subjunctive, narración en el pasado (pretérito e imperfecto), condicional, subjuntivo imperfecto

    Products: Spanish-language television shows, telenovelas

    Practices: Families/friends watching telenovelas together

    Perspectives: What do telenovelas mean to Hispanic cultures?

    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 written and spoken Spanish on a variety of topics.
    • STANDARD 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in Spanish.
    • STANDARD 2.1 - Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.
    • STANDARD 2.2 - Students demonstrate an understanding of the relationship between the products and perspectives of the different Hispanic cultures.
    • STANDARD 3.2 - Students acquire information and recognize the distinctive viewpoints that are available only through the Spanish language and its many cultures.

    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 2.1 - Analyze the significance of a product (art, music, literature, etc…) in a target culture.
    • CLTR 2.2 - Describe the connections of products from the target culture with the practices and perspectives of the culture.
    • CONN 2.1 - Access authentic materials prepared in the target language by or for native speakers.

    Relevant NCSSFL-ACTFL Can-Do Statements:

    • I can talk about my interests and hobbies
    • I can give reasons for my preferences
    • I can give reasons for my preferences I can talk about my favorite TV shows

    Materials Needed

    Warm-Up:

    1. Begin by introducing the Can-do statements.
    2. Show the slide with the "Rolling Stone Top 10 TV Shows Of All Time" and ask the students some questions.
      • This slide contains the "Rolling Stone Top 10 TV Shows Of All Time". Take a minute to look at it before I ask you some questions.
      • "La primera diapositiva tiene una imagen de "Rolling Stone y las 10 mejores series de televisión de todos los tiempos”. Tomen un minuto para verla antes de responder a algunas preguntas."
    • Let's see what you think:
    • "Vamos a ver que piensan:"
    • “Do you agree with Rolling Stone’s list?”
    • “¿Están de acuerdo con la lista?”
    • “Do you know all the TV shows that are on the list?”
    • “¿Conocen todos los programas que están en esta lista?”
    • “In your opinion, is there a TV show that shouldn’t be on the list?”
    • "¿En tu opinión, hay un programa que no debe aparecer en la lista?”

    3. Put the students in breakout rooms and have them ask each other their preferences on tv shows.

    I'm going to put you in breakout rooms. Ask each other the following questions regarding your personal preferences on tv shows.
    “Los voy a poner en "breakout rooms". Preguntense el uno al otro sus preferencias encuanto programas de televisión."

      • “What is your favorite TV show?” “What is it like?”
      • “¿Cuál es tu programa favorito? ¿Cómo es?”
      • “What is a TV show you don’t like?” “Why don’t you like it?”
      • “¿Cuál es el programa que menos te gusta? ¿Por qué?”
     

    Main Activity:

    1. Put students in pairs in breakout rooms and have them create a story for a television show as the main activity.
    • For the main activity, you will be working in pairs in breakout rooms creating a story for a television show using different vocabulary words.
    • "Para la actividad principal van a trabajar con un compañero en "breakout rooms" creando un cuento para un programa de televisión usando diferentes palabras de vocabulario."
    • Open the link posted in the chat to find the vocabulary words you need to use.
    • "Abran el enlace que esta en el "chat" para optener las palabras de vocabulario que necesitan usar."
    • Each slide has two words. You need to take turns using the words.
    • "Cada diapositiva tiene dos palabras. Necesitan turnarse usando las palabras."
    • It's important for you to pay attention because the story has to make sense. The person with the last card has to try resolving the storyline.
    • “Es importante que presten atención porque el cuento debe tener sentido. La persona que tiene la última tarjeta necesita intentar resolver el cuento.”

    Wrap-Up

    Wrap-up questions:

    • If you had the opportunity to watch your show, would you do it?
    • Which one is better, reading a book or watching t.v.? Why?
    • What show did you recently watch?

    Preguntas para terminar:

    • “Si tuvieras la oportunidad de ver tu programa, ¿lo harías?” 
    • “¿Cuál es mejor: leer un libro o mirar la televisión? ¿Por qué?”
    • “¿Cuál es el programa más reciente que has visto?”

    Exit ticket

    Boleto de salida - acertijos (riddles) para salir:

    • “Sólo tres letras tengo pero tu peso yo sostengo. Si me tratas con cuidado, te llevaré a cualquier lado.” Respuesta: El pie
    • "Invita año tras año a tus mejores amigos, os coméis la rica tarta y os lo pasáis divertido." Respuesta: El cumpleaños

    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 my interests and hobbies
    • I can give reasons for my preferences
    • I can give reasons for my preferences I can talk about my favorite TV shows

    CULTURAL NOTES: